Retaining a skilled workforce
The importance of retaining staff
Retaining skilled and experienced employees is essential for maintaining a high-quality early years and childcare provision. Supporting and developing existing staff is often more cost-effective than recruiting and training new employees, while also helping to create a stable, motivated and experienced workforce.
Employees who feel valued, respected and supported are more likely to remain in their roles. A positive workplace culture that encourages teamwork, recognition and professional development can improve job satisfaction, staff morale and long-term commitment.
Benefits of staff retention
Consistency for children
A stable workforce provides continuity of care, helping children build secure relationships with familiar adults and supporting their wellbeing, learning and development.
Stronger relationships with families
Long-serving employees develop trusted relationships with parents and carers, supporting effective communication and strong partnerships.
Improved quality of provision
Experienced practitioners have a deeper understanding of the setting, its policies and the needs of individual children, contributing to consistently high-quality practice.
Reduced recruitment costs
Retaining staff reduces the time and expense associated with advertising vacancies, shortlisting, interviewing, completing pre-employment checks, and providing induction and training.
Stronger team cohesion
Established teams often communicate more effectively, collaborate well and provide greater support to one another, creating a positive environment for children, families and new employees.
Retention of knowledge and skills
Experienced employees hold valuable knowledge and expertise that can be shared with colleagues through mentoring, coaching and modelling good practice.
Higher staff morale
A stable workforce can improve engagement, motivation and job satisfaction, helping employees feel secure and valued.
Better outcomes for children
Experienced practitioners are well placed to identify and respond to children's individual needs, supporting learning, development and safeguarding.
Enhanced reputation
Low staff turnover can increase confidence among families and help attract high-quality applicants when vacancies arise.
Greater return on training investment
Retaining employees ensures the setting continues to benefit from the knowledge, skills and confidence gained through training and professional development.
Effective staff retention helps create a stable, skilled and motivated workforce. By valuing and supporting employees, settings can improve quality, reduce recruitment costs, strengthen relationships with families, enhance teamwork and achieve better outcomes for children. Investing in staff is an investment in the long-term success of the organisation.
The Chartered Institute of Personnel and Development have helpful factsheets [https://www.cipd.org/uk/knowledge/factsheets/turnover-retention-factsheet/]on employee turnover and retention.
Welcoming and introducing new staff
A comprehensive induction helps new employees settle into their role, understand expectations and feel part of the team. It should be planned, structured and tailored to the employee’s role and responsibilities.
Introduction to the organisation
New employees should be introduced to:
- The background and history of the organisation
- The organisation’s mission, values and ethos
- Its vision and future developments
- How their role contributes to the organisation’s aims and objectives
Orientation and tour of the setting
Employees should receive a tour of the setting and be shown:
- Their work area or room
- Equipment, resources and storage areas
- Staff facilities, including toilets and break areas
- Where to store personal belongings
- Car parking arrangements
- Staff communication systems and noticeboards
- Fire exits and assembly points
Organisational expectations
Employees should understand expectations relating to:
- Professional conduct and behaviour
- Attendance and punctuality
- Teamwork and communication
- Maintaining confidentiality
- Respecting the rights and dignity of children, families and colleagues
Key personnel
Employees should know:
- Who they report to and their line management arrangements
- Who the team members are and their roles.
- Who is the Special Educational Needs Coordinator (SENCO)
- Who are the Designated Safeguarding Lead (DSL) and Deputy DSLs
- Who to approach for support, guidance or advice.
- Terms and conditions of employment
Employees should be informed about:
- Their employment contract or written statement of employment particulars
- Working hours and shift patterns
- Break arrangements
- Annual leave entitlement and booking procedures
- Sickness absence reporting procedures
- Pay arrangements
- The probationary period and review process
Employee relations
Employees should be made aware of:
- Disciplinary procedures
- Grievance procedures
- Equality and anti-discrimination policies
- Bullying and harassment procedures
Attendance at meetings
Employees should understand expectations regarding attendance at:
- Staff and team meetings
- Training sessions
- Supervision meetings
- Professional development activities
- Meetings with external professionals.
