You are running a playscheme with a fantastic team of playworkers who need little supervision or training because they have childcare qualifications, know your policies and procedures, and already work as a supportive team.
This means your playscheme runs like clockwork.
Get real! You probably have a mixture of childcare workers, ranging from playworkers to students, newly qualified teachers and classroom assistants, plus parents with children at the playscheme. Although each of them will probably have had some experience with children, they will not necessarily be playworkers and will need training to present a cohesive and professional playwork team.
Students and other teenagers may have had experience babysitting or possibly have organised the occasional activity or game at a party. The reality of a playscheme with dozens of active and demanding children is completely different. They may lack initiative and be unsure of what to do and when. Being young, they may not be aware of risks and may feel that your policies and procedures are over-cautious.
Nineteen-year-old Cheryl was very popular, especially with the nine- to 12-year-olds. She ran fashion and beauty workshops, and organised pool tournaments and manhunt games. Although she had no formal training, Cheryl had natural playwork skills.
However, after a couple of days, other staff noticed that some of the children were chewing gum, which is banned in our clubs.
It transpired that Cheryl had her own supply and regularly offered it around. She could not understand why everyone was making such a fuss about chewing gum until her supervisor called a meeting and pointed out the dangers. After this she left her gum at home.
Trainee or newly qualified teachers are usually unaware of the National Occupational Standards for Playwork and sometimes even basic security procedures. It seems that a teacher's responsibility for the children ends when the bell goes and they are not accustomed to opening a locked door to admit parents or asking them to sign for their children.
PLUG GAPS
Philip, who had just qualified as a PE teacher, was looking for summer work before starting at a school in September. A delighted playscheme hired him.
He was fantastic with the children, but issues arose simply because schools are run differently from playschemes: he sent lone children off to get equipment, allowed them to eat sandwiches on a dusty floor without washing their hands, and suggested that some went to play outside on their own.
Other staff kept correcting him and he eventually had enough criticism and left. The manager, Chris, says, 'Had we been aware of the issues that might arise we could have been prepared and supported him with proper training and then benefited from his expertise all summer.'
School ancillary staff also make brilliant playworkers once they understand that playschemes run differently from schools. However, they need encouragement to take the initiative and to interact with the children rather than simply minding them.
Sandy is a dinner lady who also helps in the classroom once a week. She is extremely creative and sews and knits. Once she had overcome the feeling that she had to wait for instructions and began to engage the children and help them to create their ideas, there was no stopping her. A summer of felt bugs, funky cushions and furry animals ensued.
Parents can make great playworkers but sometimes allow their own parental attitudes to influence their work. For instance, a parent staff member must not allow children access to internet sites that are agreed within his or her family but must adhere to the scheme's internet policy.
However, parents often have initiative and ideas and are great at involving children in less popular tasks, such as clearing up.
USE SKILLS
The best playschemes offer excellent standards of care, safety and security while children and staff have fun together. Getting the best out of your team necessitates training that plugs their knowledge gaps and ensures full use of their skills.
A training session should last about four hours. This allows enough time to: stage an ice-breaker activity so new and old staff can mingle; impart the essential information that you need to get across; allow a break of about 20 minutes; let staff contribute their activity ideas and take questions.
Ice-breakers help the team to interact and get used to having fun. For example, stick a note with the name of a different toy or game on each person's back and then get them to question each other to discover what it is. Once this is over they will be ready to concentrate.
First, staff need to know who will be attending the playscheme, including details of all children with special needs, health problems, dietary requirements, and access or child protection issues. They should understand the system you use to record this information.
Explain how important it is for staff to refer to these details, for example to ensure that Ventolin inhalers are taken on outings or be aware of any food allergies, cultural requirements or health issues before cooking or allowing the children to eat.
ASSESS RISK
If you run a locked-door system, explain why and show staff the checklists or registers in which children are signed in and out. Stress the importance of knowing who is collecting a child and asking for ID when necessary.
All staff will also need to carry out simple risk assessments. The best way to learn how to do this is by conducting one. Divide the team into groups of two or three and assign each group an area. They can then share their findings and recommended safety measures with the rest of the team.
If you are running the training session on the playscheme site, remind them that it is equally important to do risk assessments when at the park or on the playing field.
Your staff should all know the importance of ensuring that children wash their hands before eating, but there will be other policies and routines they need to know about, such as cleaning tables with anti-bacterial spray or a ban on boiled sweets and gum.
People who have worked in schools are likely to have had some training in child protection issues, but check that other staff and parents know the basics.
Everyone needs to know where the incident and accident books are kept, and remind them that parents/carers need to be asked to countersign any entries. It is also important to sensitively check that all staff can write simple notes. If not, you will need a system to cover this such as appointing a work partner to write notes.
Finally, go over the behaviour policy so staff know the standards expected and can implement this when necessary. Create a useful handbook that staff can read and refer to by collating this information with your basic policies and procedures. Alternatively, you can photocopy a few simple hand-outs to serve as reminders.
List the most important reminders on a small laminated card for easy reference. This could include: checking children's details, running risk assessments, and taking a first aid kit and your walking out policies.
EMPOWER STAFF
It is a waste of time having staff standing around with nothing to do while children are having their drinks or the register is being taken, so put up a list reminding them of possible activities for these periods: preparing children's drinks, making tea for staff, collecting equipment for the next activity, and washing toys or tidying up. Explain how you would like the room set out and cleared, and put up checklists if necessary.
Empower staff by telling them what is expected of them. They should all have the confidence to give instructions to groups of children and to take the register. You could also distribute coloured shirts or ID badges.
Playscheme plans showing who is responsible for which activity help everyone to contribute their own ideas and to prepare.
Playscheme staff who feel they have adequate support and training might become the playworkers of the future, and those who don't - ancillary staff, teachers or parents - will use your childcare standards and the ethos of playwork to benefit children in many other settings.
Deborah Sharpe is out-of-school clubs manager for Sussex Downs College, Eastbourne
