Watch our videos to support early years and childcare workers with induction and qualifications.
Guidance for nominated persons of new Flying Start managers: Supporting managers through the AWIF for early years and childcare managers
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Hello everyone.
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My name is Gemma Thain
and I am an Engagement and Development
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lead officer for early years and childcare
qualifications here at Social Care Wales.
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We aim to make a positive difference
to the early years and childcare
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sector in Wales
by supporting the workforce in areas
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such as qualification development,
training sessions,
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development of resources
such as recruitment materials,
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e-learning activities
and implementation of frameworks.
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The All Wales Induction Framework
for early years and childcare managers
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is completely brand new,
so we're really excited.
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It was launched on the 28th of November
at our national conference
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this year by the Minister for Children
and Social Care
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to support new managers
settle into their roles,
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helping them to develop the skills
that they need to support their teams
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to offer the highest standards of child-centred practice, care and education.
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So we've put this short
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video together
to explain what the framework is,
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who should complete it,
and how individuals like yourselves
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can support managers
in taking them through their journey
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to complete it.
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Now, it's the Welsh Government's
ambition to develop
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a skilled childcare and play workforce
that's highly valued
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and so new workers or managers
stepping up into leadership roles
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is quite a transition.
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Taking on extra responsibility
while learning new knowledge
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and skills on the job.
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We know a strong induction
process is the foundation
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to helping new managers understand
their role,
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learn the values and expectations
that's essential for them.
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It will help them build confidence
in leading
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child-centred practice, supporting team performance
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and managing the day to day
operations of their setting.
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It also supports their personal growth,
increases job satisfaction
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where they are more likely to feel engaged
and stay committed to their work.
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So it's really crucial that we are in
a position where we can support managers,
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where they
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can lead their team
in delivering that high quality
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care for children.
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The All Wales Induction Framework
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is based on a set of essential knowledge
and practical standards
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that is needed for early years,
and childcare managers.
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To ensure consistency
across the management role in the sector,
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the induction standards that make up
this foundation was taken
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from the learning outcomes
of the current Level 4 and Level 5
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in the Children's Care, Play,
Learning and Development qualifications,
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and this means that
these learning outcomes
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or induction
standards are exactly the same.
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But the way in which
the induction framework
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and the qualifications are completed
are completed completely different.
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Now, I'm not going to talk
about the qualifications today
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as I cover this information
in another session.
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But the way that the
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induction framework can be
done is through a holistic approach.
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Now, coming from an early years background,
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when we undertake child observations,
we observe child development
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across the whole development,
looking at areas
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of development holistically.
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So it's about looking at the whole child,
drawing out
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multiple skills
so that the child can do these things.
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And it's the same sort of process.
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It will be looking at pieces of on the job
evidence
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that the manager does on a day to day
basis that can be mapped across
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multiple induction standards
to demonstrate
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their competency over time.
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Now, the All Wales Induction
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Framework consists of two main parts.
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We have Part A, which covers knowledge base standards
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that include topics like understanding
how to lead child centered practice,
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understand different leadership theories,
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and understanding,
managing team performance.
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Part B
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focuses on the manager's skills,
where they will need to show
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that they can lead and manage
child-centred practice
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where they can lead and manage
effective team performance.
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Leading and managing the quality
of the setting and practice
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that promotes safeguarding
health and safety and security.
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So who completes the All Wales Induction
Framework?
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Well, I've pop this infographic
here on the slide to illustrate
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what's recommended for good practice
and what's mandatory for practice.
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And I'm going to go through
each of them now.
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All early years and childcare settings,
excluding flying start
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managers are required to hold a Level 3
qualification or above.
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So new managers with a Level 3 qualification
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can complete the induction
if they wish, to support them
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settle into their new role.
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However, it's
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recommended that they undertake the Level 4
and Level 5 of the Children's
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Care, Play, Learning and Development qualifications instead.
