Mouse
30-03-2011, 10:29 AM
Another interesting section:
Supporting professional development
5.9 Strong and effective leadership across the early years sector should be accompanied
by opportunities for further training and professional development, enabling
practitioners to develop confidence and more specialist skills. This should be readily
available to all practitioners, particularly single practitioners such as childminders
who I have heard can struggle to access the same opportunities as larger, group
providers and practitioners working in schools. Currently, a lot of childminders,
particularly those who are good or outstanding, are supported by a strong local
infrastructure – for example via childminder networks or peer-to-peer support.
I have heard these methods of support are successful in providing a way for
childminders to share experiences and access training and resources, and ultimately
to drive up standards.
5.10 However, I believe that in this time of change, childminders are uniquely vulnerable
in their single practitioner status, and could be disproportionately impacted by the
removal of local support. Without this support, I believe that childminders will
struggle to access advice on how to improve their practice – particularly as many do
not have ready access to the internet and all the resources it holds. Childminders are
often hand-chosen by parents, work alone to care for small numbers of children,
and often look after younger children. They also tend to have lower levels of
qualifications than other types of provider. The type of early years care that
childminders provide is unique, and the evidence shows that one-to-one care helps
children to build the bonds and close relationships they need to feel safe and secure.
I urge local authorities to pay particular attention to the needs of childminders and
ensure that the support they need and value continues to be provided.
Consideration needs to be given to how networks and peer support can be
maintained through, for example, ensuring that childminders have access to
resources through children’s centres and similar.
Supporting professional development
5.9 Strong and effective leadership across the early years sector should be accompanied
by opportunities for further training and professional development, enabling
practitioners to develop confidence and more specialist skills. This should be readily
available to all practitioners, particularly single practitioners such as childminders
who I have heard can struggle to access the same opportunities as larger, group
providers and practitioners working in schools. Currently, a lot of childminders,
particularly those who are good or outstanding, are supported by a strong local
infrastructure – for example via childminder networks or peer-to-peer support.
I have heard these methods of support are successful in providing a way for
childminders to share experiences and access training and resources, and ultimately
to drive up standards.
5.10 However, I believe that in this time of change, childminders are uniquely vulnerable
in their single practitioner status, and could be disproportionately impacted by the
removal of local support. Without this support, I believe that childminders will
struggle to access advice on how to improve their practice – particularly as many do
not have ready access to the internet and all the resources it holds. Childminders are
often hand-chosen by parents, work alone to care for small numbers of children,
and often look after younger children. They also tend to have lower levels of
qualifications than other types of provider. The type of early years care that
childminders provide is unique, and the evidence shows that one-to-one care helps
children to build the bonds and close relationships they need to feel safe and secure.
I urge local authorities to pay particular attention to the needs of childminders and
ensure that the support they need and value continues to be provided.
Consideration needs to be given to how networks and peer support can be
maintained through, for example, ensuring that childminders have access to
resources through children’s centres and similar.