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.
ASSESSING EXISTING STRUCTURES
Within most settings both formal and informal structures will be in place for supporting, managing and developing staff members in their work. So the second step is to acknowledge existing practice by consulting with current and potential line managers. This can be achieved through focus group consultation and/or one-to-one interviews led by an external consultant or a trusted colleague charged with the introduction of supervision.
Prior to the focus group and/or interviews, the proposed policy needs to be circulated among those identified as prospective supervisors. The focus group and/or individual interviews are designed to draw out narratives of current practice, feelings about the proposed policy and knowledge, experience and attitudes towards receiving and providing supervision, as well as about practical issues that might facilitate or hinder the introduction of supervision. The person taking the lead needs to stress the consultative nature of the process - and if individual interviews are undertaken, that experiences, feelings and issues raised will be summarised anonymously for review by senior managers.
In most settings the main concern of prospective supervisors is finding the time for supervision sessions, but in addition, lack of confidence, wondering how to integrate supervision with performance management and the need for training and support for supervisors tend to be other issues raised. Ensuring that the leaders of the setting and other prospective supervisors experience positive supervision themselves can facilitate greatly the process of introducing setting-wide supervision.
SETTING-WIDE CONSULTATIONS
Once prospective supervisors have contributed to tailoring the prototype supervision policy and to adjusting the standards and documentation to meet the setting's unique needs, a near-final 'proposed policy' for the setting needs to be circulated to all members of the staff team for their comment and to be returned within a relatively tight timeframe. This part of the consultation inevitably will raise anxieties among staff members for a range of real and imagined reasons. Whatever the case, staff members' concerns need to be discussed and ways found to relieve their anxieties. It will help that the revised EYFS calls for supervision for all staff in all early years settings, so the task will be to find the most realistic and acceptable way forward for the setting.
Once the consultation process is over, and the policy, standards and supervisory arrangements for the setting are agreed, threeand six-month reviews need to be planned, with the understanding that practice experience will inform minor adjustments to the policy.
Regarding the policy as a working document to be reviewed annually thereafter gives the clear message that the setting is interested in ensuring that policies and procedures work effectively in practice. It is a good idea to resist requests to switch supervisors or supervisees, since building 'supervisory competence' will be an issue for everyone. All supervisors and other staff members need to work to ensure that issues of non-compliance with the policy, or abuses of power on either side, are confronted supportively as well as firmly.
SHARING BEST PRACTICE
A half-day of experiential training for the whole staff team will facilitate the implementation process. Understanding and ownership of supervision are likely to be deepened through engaging in pairs and in small and large groups, with exercises and discussion of information about the purposes and functions of supervision, including how supervision can prevent burnout by increasing understanding of 1) issues that arise among children and families, 2) individual and team psychological, support and development needs, 3) team and power dynamics and 4) the need for professional boundaries.
Supervisors need at least another day of experiential training, largely spent in threes, within which they alternately take the role of the supervisor, supervisee and observer. They can practise: 1) listening to another's assessment of their strengths, skills and learning needs as supervisors; 2) explaining what supervision is about to a new supervisee and agreeing a supervision contract, or renegotiating the contract, content or process of supervision with an existing supervisee; 3) identifying and deciding how to tackle a difficult situation or whether to initiate a 'difficult conversation'; and 4) using a solution-focused approach to help a supervisee reflect about and find a way forward in their work or relationships with children, families and/or other staff members.
After the supervisors have had some experience in supervising at least some of their supervisees, a follow-up day of training can help them to embed their learning.
As highlighted in the revised EYFS, regular staff supervision within early years settings is a vital element in safeguarding the welfare of children and vulnerable adults. This is because it requires staff members and their line managers to take time away from the day-to-day work and provides a safe space in which to reflect on the needs of children and families. The revised EYFS also recognises the importance of supervision in promoting increased confidence, growth and continuous professional development among a predominantly female and often young workforce. Introducing and embedding effective staff supervision more widely within early years settings will make a positive difference for all those who spend their working lives looking after the needs of young children and their families.
Karen John, PhD, is consultant psychologist and psychotherapist, Pen Green Research Base.
References
John, K. & The Pen Green Team (2011). Staff Supervision in Children's Centres - Guidance on Policy and Practice. Corby, Northants: Pen Green Research, Training and Development Base and Leadership Centre
