WF1 2.1 pt 2,3.1 4.1 4.2 4.3

• Mathematics
• Further Education (Key Stage 5)

WF1 Roles and Responsibilities of the early year practitioner 

2.1 part 2

Starter

what is prevent

what is prevent?

Information

Target and ILP ( proportal)

Learner induction survey

Placement forms

DBS status

You matters- college portal/ smart assessor

Ofsted next week - student survey

Recap
What did you learn last week?

Today we will.........

Understand procedures that must be adhered to in the work setting and their importance

2.1 Reflect on prior learning and experience as appropriate to describe the role of the early years educator in the following aspects:

• confidentiality
• information-sharing
  
• use of technology
  
• referring development concerns
  
• protecting self (for example, media and online presence)
• staff health and safety, including mental
  
• health and wellbeing support and supervision

 

What do you know about confidentiality when working in early years setting?

Confidentiality

Confidentiality is a fundamental aspect of the role of an Early Years Practitioner (EYP). It ensures that sensitive information about children, families, and colleagues is handled respectfully and securely. Maintaining confidentiality is not only a professional expectation but also a legal obligation

Legal Requirements: Early Years Practitioners must comply with laws that govern confidentiality and data protection, such as:

• Data Protection Act 2018 (incorporating GDPR in the UK): This governs how personal data should be collected, stored, and used.
• Children Act 1989 and 2004: Ensures that the welfare and safeguarding of children is a primary consideration.

Safeguarding and Child Protection: While confidentiality is crucial, it is equally important to recognize when information must be shared to protect a child’s welfare, especially in safeguarding situations. Balancing confidentiality and the need to share concerns with relevant agencies is key to protecting children from harm.

What Confidentiality Involves for Early Years Practitioners:

Handling Sensitive Information

Personal and Family Information: Practitioners are privy to personal information about children’s home lives, family situations, and medical conditions. It’s important that this information is only shared with those who have a professional need to know (e.g., managers, safeguarding leads, or healthcare professionals).

Medical and Developmental Records: Children’s medical and developmental records must be kept securely and only accessed by authorized personnel. Sharing such information inappropriately, even among colleagues, is a breach of confidentiality.

Confidentiality in Communication

Verbal Communication: Practitioners should be mindful of where and with whom they discuss confidential matters. Conversations about children or families should not take place in public areas or where others might overhear.

Written Records: Any written records, whether digital or paper-based, must be stored securely and only accessible to those who need them. This includes daily logs, progress reports, and safeguarding records. Personal information should never be left in open areas or shared inappropriately.

Confidentiality in Daily Practices

Observations and Assessments: 

When observing children’s development, the observations recorded should be shared only with relevant individuals, such as the child’s parents, carers, or professional colleagues, when necessary.

Parent Meetings: 

In meetings or informal conversations with parents, practitioners must not share information about other children or families. Each family’s confidentiality must be respected, and sensitive information should be discussed privately.

Photos and Videos: 

If photos or videos of children are used for learning journals or displays, practitioners must ensure that they have consent from parents or guardians. These images should not be shared or used without permission, especially on social media or other public platforms.

When Information Needs to Be Shared:

While confidentiality is critical, there are situations where practitioners must share information, particularly when it involves child welfare or safeguarding issues. Key exceptions include:

Safeguarding Concerns: If a child is at risk of harm or abuse, practitioners have a duty to report this information, even if it requires breaking confidentiality. In such cases, information should be shared with the designated safeguarding lead within the setting or with external agencies such as social services.

Sharing with Colleagues: Confidential information may need to be shared with colleagues in certain situations, for example, if another practitioner needs to know specific medical information to care for a child appropriately. This sharing should be limited to those directly involved in the child’s care or support.

Working with External Agencies: When necessary, information may be shared with health professionals, therapists, or external agencies to support a child’s development or welfare. This should always be done with parental consent, unless it involves safeguarding concerns.

Confidentiality 

Best Practices for Maintaining Confidentiality:

Clear Policies and Procedures: Settings should have clear confidentiality policies in place that outline how information should be handled, shared, and stored. Practitioners should be familiar with these policies and follow them rigorously.

Training and Awareness: Practitioners should receive regular training on confidentiality, data protection, and safeguarding to stay updated on their legal and ethical responsibilities.

Secure Storage of Information: Whether records are kept electronically or on paper, they should be stored in secure locations (e.g., password-protected files or locked filing cabinets) to prevent unauthorized access.

Informed Consent: Parents and guardians should be informed about how their personal information and their children’s information will be used and stored. Consent should be obtained before sharing any non-safeguarding-related information with third parties.

Professional Discretion: Practitioners should exercise professional discretion at all times, avoiding gossip or unnecessary discussions about children, families, or colleagues.

Confidentiality 

Consequences of Breaching Confidentiality:

Loss of Trust: Breaches of confidentiality can erode trust between parents and the setting, damaging the relationship between practitioners and the families they serve.