Induction and professional practice
Employees must receive the role-specific information, training and guidance needed to carry out their responsibilities safely, effectively and confidently.
Role specific responsibilities
Employees should be clear about:
- Their job role and key responsibilities
- Expected standards of performance and conduct
- Their probationary objectives and expectations
- How their performance will be monitored and reviewed
Safeguarding
Employees must understand:
- The setting's safeguarding and child protection procedures
- Their individual safeguarding responsibilities
- How to recognise signs and indicators of abuse or neglect
- How to record, report and escalate concerns
- Whistleblowing procedures
Health, safety and welfare
Employees should be familiar with:
- Health and safety procedures
- Fire safety and evacuation arrangements
- Emergency procedures
- Accident, incident and medication procedures
- Safe supervision of children and staff
- Risk assessment processes
Policies and procedures
Employees should be introduced to key policies and procedures, including:
- Safeguarding and child protection
- Behaviour management
- Equality, diversity and inclusion
- Confidentiality and information governance
- Data protection and UK GDPR
- Health and safety
- Mobile phone and wearable technology, including smartwatches
- Social media
- Staff code of conduct
Early years and childcare practice
Where applicable, employees should understand:
- The Early Years Foundation Stage requirements [https://www.gov.uk/government/publications/early-years-foundation-stage-framework--2]relevant to their role
- Observation, assessment and planning processes
- How to record children’s progress
- How to support children with additional needs
- Partnership working with parents and carers
- Partnership working with other professionals
Professional standards
Employees should understand expectations relating to:
- Dress code and appearance, including jewellery
- Professional boundaries
- Use of mobile phones and wearable technology
- Social media use
- Confidentiality requirements.
Training, supervision and professional development
Employees should be informed about:
- Mandatory training requirements
- Induction training timescale
- Supervision arrangements
- Appraisal processes
- Peer observations and reflective practice
- Continuing professional development opportunities
- Access to coaching, mentoring and other support
Outcome of the induction
By the end of the induction period, employees should:
- Feel welcomed and supported within the organisation
- Understand their role and responsibilities
- Be aware of key policies, procedures and expectations
- Know how to keep children safe and promote their welfare
- Know where to seek support and guidance
- Be equipped to carry out their role safely, effectively and confidently
Supervision
Supervision in childcare settings
Supervision is a planned and regular meeting between a manager and an employee that provides dedicated time to discuss their role, practice, wellbeing and professional development. In childcare settings, supervision plays an important role in supporting staff to deliver high-quality care and education, while ensuring children's safety, learning and development remain at the heart of practice.
Regular supervision provides an opportunity for managers and employees to reflect on their work with children and families, celebrate achievements, identify areas for development and discuss any concerns. It also helps managers monitor performance, support staff wellbeing and ensure that safeguarding responsibilities are understood and fulfilled.
Effective supervision should:
- Take place regularly in a confidential and supportive environment
- Encourage open and honest discussion about practice, challenges and successes
- Reflect on the quality of care, learning and development provided for children
- Review progress against objectives, responsibilities and previous actions
- Identify training, qualifications and professional development needs
- Discuss the employee's wellbeing, workload and any support required
- Provide opportunities to discuss the needs of individual children and families where appropriate
- Include discussion of safeguarding responsibilities and any concerns
- Agree clear actions and targets to support continuous improvement
When carried out effectively, supervision helps develop a skilled, confident and motivated workforce, improves the quality of provision and contributes to positive outcomes for children and their families.
Supervision the managers role
Managers play a key role in ensuring supervision meetings are regular, supportive and focused on professional development. Effective supervision provides an opportunity to discuss performance, wellbeing, training needs and any concerns, while also supporting high-quality practice and safeguarding.
Managers should:
- schedule supervision meetings regularly and allow sufficient time for meaningful discussion
- create a positive and confidential environment where employees feel comfortable sharing their views, achievements and concerns
- prepare for the meeting by reviewing previous supervision notes, agreed actions and any relevant performance information
- recognise and celebrate achievements, strengths and positive contributions to the setting
- discuss progress against objectives, responsibilities and professional development goals
- identify training and development needs and agree actions to support continued learning and career progression.