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And whilst they are on their journey,
they can use the induction framework
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as a supportive tool
to help them complete their qualification.
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Managers within a flying start
setting must have specific
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skills, knowledge and behaviours
to be in a leadership and management role.
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So only these qualifications
that hold these specific elements
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of those qualifications
that are already accepted
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on the Social Care Wales
qualification framework.
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And they are individuals that have
recently completed the Level 4,
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a Level 5 of the Children's Care
Play, Learning and Development qualification.
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And we know they don't need to complete
the All Wales Induction Framework
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because the induction standards
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and the learning outcomes are exactly the same. And they've recently completed it.
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Individuals though who have
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an accepted qualification
under past qualifications,
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so legacy qualifications
that they completed years ago.
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Those individuals
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who are becoming a flying start manager,
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they will be recommended
to do the All Wales Induction Framework
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because as they have completed
their qualification some years ago,
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it's really good practice
to keep up with their knowledge and skills
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and behaviours and keep up to date
with current legislation
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that's current.
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And these individuals
must have lots of leadership and management
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evidence that can be used to map
into their All Wales
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Induction Frameworks.
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Now, we have recently been working with
the sector to look at seeing
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if there are any more qualifications that
we can add to the qualification framework
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for a flying start manager,
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and we recognise that some qualifications
could be considered
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if they were strengthened with a framework
that covers
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the gaps of those specific leadership
and management standards.
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So by creating this framework,
we were able to also include
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the QCF Level 5 Diploma
in Children's Care, Learning and Development,
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Advanced Practice
Pathway, and certain degrees.
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So the QCF Advanced
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Practice pathway is now on our framework
and will be accepted
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if the manager completes
both Part A and Part B of the framework.
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And certain degrees are also now
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on our qualification framework,
because universities embedded
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all of that Level 4 in Preparing for Leadership
and Management into their modules.
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And as a result, these individuals
will have already obtained Part A
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and therefore those with approved
degrees will only need to complete Part
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B of the All Wales Induction
Framework to address the gaps
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in their skills.
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All of this is illustrated on the slide,
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but if you need further clarification,
please head over to our qualifications
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framework page,
which will explain it there too.
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Now the manager will be responsible
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for completing their own induction
framework.
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They will be gathering a variety
of on the job
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evidence
to map against their induction standards.
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And we call these the progress logs
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because they are logging their progress
as they work through their journey,
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and they will detail how they have met
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each induction standard.
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So on this slide you can see a screenshot
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of a blank progress log,
where you can see that
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the induction standard
that needs to be covered in bold writing.
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But in the next column across,
there's a little bit
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more information of what
that induction standard means.
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It will cover the
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breadth of the induction standard and the,
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the depth of what that means,
so that the manager knows
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exactly what needs to be covered
before it can be signed off.
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They will have an opportunity to explain
how they have met the induction standard
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by signposting all of their evidence,
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but we will touch on this
in the next slide.
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Before the manager starts
their induction framework,
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they will need to be allocated a mentor.
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It would be up to the local authority
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to identify an allocated mentor,
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but the role of the mentor
is quite a lovely one.
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They will be the manager's support person.
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The mentor can support the manager
to develop their knowledge
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and skills, help them gather evidence.
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They will review the manager's evidence
and sign off their standards.
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This can be done in many ways,
which I will show you later on.
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You may find
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that most of the support can be done
when a mentor comes
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to do some drop in visits, whether that's
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every few weeks or so.
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And however this is agreed,
the mentor must have
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working knowledge of the induction
standards,
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be occupationally competent
for reviewing and signing them off,
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and be familiar
with the manager's practice.
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So what exactly can the manager
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collect as evidence
for the mentor to sign off?
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Let's have a little look at all of these
different types of evidence.
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On this slide you can see that
we have oral or written questioning.
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So as a mentor you might ask them how
they have reviewed or updated the setting's
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policies or how they have carried out fire
drills or organised training for staff.
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And that could be done verbally.
