All about the role of... the key person

DEFINITION AND AIM

The key person approach has its roots in a theory of attachment first described by John Bowlby in 1969 and developed by Mary Ainsworth in the 1970s. Attachment was identified as a special emotional relationship that involves an exchange of comfort, care and pleasure. Securely attached children, it proposed, learn to be independent from a base of loving and secure relationships with their caregivers.

It was concern for the emotional well-being of babies and young children in daycare settings that led Elinor Goldschmied to propose the key person concept. Her idea was to allow warm attachments to develop between staff and children in a nursery; children would then feel emotionally secure and safe enough to explore and learn.

In 2008 the EYFS stated that every child in a group setting must be assigned a key person. It defined the key person as the named member of staff assigned to an individual child who would support their development and act as the key point of contact with parents. The role of the key person includes:

• - helping the child to become familiar with the provision and to feel confident and safe in it
• - developing a genuine bond with the child and the child's parents and offering a settled, close relationship
• - meeting the individual and care needs of each child and responding sensitively to their feelings, ideas and behaviour
• - ensuring that the child is being cared for appropriately for each family.

Research indicates that an effective key person approach benefits the whole childcare setting. It leads to improved care and learning for children, better-satisfied and engaged staff, and parents who feel confident about their quality and commitment.

QUALIFICATIONS AND TRAINING

A key person needs to achieve a Level 3 qualification in children's care and education. The new Level 3 Diploma for the Children and Young People's Workforce, launched last September, will eventually replace all other Level 3 qualifications and NVQs, and fits in with the Qualifications and Credit Framework (QCF). It is 65 credits in size and made up of new QCF units. The credits are a combination of guided learning hours, private study and assessment.

Students first complete the diploma's seven core units. These reflect the knowledge and skills that everyone who works with children and young people is expected to have. Then they undertake the mandatory units for one of three pathways, in this case the early years. An option unit allows students to develop a special interest, such as supporting disabled children and young people, caseload management and supporting children and young people with mental health needs.

Existing full Level 3 qualifications, such as the Diploma in Children's Care and Education, are still valid and considered equivalent to the new Level 3 Diploma.

When in post, a key person generally undertakes a short course in preparation for the role. Courses may be funded by the employer. A number of training providers offer short key person courses. Acorn Childcare Training offers a six-hour course, Role of the Key Person, helping participants to understand the significance of the role, gain confidence in communicating with parents and other adults involved with their key child and reflect on current practice.

CASE STUDY

FARIDA SHEIKH  

Farida has worked at Cramond Nursery for almost six years. The nursery is managed by Bright Horizons Family Solutions, one of seven in Edinburgh.

'My employment began with a six-week induction course focused on being a key person. Later, there was more internal and external training. This has all helped me to be confident in this role.

'I have five key children and also share the day-to-day responsibilities of all the children in the baby room with my colleagues Nicola, Joan and Jennifer. We have a maximum of 12 babies each day and work closely to share information about the children. Each child has a Personal Learning Plan in which we keep our observations, the next steps of development and comments from home. All this is shared with our nursery manager.

'When we have new children, our goal is to help the parents and the child feel comfortable. We invite parents to bring their child to settling-in sessions before they start at the nursery. These sessions are free and provide an opportunity for key person and parent to work together to create an overview of the child's learning needs and play interests. This forms the basis for the child's Personal Learning Plan. We are always happy to provide parents with updates during the day, especially at that early stage, and we may also send a reassuring e-mail containing a photo of their child engaged in a nursery activity.

'In the nursery, we have special areas where we can have gentle one-to-one contact with our key children. We regard these times of caring and play, nurturing and communications, as rich and important moments. At Bright Horizons, we call them "Prime Times".

'I really enjoy getting to know my key children and their families and contributing to their learning journeys. We know from letters and conversations that parents and families really appreciate what we do and think of us often as an extended part of their family.

'I am very proud of our nursery and of my work.

I have been the winner of our Family Partnership Award two years in a row, and that recognition from parents and colleagues means a great deal to me.'

FURTHER INFORMATION.

• - CACHE. www.cache.org.uk
• - Acorn Childcare Training. Park View, 34 Copperfields, High Wycombe, Bucks HP12 4AN. Tel. 0845 371 0953. info@childcaretraining.co.uk