- provide constructive feedback, offering guidance and support where improvements are needed
- monitor employee wellbeing and workload, addressing any issues that may affect performance or job satisfaction
- discuss safeguarding responsibilities and provide an opportunity to raise any safeguarding concerns
- agree clear actions, responsibilities and timescales, and accurately record the outcomes of the meeting
By approaching supervision as a supportive and collaborative process, managers can help employees feel valued, motivated and equipped to perform their role effectively.
How managers can prepare for supervision
Example supervision checklist
The following checklist provides an example framework to support supervision discussions with employees. It is designed to help managers conduct regular, structured and supportive supervision meetings that promote staff wellbeing, professional development, high-quality practice and positive outcomes for children and families.
Use this checklist as a guide to ensure key areas are discussed, actions are agreed and a record of the supervision meeting is maintained.
Before the meeting
- Schedule the supervision meeting and allow sufficient time
- Review notes and actions from the previous supervision
- Gather any relevant information relating to performance, attendance, training or wellbeing
- Identify any topics, concerns or updates that need to be discussed
- Ensure a private and confidential space is available
During the meeting
- Welcome the employee and create a positive, supportive atmosphere
- Review actions agreed at the previous supervision
- Discuss current responsibilities and workload
- Encourage the employee to share achievements, successes and challenges
Performance and development
- Recognise and celebrate good practice and accomplishments
- Discuss progress against objectives and expectations
- Identify any areas where support or improvement is needed
- Discuss training, qualifications and professional development opportunities
- Consider future career aspirations and progression opportunities
Wellbeing and support
- Discuss wellbeing and work-life balance
- Explore any factors affecting performance, engagement or job satisfaction
- Identify any support required
Safeguarding
- Discuss safeguarding responsibilities
- Provide an opportunity to raise any safeguarding concerns
- Confirm understanding of current safeguarding procedures and requirements
Action planning
- agree clear actions and objectives
- Identify who is responsible for each action
- Set realistic timescales for completion
- Confirm any support, resources or training required
After the meeting
- Complete and sign supervision records
- Provide a copy to the employee if applicable
- Follow up on agreed actions
- Arrange the date for the next supervision meeting
Manager confirmation:
The manager should sign and date the supervision record to confirm that all relevant areas have been discussed, any agreed actions have been accurately recorded, and the information reflects the discussion that took place.
Employee confirmation:
The employee should sign and date the supervision record to confirm that they have had the opportunity to contribute to the discussion, have reviewed the notes, and understand and agree to the actions and next steps recorded.
Employee preparation for supervision
Employee preparation
Supervision provides an opportunity to reflect on your work, discuss successes and challenges, receive support, and identify opportunities for professional development. Taking time to prepare before your supervision meeting will help you make the most of the discussion and ensure it is meaningful and productive.
A well-prepared supervision meeting allows you to reflect on your practice, discuss the needs of children, consider your wellbeing, and contribute to decisions about your ongoing development and support.
Before the meeting
Reflect on your practice
- Consider what has gone well since your last supervision meeting
- Identify any achievements or successes you would like to share
- Think about any challenges you have encountered and how they have affected your work
- Reflect on how your practice supports children's learning, development and wellbeing
Review the needs of children
- Consider any children who may require additional support
- Reflect on any safeguarding, welfare, behaviour, SEND or inclusion concerns
- Think about strategies that are working well and any areas where you may need further guidance or support
Consider your wellbeing
- Reflect on your workload, wellbeing and work-life balance
- Consider any factors that may be affecting your performance or job satisfaction
- Identify any support, resources or adjustments that would help you carry out your role effectively
Review previous actions
- Read through the notes from your last supervision meeting
- Consider the progress you have made against agreed targets or actions
- Identify any actions that are still outstanding and any support needed to complete them
Think about your professional development
- Reflect on any training, qualifications or learning completed since your last supervision
- Consider the skills and knowledge you would like to develop further
- Think about potential training, coaching or career development opportunities you would like to discuss
Items you may wish to bring
- Notes from previous supervision meetings
- Examples of achievements or good practice
- Questions or topics you would like to discuss
- Information relating to safeguarding or child welfare concerns
- Details of training completed or future development needs
During the meeting
Be prepared to:
- Share your successes and achievements
- Discuss any challenges or concerns openly
- Talk about children's progress, welfare and safeguarding matter.