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or the manager might decide
to make some notes and write it down.
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They can use a variety of work products.
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They have heaps of it in their setting,
so they might signpost
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certain activity plans.
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They might signpost calendars
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that they've implemented for organisation.
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They might have created some presentation
slides for a staff meeting.
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They might have got some newsletters
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or social media communication,
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that they might send out to parents,
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or they might even have some
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appraisal documents,
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to show how they manage
staff performance and set goals.
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So lots of different types of work
products can be used
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and signposted there.
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They might decide to use
a personal statement
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or a reflective account
where they might have,
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had a challenging situation
and they might have recorded it
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in a written document or a verbal document
or a verbal way of doing it,
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they can record themselves.
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Things like dealing with
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conflict
or dealing with a sudden staff shortage.
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You know, things like that
will help to reflect
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on how they've managed the situation,
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and what they could do differently
if that situation arose again.
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So lots of personal statements,
lots of reflective accounts
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is a really good way of capturing
real life evidence on the job,
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Professional discussions.
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You as a mentor might decide
to do a professional discussion
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with them where they could discuss
what's happening with their team.
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So they'll be talking about team dynamics
and how their leadership style, and
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the way they communicate might influence
the performance of their setting.
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You know, their vision,
the goals of the setting
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is always going to be there to help them
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try to achieve what they need to achieve
for their setting.
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And again,
this could be, a verbal discussion
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and it could be recorded
and stored somewhere, or they might decide
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to do a small or you might decide
to do a small testimony,
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to back
up, you know, a bit of evidence on there
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and you can record what the discussion,
what happened through the discussion.
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What was what took place and
what was said etc.
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Observations.
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You might do a drop in visit.
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You might be able to see the manager
doing something in the moment.
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You might decide
to do a planned observation where you are
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there, present,
watching them lead a staff meeting,
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but they will always interact
with staff and children.
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So when you drop
in, you'll see them doing their day
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to day operations
and you can make some notes,
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and write up an observation,
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when you do those visits.
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So it could be a planned observation
where you want to see something
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specific to cover,
or you might just do an ad hoc visit
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where you've seen something
really, really good and you think that's
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a really good piece of evidence
that they can map into their progress log.
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Statements, witness testimonies.
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Again, anyone can help with this.
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And this is very much encouraged
because it really is
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like a true account of situations
happening all the time.
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So the manager can ask a staff member
to write a small statement of how
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they may have dealt with a situation,
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such as the recruitment process,
where they are
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really ensuring that value based approach
244
00:15:44,300 --> 00:15:48,766
they might decide to collect feedback
from parents or carers
245
00:15:48,766 --> 00:15:49,766
if there's something in there
246
00:15:49,766 --> 00:15:52,800
that highlights
the positive way that the setting is managed,
247
00:15:53,366 --> 00:15:57,300
or is something that could be in a CIW report,
so that could be used
248
00:15:57,300 --> 00:16:00,600
as evidence
to show that their managerial skills,
249
00:16:01,633 --> 00:16:04,200
are being demonstrated to ensure
250
00:16:04,200 --> 00:16:07,200
that high quality childcare is happening
251
00:16:07,733 --> 00:16:10,833
Now, recognition of prior
learning is a great one to map.
252
00:16:11,233 --> 00:16:14,233
They will have evidence
of different training
253
00:16:14,233 --> 00:16:18,100
they've been on, qualifications
they may have done in the past.
254
00:16:18,433 --> 00:16:23,066
So this piece of evidence will be
really crucial, especially to our QCF
255
00:16:23,400 --> 00:16:26,400
Level 5 Advanced Practitioners,
because,
256
00:16:27,066 --> 00:16:30,066
our Level 5 Advanced
Practitioners will already have covered
257
00:16:30,066 --> 00:16:34,666
some of the induction standards
across Part A and Part B.