Legal Repercussions: Mishandling sensitive information could lead to violations of data protection laws, resulting in legal consequences for the setting and the practitioner involved.

Professional Misconduct: Practitioners who fail to maintain confidentiality could face disciplinary action, including potential dismissal or loss of professional registration.

Information
Sharing

Use of technology

Referring Development
Concerns

Protecting Self - media& online presence

Staff Health and Safety
including mental health& well being support & supervision

WF1 Roles and Responsibilities of the early year practitioner 

2.1 part 2

Learning Objectives 

By the end of the session, all learners will be able to: 

3.1 Analyse supervision as an opportunity for staff to discuss issues concerns and plans.

4.1 Explain the role of reflective practice and how evidence-based, continuous professional development can improve practice for children’s academic outcomes as well as increase own career opportunities

4.2 Describe methods of reflective and reflexive practice and opportunities for continuing professional development (CPD),

including participating in supervision for growth and improved practice

4.3 Explain progression opportunities in an early years setting to include leadership and management positions

3.1 Analyse supervision as an opportunity for staff to discuss issues concerns and plans.

Definition and Purpose of Supervision

What is supervision in an early years setting?

Why is it important?

How it differs from appraisals or informal chats.

Opportunity to Discuss:

Issues: e.g., workload, safeguarding concerns, interpersonal conflicts.

Concerns: e.g., personal wellbeing, child development concerns, behaviour management.

Plans: e.g., CPD (continuing professional development), career goals, planning interventions for key children.

Benefits of Supervision

Encourages reflective practice.

Promotes staff confidence and competence.

Helps identify training needs.

Supports early identification of concerns, including safeguarding.

Fosters team cohesion and professional development.

Structure of Supervision Meetings

How often do they take place? Who conducts them?

How records are kept (link to confidentiality and GDPR).

How agreed actions are followed up.

Implications for Practice

How supervision impacts the quality of care and learning.

Supports well-being and retention of staff.

Links to policies, including safeguarding and whistleblowing.

Legislation and Guidance

Refer to EYFS 2024 (or latest version).

Reference to Working Together to Safeguard Children.

Ofsted expectations.

Supervision

Supervision is a structured process that enables early years staff to reflect on their practice, share concerns, and plan future actions in a supportive and professional environment. It provides a vital platform for open communication between staff and their line managers or supervisors, enhancing both professional development and the quality of care provided to children.

Through regular supervision meetings, practitioners can raise any issues affecting their role, such as difficulties with specific children, workload pressures, or emotional wellbeing. Discussing these concerns in a timely manner helps identify solutions early, reducing the risk of stress or burnout and promoting a positive working environment.

Additionally, supervision supports safeguarding practices. Practitioners can share observations or concerns about a child's welfare, ensuring that appropriate action is taken. It also provides an opportunity to review any incidents or reflect on how policies have been implemented, ensuring consistent and compliant practice.

Supervision is also forward-looking, enabling the setting and review of goals, identification of training needs, and planning for continuous professional development. This supports practitioners in progressing their knowledge, skills, and confidence in line with the Early Years Foundation Stage (EYFS) framework and the setting’s vision.

In summary, effective supervision benefits both staff and children by fostering reflective practice, supporting wellbeing, enhancing safeguarding, and promoting continuous improvement across the setting.

Analyse 

Break down the subject into separate parts and examine each part. 

Show how the main ideas are related and why they are important. 

Reference to current research or theory may support the analysis. 

4.1 Explain the role of reflective practice and how evidence-based, continuous professional development can improve practice for children’s academic outcomes as well as increase own career opportunities

Definition: What it is – a process of self-evaluation to improve professional practice.

Purpose: Why it’s used in early years (e.g. improves outcomes, identifies areas for development).

Models used:

Kolb’s Reflective Cycle (Concrete experience → Reflection → Conceptualisation → Planning).

Gibbs reflective cycle 1988

Schön’s Reflection-in-action / Reflection-on-action.

Boud, Keogh & Walkers Model - 3 stages of reflection

David Kolb's experimental cycle 

Experiential learning theory created in 1984, 

the concept of the theory is all about learning from 

experiences most often in the process. 

Kolb stated it was significantly important for

individuals to progress through the different 

stages of the reflective cycle in order to 

effectively learn from it.

The cycle can be started at any point however 

the sequence will always remain the same. 

Schön’s reflection Practice (1983)

🔹 1. Reflection-in-Action

What it is: Thinking and adapting while the activity is happening.

Example in Early Years: During a messy play session, a child becomes overwhelmed. The practitioner notices this and changes the activity setup in the moment to reduce sensory input.

🔹 2. Reflection-on-Action

What it is: Thinking back after the event has happened.

Example in Early Years: After the messy play session, the practitioner reflects on what worked, what didn’t, and plans how to better support the child’s sensory needs next time.

🟦 Key Features of Schön’s Model:

Encourages real-time problem-solving (Reflection-in-Action).

