Work placements are an essential part of most early years vocational qualifications and can provide a valuable experience for students and settings alike. But it's not always plain sailing. Problems sometimes arise when students and placements are not aware of just what is expected of them.
One of the major issues for students is not having their role clarified within the setting, either by the placement or their training provider.
This can lead the setting to make incorrect assumptions about the student's performance and attitude. Many students sometimes feel that their skills are under- used and they are given too many menial tasks, such as washing paint pots and sweeping the floor - although this is a chore that all qualified staff have to carry out as part of their day-to-day duties. It only becomes a problem when the student exclusively carries out domestic duties.
Settings sometimes report that they have not been informed of the course content. Students may sense that settings are not being supportive of their studies. To avoid confusion, it is advisable that the training provider ensures the setting has a copy of the course content and any other relevant information.
Observations and activities
The student should inform the setting of any activities or observations that they wish to undertake. They should give early notice of their intentions, as failure to do so may cause a major inconvenience for the setting.
Responsibilities
Students may be given too much responsibility when they first start a placement. For example, they may be asked to plan activities and communicate long messages to parents. Students who find they have too much responsibility at the start of their placement are at risk of becoming disillusioned. Responsibility should be given to the student on a gradual basis in line with the requirements of the course.
Policies and procedures
Students can sometimes put themselves at risk by not gaining access to the setting's policies and procedures. Many of these documents are a requirement of registration, so it is absolutely crucial that the student has some basic knowledge of how the setting operates - for example, not disclosing confidential information to parents and/or a third party and the reasons why this is a breach of the setting's policy.
Communication
If this is the student's first placement, they may not have had much experience of communicating positively with young children. Effective communication with children and adults should be addressed in the early stages of the course. In addition to this, staff should also be good role models to students just as they are to the children.
Dress code
Inappropriate dress and wearing unsuitable accessories can sometimes cause embarrassment for both sides. Students need to be mindful of health and safety issues and be aware that accidents can be more likely to happen if they wear inappropriate clothing to work.
A number of settings have their own uniform which they expect students to wear as well. They also need to remember that there may be some students whose clothing and accessories are a part of their culture and/or religion and these differences have to be accommodated.
Timekeeping and attendance
Persistent lateness and poor time-keeping can be become a real battle. The setting will think the student is being disrespectful and inconsiderate to staff and children. This needs to be addressed as soon as it becomes a habit. However, settings should be sympathetic to genuine reasons for lateness and non-attendance.
Top tips for students:
* Arrive on time. If you have a mobile phone, store the setting's telephone number and if you know you are going to be late, keep the setting updated on the problem and when they can expect to see you.
* Attend regularly - telephone first thing in the morning if you are unable to attend for whatever reason. If you cannot telephone personally make sure a friend or relative does this on your behalf.
* Read and adhere to the setting's policies and procedures.
* You must not breach confidentiality. When in doubt, speak to your placement mentor/supervisor and/or provider of training.
* Keep a reflective diary on what you have done throughout the day - what worked well for you that day, what you could have done better and what you will do differently the next time.
* Keep all the documentation that is required by your training provider and awarding body up to date.
* Never allow yourself to be left alone with a child.
Top tips for settings:
* Make sure that all students have a current enhanced disclosure from the Criminal Records Bureau and that their address and contact telephone number details are on file.
* Obtain the contact name for the student's next of kin, in case of emergency.
* Introduce all students to the whole staff team and, where possible, all of the parents they will come into contact with.
* Display a photograph of the student on the board with the other staff members.
* Be sure that students are aware of their role.
* Make sure students have access to the setting's policies and procedures.
* Ask the student to sign a contract saying they will adhere to the setting's policies and procedures.
* Try to resolve all contentious issues as soon as they occur.
* Never leave a student alone with a child, even if you feel that they are competent to do so.
Top tips for training providers:
* Make sure that all settings who have agreed to take on a student have a copy of the course syllabus and your own personal course handbook.
* Brief all students on what is expected of them prior to starting in a placement.
* Discuss with all students how they should communicate with children and adults.
* Make sure the setting is aware of what the student needs to do in order to achieve their qualification.
* Make sure that the setting knows who to contact if any issues arise.
* Visit the student at their placement (at least once, depending on the type and length of the course).
* Make sure that you speak with the student and mentor at the visit. NW Laura Henry is the director of Childcare Consultancy, www.childcareconsult.co.uk
Supporting the transition
* Saplings Day Nursery in Croydon embraces all students in a positive way, and gives them a copy of its operational plan. Student Kerry Bayliff says that having access to the paperwork has helped greatly with her course work. All students are allocated a mentor, who is always a member of the senior management team.
According to manager Lisa Rosenbaum, 'Students and the mentors regularly meet and are set short- and long-term objectives in line with their course outcomes.'
Inappropriate behaviour is dealt with as soon as it occurs and is treated as a learning experience by both the student and the mentor.
Lisa adds, 'Students are given responsibility over a period of time, and the staff team support them in their transition from being a student to a qualified and a professional member of staff.'