258
00:16:35,300 --> 00:16:38,100
So, we have put a resource document
259
00:16:38,100 --> 00:16:43,466
together for you as mentors to show
what has already been covered
260
00:16:43,866 --> 00:16:45,600
and what has not.
261
00:16:45,600 --> 00:16:50,600
So, it's our very own cheat sheet
really, to see where the gaps are.
262
00:16:52,533 --> 00:16:54,900
But recognition of prior learning,
263
00:16:54,900 --> 00:16:57,900
like I said, is very much encouraged.
264
00:16:59,433 --> 00:17:00,566
And last but not least,
265
00:17:00,566 --> 00:17:03,933
we have also developed a workbook
and a guidebook.
266
00:17:03,933 --> 00:17:08,200
So the workbook being covering
knowledge in the Part A
267
00:17:08,833 --> 00:17:12,000
and the guidebook
covering all the skills in Part B.
268
00:17:13,200 --> 00:17:17,800
So, the knowledge workbook
that managers can work through to develop
269
00:17:17,800 --> 00:17:21,166
their knowledge
or use to close down certain
270
00:17:21,166 --> 00:17:24,166
elements of their knowledge,
271
00:17:24,166 --> 00:17:27,000
especially if they're struggling
to find evidence
272
00:17:27,000 --> 00:17:31,266
to map their knowledge into the induction
standards, then they can complete
273
00:17:31,300 --> 00:17:34,300
all or parts of the workbook.
274
00:17:34,466 --> 00:17:37,466
And in the workbook
there are different activities
275
00:17:37,733 --> 00:17:40,500
that are practical,
276
00:17:40,500 --> 00:17:44,166
based on their role
related practical activities.
277
00:17:44,766 --> 00:17:48,300
So it has heaps of resources in there
as well to support their knowledge.
278
00:17:48,300 --> 00:17:49,800
We have links that are,
279
00:17:51,600 --> 00:17:53,833
relevant to legislation.
280
00:17:53,833 --> 00:17:57,900
We have YouTube video links,
articles, etc., etc.
281
00:17:58,800 --> 00:18:01,833
There may be an activity
where they have to assess
282
00:18:01,833 --> 00:18:05,733
the effectiveness of the equality
diversity, inclusion policy
283
00:18:06,300 --> 00:18:10,066
and make changes to improve it
or there might be a case study in there
284
00:18:10,066 --> 00:18:13,500
where they will work through the process
and answered some of the questions.
285
00:18:14,200 --> 00:18:16,900
So they would complete the work
through the workbook
286
00:18:16,900 --> 00:18:20,033
and reference
this within their progress logs.
287
00:18:21,133 --> 00:18:23,900
And there is an activity
for every induction
288
00:18:23,900 --> 00:18:26,900
standard for Part A.
289
00:18:27,300 --> 00:18:30,366
Just as another resource
for supporting mentors,
290
00:18:30,366 --> 00:18:34,166
we have developed
a sample answer workbook.
291
00:18:34,166 --> 00:18:37,633
So we have taken one activity
292
00:18:37,733 --> 00:18:40,733
from each section of the Part A
293
00:18:41,300 --> 00:18:44,666
and turned it into a sample answer
workbook.
294
00:18:44,666 --> 00:18:49,800
So individuals like yourselves,
mentors supporting managers
295
00:18:50,066 --> 00:18:55,066
can see what an example of an answer
would look like.
296
00:18:55,900 --> 00:18:59,900
So that will be super helpful for mentors
just to have a little look to see kind
297
00:18:59,900 --> 00:19:03,900
of the benchmark really, of the breadth
and depth that the manager has to cover.
298
00:19:05,700 --> 00:19:06,500
For Part B,
299
00:19:06,500 --> 00:19:10,433
we've also created a competence
skill guidebook to help them understand
300
00:19:10,433 --> 00:19:13,566
what types of evidence there are
and what they mean.
301
00:19:13,933 --> 00:19:16,700
So a bit like what we just done, going
302
00:19:16,700 --> 00:19:19,700
through the collecting evidence slide.