- Ask for advice, guidance or support where needed
- Reflect honestly on your practice and performance
- Contribute to discussions about your development and future goals
- Agree clear actions and timescales before the meeting concludes
Preparing in advance will help you play an active role in the supervision process, making the meeting a valuable opportunity for reflection, support, continuous improvement and professional growth.
Appraisals
Regular staff appraisals provide an opportunity to review performance, celebrate achievements, identify strengths and agree future development goals. Effective appraisals help practitioners feel valued, supported and motivated, contributing positively to staff retention and job satisfaction.
Appraisals should:
- Take place regularly, typically annually, with progress reviewed throughout the year
- Be a two-way discussion where staff can reflect on their experiences, achievements and aspirations
- Review performance against job descriptions, responsibilities and previous objectives
- Identify training, professional development and career progression opportunities
- Discuss wellbeing, workload and any support needs
- Recognise and celebrate successes and contributions to the setting
- Agree clear, achievable objectives and an action plan for the coming period
Appraisals work best when they are supported by regular supervision meetings and ongoing feedback throughout the year, rather than being viewed as a standalone annual event. Together, supervision and appraisal processes help create a culture of continuous improvement, professional growth and high-quality practice.
Benefits of appraisals
Well-conducted appraisals can:
- Improve staff engagement and morale
- Staff feeling valued
- Support professional development and career progression
- Identify future leaders within the setting
- Improve retention by demonstrating investment in staff
- Strengthen the quality of teaching, learning and care
- Provide opportunities to discuss safeguarding responsibilities and professional conduct
- Support workforce planning and succession planning
In an early years and childcare setting, appraisal discussions should also consider the impact of practitioners' work on outcomes for children and families, ensuring continuous improvement in the quality of provision.
Appraisals should be used as an opportunity to identify and support practitioners' professional development needs. By discussing strengths, achievements, areas for development and future career aspirations, managers can work with staff to create meaningful development plans that benefit both the individual and the setting.
Preparing for effective appraisal meetings
Effective preparation helps ensure appraisal meetings are structured, meaningful and focused on supporting employee performance, wellbeing and professional development. Taking time to prepare enables managers to recognise achievements, review progress against objectives, identify strengths and discuss any areas where additional support or development may be beneficial.
Before the appraisal meeting, managers should review previous appraisal records, supervision notes, agreed objectives and any relevant performance information. Consider the employee's contributions to the organisation, progress made since the last appraisal, training undertaken, and any changes in responsibilities or working practices. Managers should also identify key discussion points, gather examples of good practice and be prepared to discuss future development opportunities.
Appraisals should be a two-way discussion, providing employees with an opportunity to reflect on their achievements, challenges and career aspirations. Managers should create a supportive and confidential environment that encourages open and honest conversations. Well-prepared appraisals help ensure clear objectives, development plans and support measures are agreed, enabling employees to continue to develop and contribute positively to the setting.
In early years and childcare settings, appraisal discussions should also consider the employee's impact on outcomes for children, relationships with families, teamwork, safeguarding responsibilities and commitment to continuous professional development.
Appraisal preparation form
Employee appraisal preparation guide
Below is a sample checklist that mangers can use to help employees prepare for their appraisal and make the most of the discussion. Taking time to reflect beforehand can help identify achievements, development needs and future aspirations.
