School-aged childcare quality indicators: Staff skills, knowledge, values and deployment
Staff skills, knowledge, values and deployment is a 'leadership' quality indicator (QI).
There are illustrations of practice and challenge questions below. These can help you to assess your current practices and identify areas for growth. Illustrations of staff skills, knowledge, values and deployment are also available for early learning and childcare and childminding settings.
For more information about the principles of this framework and the grading criteria, return to the framework home page.
Themes for staff skills, knowledge, values and deployment
The themes for this QI are:
- staff skills, knowledge and values
- staff deployment
About this quality indicator
This indicator focuses on the importance of skilled interactions to promote children’s confidence and to have a positive influence on their lives as they develop and learn. It highlights the importance of staff continuous development being promoted through highly effective use of reflective practice, feedback and support. Professional learning is well planned and informed by local, national and international evidence and research. It is reviewed and matched to identified needs of individual staff members.
There is an awareness that staff should have appropriate professional registration and should understand and adhere to the relevant codes of practice. Recognition is given to the need for a positive, compassionate and responsive culture, where children thrive and flourish.
This indicator focuses on ensuring that staffing levels and deployment take account of the range of staff skills, as well as the routines and activities of the session. It recognises the need for responsive staff deployment and the importance of ensuring that the service is appropriately staffed throughout the session, to provide a safe, high-quality service and ensure the best outcomes for children.
'Very good' staff skills, knowledge and values
We have a clear understanding of how children play and develop, having high aspirations for children’s achievements. We have opportunities to draw on our own skills and knowledge to facilitate a wide variety of experiences and play opportunities. Our staff make very good use of professional development opportunities that link directly to enhanced outcomes for children and the setting’s improvement plan. Research, best practice, national and local policy, underpinning legislation, UNCRC and the Health and Social Care Standards are used in this process.
A wide range of opportunities is available for staff to hold professional discussions and use these to inform practice. We are highly reflective and engage in these work-based discussions to build individual and team knowledge and effectiveness. We maintain meaningful records of the impact of our learning and development and have a clear learning action plan.
Highly effective supervision enables us to be clear about our responsibilities. Celebrating success and learning from mistakes is an integral part of the ethos in the service. This leads to a culture of openness, where we feel proud to work in the service and safe to discuss practice when errors do occur. Where required, staff maintain registration with a professional body and follow the codes of practice.
'Weak' staff skills, knowledge and values
We are not enabled or supported to engage in professional learning to improve our practice. We are not enabled to use our own skills and knowledge to enhance play experiences for children.
Staff learning needs are not identified and we have limited access to suitable training. This results in gaps in professional knowledge and skills, which impacts negatively on the quality of children’s experiences.
We are not empowered to share appropriate knowledge across the team. There is an absence of professional discussion to support each other’s development and learning.
Our staff do not fully understand their responsibility to maintain professional registration. Where registration with professional bodies is required, this is incomplete or may have lapsed. Staff may not take sufficient account of the codes of practice in their work.
'Very good' staff deployment
Our leaders are open and honest about decisions on staffing. They make highly effective use of the differing experience, knowledge and skills of the staff group to ensure children experience safe and responsive care.
Arrangements are in place to promote continuity of care across each session and ensure positive transitions and communication with families. To ensure this is consistent, staff breaks are planned to minimise impact on children while enabling staff to rest and be refreshed.
Staff communicate well, are flexible and support each other. We work as a team to ensure deployment is effective in ensuring high-quality experiences and outcomes for children.
Our approach to staff deployment also ensures our staff have the appropriate level of support from experienced colleagues to support their developing skills and knowledge. Arrangements for absence, both planned and unplanned, support minimum disruption to children’s routines. If children have a key worker, they are prepared in advance for their key worker’s absence, wherever possible.
'Weak' staff deployment
We do not feel able to raise issues or concerns about the safety and wellbeing of children as a result of decisions about staff deployment. We do not take responsibility for any gaps in staffing, and opportunities to improve are missed.
Communication and team working between us is limited, leading to gaps in interactions and the supervision of children across the session. Our lack of flexibility and support across the staff team significantly compromises the quality of experiences and outcomes for children. We lack confidence to talk about mistakes, which has the potential to lead to harm to children.
Arrangements for busier times of the session are ineffective in ensuring that we can fully meet children’s needs. Activities become task orientated rather than an opportunity for high-quality engagement and interaction. We do not always receive sufficient breaks or take breaks at a time when higher levels of supervision are required.
Children’s routines and experiences are disrupted as arrangements for planned absence are poorly managed. Children and families are not always advised when staff will be absent and are not prepared for, or introduced to, temporary staff.
The following challenge questions can support your self-evaluation:
- What evidence do we have that our professional learning is increasing our knowledge and understanding and as a result improving outcomes for children and families?
- How confident are we at building on individual skills and interests which lead to improvements for children?
- How do we engage and encourage leadership at all levels when promoting play in our setting?
- How do we know that staff have the appropriate knowledge and skills to support children to be the best that they can be?
- In what ways are we maximising opportunities for staff to work and learn together?
- What approaches do we take to tasks in the service to ensure children are supported across the session?
- How does staff deployment meet the individual care and support needs of all children throughout the session?
- How do we promote a positive staff ethos and support staff wellbeing in our service?
- How do we know staff enjoy working here and feel involved and part of an effective team?
- How do we consider staff wellbeing to ensure we provide safe and high-quality care and the best outcomes for children?
