Over the past three months, articles in this series have examined reasons why the revised EYFS guidance calls for staff supervision across early years settings, what constitutes effective supervision and how supervision can promote positive relationships and teamwork. Here we look in detail at effective procedures, and the practicalities of introducing, implementing and embedding supervision.
The first step in the introduction of supervision is to identify a supervision policy that fits the needs of the setting as closely as possible.
Many organisations with policies and systems are willing to share their documentation, or 'prototype' policies are sometimes made available by consultants or on supervision training courses (for example, John & The Pen Green Team, 2011). The 'prototype' can then serve as a 'proposed policy' to be circulated among prospective supervisors as a reminder of the purposes, functions and practice of supervision, the need for organisational commitment to a sound supervisory structure and the roles of supervisors and supervisees.
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