Before the appraisal meeting
- Review the objectives and actions agreed at your previous appraisal
- Reflect on your achievements and successes since the last appraisal
- Consider how you have contributed to the setting, team, children and families
- Gather examples of good practice, initiatives or responsibilities you have undertaken
- Identify any challenges you have faced and how you have addressed them
- Review any training, qualifications or professional development completed during the year
- Consider any skills, knowledge or areas you would like to develop further
- Think about any support, resources or guidance that would help you in your role
- Reflect on your wellbeing, workload and work-life balance
- Consider your future career aspirations and development goals
- Make a note of any questions or topics you would like to discuss with your manager
- Complete any self-assessment or appraisal forms provided
During the appraisal meeting
- Discuss your achievements and progress against objectives
- Share examples of positive contributions and successes
- Discuss any challenges and support needs
- Be open and honest about your development goals and aspirations
- Contribute ideas for future objectives and professional development
- Ask questions and seek clarification where needed
- Agree realistic and achievable objectives for the coming year
After the appraisal meeting
- Review the agreed objectives and actions
- Ensure you understand any expectations, support or development opportunities discussed
- Keep a copy of the completed appraisal record
- Take responsibility for progressing agreed actions and development activities
- Use supervision meetings throughout the year to review progress against objectives
Creating a positive and motivated workforce
High staff morale contributes to a positive working environment, stronger teamwork and better experiences for children and families. Practitioners are more likely to feel motivated and remain in their roles when they are respected, supported and included in the development of the organiation. Organisations can improve staff morale by taking the following steps:
Create a positive and respectful culture
Promote a workplace culture in which all employees are treated fairly, respectfully and professionally. Leaders and managers should model positive behaviour, encourage collaboration and address inappropriate conduct promptly.
Recognise and celebrate achievements
Regularly acknowledge the contribution that employees make to the setting. Recognition does not always need to involve a financial reward. A personal thank you, positive feedback, acknowledgement during a team meeting or celebration of an achievement can help practitioners feel valued. Remember to recognise everyday contributions as well as significant accomplishments.
Communicate openly and honestly
Keep employees informed about changes, priorities and decisions that affect their roles. Clear and timely communication can reduce uncertainty and help practitioners feel included. Managers should also provide opportunities for employees to ask questions, raise concerns, and share ideas without fear of criticism.
Listen to staff views
Involve staff in decisions about the setting wherever appropriate. Staff meetings, supervision sessions, surveys, suggestion boxes and informal conversations can all provide opportunities for employees to contribute their views. Managers should explain how feedback has been considered and identify any actions that will be taken. This demonstrates that employees’ opinions are taken seriously.
Provide effective supervision
Supervision should be planned, protected time away from everyday routines. It should give each practitioner an opportunity to discuss their workloads, their well being, performamce and achievments, any concerns or challenges, career aspirations, safeguarding matters and support their require from their manager/supervisor.
Supervision should be supportive and constructive, rather than simply focusing on tasks or problems.
Support staff wellbeing
Managers should be alert to signs of stress, fatigue and excessive workload. Encourage appropriate breaks, monitor working patterns and create an environment where employees feel able to discuss their wellbeing. Where possible, provide access to wellbeing resources, occupational health services or employee assistance programmes.
Ensure workloads are fair and manageable
Review how responsibilities are allocated across the team. Employees may become disengaged if workloads are consistently unmanageable or if duties are not distributed fairly. Managers should also consider whether administrative processes can be simplified to give practitioners more time to focus on children and the aspects of their role that they find most rewarding.
Offer training and professional development opportunities
Provide employees with opportunities to develop their knowledge, skills and confidence. This may include Mandatory training, short courses, the opportunity to study further qualifications, coaching and mentoring, peer observations, shadowing collegaues, progression opportunities.
Discuss professional development during supervision and appraisal meetings, ensuring opportunities reflect both the practitioner’s interests and the needs of the setting.
Use practitioners’ strengths
Take time to identify each employee’s strengths, interests and areas of expertise. Where appropriate, give practitioners opportunities to use these strengths to support colleagues and contribute to the development of the setting. For example, a practitioner with a particular interest in outdoor learning could help develop the outdoor environment, while someone with strong communication skills could support engagement with parents and carers.
Provide a thorough induction
A structured and welcoming induction helps new employees feel supported and part of the team. It should give them a clear understanding of their role, responsibilities, expected standards and the support available to them. Assigning a mentor or workplace buddy can help new practitioners build relationships, ask questions and settle into the setting.