303
00:19:19,733 --> 00:19:22,600
But the guidebook is a little bit
more in-depth.
304
00:19:22,600 --> 00:19:26,266
And we've also gone a little bit further
where we have provided
305
00:19:26,666 --> 00:19:30,400
examples of how certain evidence
can easily be collected
306
00:19:30,400 --> 00:19:33,400
to meet the specific induction standard.
307
00:19:34,200 --> 00:19:37,733
For example, equality,
diversity, inclusion policy.
308
00:19:38,633 --> 00:19:42,566
If they've updated it recently,
they could use that as a work product
309
00:19:42,666 --> 00:19:45,933
to map as evidence as one of the induction
standards in Part B.
310
00:19:46,200 --> 00:19:49,500
So again, it's that overlapping,
311
00:19:50,266 --> 00:19:54,100
mapping what the manager has got
holistically
312
00:19:54,100 --> 00:19:57,566
multiple times across those induction
standards.
313
00:19:58,466 --> 00:20:00,600
Again, specifically for mentors,
314
00:20:00,600 --> 00:20:03,600
we've also created
a guidebook resource for mentors.
315
00:20:03,900 --> 00:20:06,900
So you will also have a copy of this
316
00:20:06,900 --> 00:20:10,500
information
to support you in supporting the managers.
317
00:20:12,000 --> 00:20:12,400
On the
318
00:20:12,400 --> 00:20:16,566
guidance documents for both managers
and mentors at the bottom,
319
00:20:16,566 --> 00:20:20,100
in the appendix,
we've also provided an example
320
00:20:20,100 --> 00:20:23,100
of what an observation might look like,
321
00:20:23,333 --> 00:20:25,500
and an example of
322
00:20:25,500 --> 00:20:30,033
a few work projects where the manager
can reference these pieces of evidence
323
00:20:30,266 --> 00:20:33,266
into multiple parts
across the induction standards.
324
00:20:33,700 --> 00:20:38,066
But we've also written with justification
325
00:20:38,066 --> 00:20:41,066
why that manager
326
00:20:41,066 --> 00:20:44,066
has met the induction standard.
327
00:20:44,533 --> 00:20:50,400
So it justifies why that manager can map
that bit of the observation
328
00:20:50,400 --> 00:20:51,333
into that induction
329
00:20:51,333 --> 00:20:55,000
standard, or that bit of the work product
into that induction standard.
330
00:20:55,466 --> 00:20:58,466
So it's a really helpful
and useful tool for you
331
00:20:58,733 --> 00:21:01,466
as well.
332
00:21:01,466 --> 00:21:05,266
Now, although we have provided
quite an extensive list,
333
00:21:05,600 --> 00:21:09,866
the manager is encouraged to think of
other ways they can gather their evidence,
334
00:21:10,400 --> 00:21:14,466
because what we have suggested
might not be applicable
335
00:21:14,466 --> 00:21:17,466
to their specific setting or role.
336
00:21:17,833 --> 00:21:20,666
Or perhaps they have a better way
of collecting the evidence.
337
00:21:22,066 --> 00:21:23,600
I know
338
00:21:23,600 --> 00:21:27,433
when I did something similar
to this in the past, I preferred gathering
339
00:21:27,433 --> 00:21:31,466
my own evidence than finding evidence
that was prescribed to me,
340
00:21:31,466 --> 00:21:33,866
and that's absolutely okay.
341
00:21:33,866 --> 00:21:37,300
So even though the induction framework
has a set of standards,
342
00:21:38,400 --> 00:21:43,200
manager's role in gathering
the evidence will be bespoke to them.
343
00:21:43,600 --> 00:21:47,600
And so it will make the whole experience
really personal to them,
344
00:21:47,600 --> 00:21:50,900
which will give them that
sense of ownership and sense of pride
345
00:21:50,900 --> 00:21:53,900
in their achievement
when they complete it.