Promotes deep learning and change through post-experience thinking (Reflection-on-Action).

Helps practitioners build professional judgement and improve practice over time.

Graham Gibb's reflective cycle 

A reflective model from 1988.

The cycle promotes learning through 

repetition in attempt to improve 

each time.

The intention is to encourage a reflective 

process where the individual adds every time 

they use it. 

Boud, Keogh & Walkers Model 

A model that was created in 1985 and uses 3 different stages of reflective practice. 

1. Experience - In this stage the individual begins to present feelings. If something has gone well or not so well and this then reflects their behaviour. 

2. Reflective Process - In this stage we begin to try and understand our feelings, reflecting on the process, considering ways to remove any obstacles. 

3. Outcomes - Looking at the situation again and aiming to use a new perspective to support this. 

Activity

Practical examples:

Reflecting after a challenging behaviour incident.

Evaluating an activity that didn’t engage children.

📝 Activity idea: reflect on a recent placement experience using a reflective model.

4.2 Describe methods of reflective and reflexive practice and opportunities for continuing professional development (CPD),

including participating in supervision for growth and improved practice

Reflective practice involves looking back on experiences to evaluate what went well and what could be improved. Common methods include:

Reflective journals – writing regularly about daily experiences to identify patterns or learning points.

Using reflective models – such as Gibbs’ Reflective Cycle or Schön’s model, to structure reflection.

Peer discussions – talking with colleagues to gain new perspectives.

Feedback analysis – reviewing feedback from colleagues, mentors, or parents to improve practice.

Reflexive practice goes deeper by examining personal values, beliefs, and assumptions that may influence how we interact with children, families, or colleagues. It encourages practitioners to be aware of how their background or biases affect their decisions, and to critically question their own responses in practice.

CPD  

Why do we engage in CPD?

• Identifying your strengths and weaknesses – often completed through peer to peer observations & appraisals.
  
• Inviting professionals in to setting’s during team meetings.
  
• Visit and approach other settings to see their practice.
  
• Online training facilities
  
• Having regular conversations with other practitioners and managers.

Approaches and strategies to CPD

- Shadowing a key worker in your placement 

- Working with parents and carers 

- Accepting feedback from assessor 

- Accepting feedback from placement mentor / key worker.

- Recording feedback or strategies shared. 

- Regular training or team meetings. 

- Discussion with other practitioners in the same setting.

- Self reflection (establishing something you need to improve from own reflective practice approaches)

CPD -cont.

CPD opportunities help professionals stay up to date and continuously improve:

Formal training – such as first aid, safeguarding, or SEND courses.

Online learning – webinars, podcasts, or articles on current early years topics.

Reading and research – engaging with current evidence-based literature.

Mentoring or coaching – gaining guidance from more experienced staff.

Attending early years events or network meetings – for collaboration and new ideas.

Supervision is a key CPD method. It provides structured time with a manager or senior practitioner to reflect on practice, raise concerns, set goals, and discuss training needs. Supervision encourages self-awareness, supports professional growth, and improves outcomes for children by ensuring that practice is safe, consistent, and high quality.

4.3 Explain progression opportunities in an early years setting to include leadership and management positions

There are a range of progression opportunities available within early years settings that allow practitioners to develop professionally and take on greater responsibility. Career development often begins with gaining experience and further qualifications, enabling practitioners to progress into specialist or leadership roles.

Some key progression opportunities include:

Room Leader: This role involves managing a specific age group or room within the setting. Responsibilities include planning activities, leading a team of practitioners, and ensuring the room runs in line with the EYFS framework and safeguarding procedures.

SENCO (Special Educational Needs Coordinator): This is a specialist role responsible for identifying and supporting children with additional needs, working closely with parents and external agencies.

Deputy Manager: A step into leadership, the deputy supports the manager in the day-to-day running of the setting, helps ensure compliance with regulations, and often takes on responsibility for mentoring staff or overseeing planning and assessments.

Nursery/Setting Manager: A senior leadership position that involves overseeing the entire setting. The manager is responsible for staffing, safeguarding, curriculum delivery, quality assurance, and working in partnership with parents, local authorities, and Ofsted.

Area Manager or Early Years Consultant: These roles involve supporting multiple settings or providing professional advice and training to early years practitioners across different locations.

4.3 Cont.

Area Manager or Early Years Consultant: These roles involve supporting multiple settings or providing professional advice and training to early years practitioners across different locations.

To achieve these roles, practitioners typically need:

Experience working at Level 3 or above.

Further qualifications (e.g. Level 4/5 in Leadership and Management, Early Years Foundation Degree, or Early Years Teacher Status).

Strong understanding of safeguarding, legislation, and child development.

Good leadership, communication, and organisational skills.

Progression supports not only career development but also contributes to high-quality early years education by developing strong leaders who can drive improvement and create positive environments for children to thrive.

N.B you can book a careers appointment with our team downstairs

Plenary 

Lets discuss key take away's from todays session.