Encourage teamwork
Create regular opportunities for employees to work together, share good practice and learn from one another. Team meetings should have a clear purpose and allow all practitioners to contribute. Team-building activities can also help strengthen working relationships, provided they are inclusive and appropriate for the workforce.
Be consistent and fair
Policies, expectations, and procedures should be applied fairly and consistently. Managers should ensure that employees understand what is expected of them and that concerns are addressed promptly and sensitively. Perceived favouritism or inconsistent treatment can quickly damage trust and morale.
Provide constructive feedback
Give employees regular, balanced feedback rather than waiting for an annual appraisal. Feedback should recognise what is going well, identify any areas for development and agree practical actions and support. Where improvement is required, feedback should focus on the practitioner’s work and behaviour rather than personal characteristics.
Support a healthy work-life balance
Where operationally possible, consider flexible approaches to working patterns and requests for leave. Ensure rotas are communicated in good time and avoid unnecessary changes at short notice. Respect employees’ time outside work and carefully consider expectations relating to messages, emails, training and administrative tasks outside contracted hours.
Address problems promptly
Unresolved concerns can affect the morale and wellbeing of the whole team and may create uncertainty within the setting. Managers should address issues promptly, professionally and fairly to prevent problems from escalating and impacting on staff, children and families. It is important that managers respond appropriately to concerns such as conflict between colleagues, bullying or harassment, poor communication, unsafe practice, safeguarding concerns, conduct issues and performance difficulties. Taking timely action helps maintain a positive working environment, supports staff wellbeing and ensures high standards of care and education are maintained.
All employees should be aware of how to raise a concern and understand the procedures available to them, including grievance, whistleblowing and safeguarding processes. Staff should feel confident that any concerns they raise will be listened to, taken seriously, investigated appropriately and treated confidentially wherever possible.
Creating a culture of openness, trust and accountability encourages staff to speak up early when issues arise. By dealing with concerns consistently and fairly, leaders can strengthen team relationships, improve morale and promote a safe, supportive environment for both children and staff.
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.
Learning from leavers
Exit interviews
When a member of staff leaves the organisation, managers should consider conducting an exit interview. Exit interviews provide an opportunity to gather honest feedback about the employee’s experience and can help identify areas for improvement within the organisation.
Why undertake an exit interview?
Exit interviews can help employers to:
- Understand the reasons why staff choose to leave
- Identify trends or recurring issues that may be affecting staff retention
- Gather feedback on leadership, management, workload, training, and working conditions
- Highlight examples of good practice and areas where staff feel supported
- Inform future workforce planning and staff wellbeing initiatives
- Improve recruitment, induction, supervision, and professional development processes
Exit interviews should be conducted in a professional, confidential and non-judgemental manner. Employees should be encouraged to provide honest feedback and reassured that their comments will be treated sensitively.
Managers should review and evaluate feedback from exit interviews regularly to identify any common themes and act where appropriate. Learning from staff who leave can help strengthen workforce retention, improve staff morale, and support the continuous improvement of the setting.
How to conduct an effective exit interview
Before the meeting
- Arrange the interview before the employee's final working day
- Choose a private, comfortable environment where the employee can speak openly
- Explain the purpose of the interview and how the information shared will be used
- Prepare a set of questions in advance while allowing flexibility for discussion
- review the employee's role and length of service to help tailor the conversation
During the interview
Managers should adopt a professional, open and non-defensive approach. The aim is to listen and learn rather than justify decisions or challenge views. Good practice includes:
- Thanking the employee for their contribution to the setting
- Encouraging honest and constructive feedback
- Asking open-ended questions
- Listening actively and without interruption
- Remaining neutral and respectful, even if difficult issues are raised
- Taking notes or recording key themes (ensuring this is with agreement)
Points to remember
- Exit interviews should never be used to persuade an employee to change their decision
- Feedback should be treated respectfully and confidentially
- One individual's comments may not represent the views of all staff, but recurring themes can highlight important areas for improvement
- Acting upon feedback demonstrates that the organisation values staff opinions and is committed to continuous improvement