Supporting continuous professional development
Professional development is essential in early years and childcare settings. It ensures practitioners have the knowledge, skills and confidence needed to provide high-quality care and education for children. Professional development should be viewed as an ongoing process rather than a one-off activity. Leaders and managers should work with staff to identify individual and team development needs through supervision, observation, appraisal and reflective practice.
Continuous learning enables staff to:
- Keep up to date with changes in legislation, statutory guidance and safeguarding requirements
- Develop their knowledge of current research and best practice
- Reflect on and improve the quality of their work
- Build confidence and develop new skills
- Progress in their careers
- Support their professional wellbeing and job satisfaction
- Improve outcomes for children and families
Supervision and reflective practice
Regular supervision provides protected time for practitioners to reflect on their work, discuss their development needs and identify opportunities to improve their practice.
Training courses and workshops
Internal and external training can help practitioners develop their knowledge, meet mandatory training requirements and remain informed about developments within the early years sector.
Peer observations
Observing colleagues can encourage practitioners to share effective approaches, learn from one another and reflect on how they might develop their own practice.
Mentoring and coaching
Mentoring and coaching can provide practitioners with individual guidance, encouragement and constructive feedback. This can be particularly valuable for new employees, apprentices and staff who are taking on additional responsibilities.
Team meetings
Team meetings can be used to discuss changes in guidance, share learning, review practice and identify improvements. They also provide an opportunity for practitioners to learn from the experiences and expertise of their colleagues.
Professional reading and research
Staff can develop their knowledge through professional publications, sector updates, online resources, research and current early years guidance. Managers should consider providing staff with time to discuss and apply what they have learned.
Qualifications and apprenticeships
Relevant qualifications and apprenticeships can support practitioners to develop their knowledge, improve their practice and progress into more senior or specialist roles.
Cascade training
Training budgets are often limited, and it may not be possible for every member of staff to attend external training. Settings could consider sending one practitioner on a course and asking them to share the key learning with the wider team. When using this approach, practitioners should be given time and support to prepare a clear summary of the training and explain how the learning can be applied within the setting. Managers should also check whether the training provider permits materials to be shared.
Inviting other professionals into the setting
Early years and childcare settings regularly work with a wide range of professionals. By developing positive working relationships, settings may be able to invite professionals to deliver staff development sessions on relevant topics. For example, sessions could be provided by professionals with expertise in:
- Speech, language and communication
- Oral health and dental care
- Special educational needs and disabilities
- Health and wellbeing
- Behaviour and emotional development
- Safeguarding
Using practitioners’ strengths
Leaders and managers should take time to recognise the individual strengths, knowledge and interests of their staff. Practitioners can then be given opportunities to share their expertise, lead activities, support colleagues or take responsibility for particular areas of practice. This approach helps build confidence, recognises staff contributions and makes effective use of the knowledge already available within the team.