346
00:21:56,700 --> 00:21:57,900
So okay,
347
00:21:57,900 --> 00:22:01,766
so you can see this is an example
of a completed progress log.
348
00:22:02,100 --> 00:22:06,900
But first I wanted to show you
what the columns in the progress log mean.
349
00:22:07,833 --> 00:22:10,466
The learning outcome column
is just a number
350
00:22:10,466 --> 00:22:13,466
that we have used to reference
the induction standard.
351
00:22:14,133 --> 00:22:17,333
The induction standard
column is the standard that the manager
352
00:22:17,366 --> 00:22:22,100
must cover, whether it is a knowledge,
a skill, or a behaviour.
353
00:22:22,666 --> 00:22:26,133
These standards serve as the benchmark
to ensure
354
00:22:26,133 --> 00:22:30,200
that the manager can completely fulfill
their managerial responsibilities.
355
00:22:31,333 --> 00:22:32,566
The next column where
356
00:22:32,566 --> 00:22:36,300
it says this means
I have the understanding and ability
357
00:22:36,300 --> 00:22:41,233
to, is where we will see the breadth
and depth of the induction standard.
358
00:22:41,233 --> 00:22:45,433
So it's really helpful for the manager
to understand what the induction
359
00:22:45,433 --> 00:22:49,433
standard means, because the standard
can actually be quite brief.
360
00:22:50,400 --> 00:22:53,000
So knowing what they need to cover
will help them really think
361
00:22:53,000 --> 00:22:57,900
about all of the pieces of evidence they
already have to map into this section.
362
00:22:59,400 --> 00:23:03,133
And once they do, they will
then be ready to record their evidence
363
00:23:03,133 --> 00:23:06,333
and say how they have met this standard
364
00:23:06,566 --> 00:23:08,300
in the next column.
365
00:23:08,300 --> 00:23:12,700
And again, as I said before, this could be
a number of pieces of evidence
366
00:23:13,033 --> 00:23:16,100
which we went through
with the other evidence, such as training
367
00:23:16,333 --> 00:23:20,266
work products
and or recognition of prior learning.
368
00:23:21,633 --> 00:23:23,733
The next column is where the mentor
369
00:23:23,733 --> 00:23:27,433
will be reviewing the evidence
and making a comment to feedback.
370
00:23:27,900 --> 00:23:30,566
And once the induction has been met
371
00:23:30,566 --> 00:23:33,566
and the manager and the mentor are happy,
372
00:23:33,733 --> 00:23:36,733
they will sign and date
the induction standard off.
373
00:23:38,433 --> 00:23:41,633
So let's scroll down to have a little
look at an induction standard.
374
00:23:41,633 --> 00:23:44,633
having being completed already.
375
00:23:46,200 --> 00:23:49,100
So this has been made up
for the purpose of this demonstration.
376
00:23:49,100 --> 00:23:54,033
But the induction standards as you know
a real so this induction standard
377
00:23:54,033 --> 00:23:58,700
relates to Part A, section one
which is leading child-centred practice.
378
00:23:58,966 --> 00:24:01,366
And the learning outcome
number is number two,
379
00:24:01,366 --> 00:24:04,200
where the manager has to show
that they understand
380
00:24:04,200 --> 00:24:07,333
how to promote equity, equality,
diversity and inclusion.
381
00:24:08,500 --> 00:24:12,300
Now you can see the induction
standard in black bold writing
382
00:24:12,633 --> 00:24:17,033
and in the next column
the breadth and depth of that standard.
383
00:24:17,633 --> 00:24:21,166
Can you see that
there are three areas here.
384
00:24:21,300 --> 00:24:24,966
So that's the breadth
and depth 2.1, 2.2 and 2.3.
385
00:24:26,933 --> 00:24:28,800
The manager has written actually quite
386
00:24:28,800 --> 00:24:32,700
a comprehensive bit of feedback
where they have completed the workbook,
387
00:24:33,033 --> 00:24:36,533
written something around policy documents,
so they have training
388
00:24:36,533 --> 00:24:39,533
records,
389
00:24:39,533 --> 00:24:43,100
and records of minutes
and the meetings that they cover
390
00:24:43,533 --> 00:24:46,200
to demonstrate
that they've covered this standard
391
00:24:46,200 --> 00:24:49,200
very fully.
392
00:24:49,933 --> 00:24:52,700
However,
if the manager has completed the activity
393
00:24:52,700 --> 00:24:56,466
in the workbook, it covers the breadth
and depth of this induction standard.
394
00:24:56,466 --> 00:24:59,966
So they wouldn't
really need to add extra evidence.
395
00:25:00,333 --> 00:25:04,566
But it is good practice to
because if they put as much information
396
00:25:04,566 --> 00:25:07,800
in there as possible, then it's ready
397
00:25:08,166 --> 00:25:11,333
to map into the Part B of their framework.
398
00:25:11,333 --> 00:25:14,233
So they've got it all there anyway.
399
00:25:14,233 --> 00:25:17,033
But you can see that there have been
comments made from the mentor
400
00:25:17,033 --> 00:25:21,066
confirming that the manager has lots of up
to date knowledge here.
401
00:25:21,066 --> 00:25:24,266
So they've both signed
and dated that standard off.
402
00:25:28,200 --> 00:25:29,066
We've also made
403
00:25:29,066 --> 00:25:32,900
up an example of the induction
standard for Part B.
404
00:25:32,900 --> 00:25:34,166
And in this demonstration
405
00:25:34,166 --> 00:25:37,433
it covers section four
which is all about professional practice.
406
00:25:38,900 --> 00:25:42,566
The learning outcome three is about using
analysis
407
00:25:42,566 --> 00:25:46,733
of incidents, compliments, concerns
and complaints to improve the setting.
408
00:25:47,666 --> 00:25:49,766
Again with this particular standard,
409
00:25:49,766 --> 00:25:53,766
the breadth and depth of this
standard covers six areas
410
00:25:54,333 --> 00:25:57,100
in which the manager has evidenced
411
00:25:57,100 --> 00:26:00,833
their standard is kind of like an overview
412
00:26:01,233 --> 00:26:03,800
what they have done previously
and where the evidence is.
413
00:26:03,800 --> 00:26:07,700
So if you read how they've met
their standard, it's a bit of an overview,
414
00:26:07,833 --> 00:26:12,266
but they have signposted where
the evidence is within their workplace.
415
00:26:13,200 --> 00:26:15,466
Now if I was the mentor, I would check out
416
00:26:15,466 --> 00:26:18,466
the settings policies
that the manager said they wrote
417
00:26:18,500 --> 00:26:21,800
and see how they've updated them
or how they update them often.
418
00:26:22,433 --> 00:26:23,866
Do they use a tracker?
419
00:26:23,866 --> 00:26:25,933
Do they use a planner to update these?
420
00:26:25,933 --> 00:26:29,700
I would briefly look at staff meetings
where there's feedback of incidents
421
00:26:29,700 --> 00:26:32,700
being discussed, and again
422
00:26:32,733 --> 00:26:36,866
the manager said there are statements,
so it'd be really lovely to read these.
423
00:26:38,566 --> 00:26:39,000
Again,
424
00:26:39,000 --> 00:26:41,100
the mentor would feedback
on what they have seen
425
00:26:41,100 --> 00:26:45,000
and signed off and sign off the standard
if it's been met.
426
00:26:45,000 --> 00:26:48,733
So you can see here
this particular mentor said that
427
00:26:49,233 --> 00:26:52,366
they confirm that J. Bloggs
428
00:26:52,366 --> 00:26:55,400
has been able to demonstrate their skill
for this induction standard.
429
00:26:56,200 --> 00:26:59,400
And as a mentor,
I've seen all the evidence that has been
430
00:26:59,400 --> 00:27:00,800
referenced here.
431
00:27:00,800 --> 00:27:03,800
Oh, and they've also done an observation,
432
00:27:04,066 --> 00:27:06,500
where they have observed
433
00:27:06,500 --> 00:27:09,966
Joe Bloggs carry out a staff meeting
covering this induction standard.
434
00:27:10,033 --> 00:27:10,800
Brilliant.
435
00:27:10,800 --> 00:27:13,800
Lots and lots of evidence there.
436
00:27:13,800 --> 00:27:15,933
So yeah, as a mentor, I would be happy
437
00:27:15,933 --> 00:27:18,933
to sign this induction standard off.
438
00:27:19,033 --> 00:27:23,000
Once all of the standards
have been signed off
439
00:27:23,000 --> 00:27:26,800
by both the manager and mentor
over that period of time,
440
00:27:27,366 --> 00:27:32,066
they will be able to sign off
the Certificate of Achievement.
441
00:27:34,966 --> 00:27:36,133
Wow, what a
442
00:27:36,133 --> 00:27:39,133
journey, but a huge achievement
to be proud of.
443
00:27:39,600 --> 00:27:42,533
And this certificate of achievement
must be kept with
444
00:27:42,533 --> 00:27:46,433
the completed progress logs,
which can be used to show evidence
445
00:27:46,766 --> 00:27:49,766
that the manager has successfully completed
their induction
446
00:27:50,433 --> 00:27:54,666
or qualified to work as a flying start manager
if they have completed
447
00:27:54,666 --> 00:27:58,633
the QCF Advanced Practice qualification
previously,
448
00:27:58,766 --> 00:28:02,433
or with one of the accepted degrees
on the qualification framework.
449
00:28:03,133 --> 00:28:07,200
Yes, it can be stored
on the manager's file ready for anybody
450
00:28:07,200 --> 00:28:10,366
who needs to see it, such as a CIW Inspector,
451
00:28:11,100 --> 00:28:14,100
so it will be ready for them to check.
452
00:28:16,200 --> 00:28:20,297
And so this brings us
to the end of the presentation today sadly.
453
00:28:20,297 --> 00:28:24,297
On this slide
you can scan the QR code.
454
00:28:24,666 --> 00:28:28,900
It will take you directly to all of our
induction frameworks on our website.
455
00:28:30,533 --> 00:28:33,533
You want to select the All Wales Induction
Framework for early years
456
00:28:33,833 --> 00:28:38,666
and childcare managers
window to access all of the documents
457
00:28:38,666 --> 00:28:42,666
and resources,
but please get in touch with us
458
00:28:43,766 --> 00:28:45,200
any time.
459
00:28:45,200 --> 00:28:48,100
We would love to know
if you have any questions
460
00:28:48,100 --> 00:28:51,466
or specific feedback
on this prerecorded video.
461
00:28:52,366 --> 00:28:55,866
Or if you need some more support
with implementation
462
00:28:55,866 --> 00:29:00,233
of the All Wales Induction Framework,
please don't hesitate to email us.
463
00:29:00,966 --> 00:29:04,600
So I'm going to leave you with a huge
good luck with the framework,
464
00:29:04,600 --> 00:29:06,966
not that you're going to need it.
465
00:29:06,966 --> 00:29:10,766
And a big diolch for listening to me today.
466
00:29:11,200 --> 00:29:13,566
Good luck and thank you for listening.
The video guidance will complement the guidance documents that we already have but we will take you through a step by step process of:
- What the AWIF for early years and childcare mangers is
- Why we have an AWIF for early years and childcare managers
- Who should complete the AWIF for early years and childcare managers
- The roles of the manager and mentor when completing the AWIF for early years and childcare managers
- How to complete the AWIF for early years and childcare managers.
Please note that in this video we refer to 'nominated persons' as 'mentors'.