The role of the key person and settling-in
We believe that children settle best when they have a key person to relate to, who knows them and their parents well, and who can meet their individual needs. We are committed to the key person approach which benefits the child, the parents, the staff and the setting. It encourages secure relationships which support children to thrive, give parents confidence and make the setting a happy place to attend or work in.
We want children to feel safe, stimulated and happy in the setting and to feel secure and comfortable with our staff. We also want parents to have confidence in both their children's well-being and their role as active partners with our setting. We aim to make our setting a welcoming place where children settle quickly and easily because consideration has been given to the individual needs and circumstances of children and their families.
The key person role is set out in the Safeguarding and Welfare Requirements of the Early Years Foundation Stage. Each child must have a key person. These procedures set out a model for developing a key person approach that promotes effective and positive relationships for children.
The keyworker’s aim is to ensure the child is happy and feels secure at Joeys and to observe, encourage and extend the child’s learning experiences.
Ideally the keyworker should stay with the child throughout his/her time at Joeys. However because of the type of sessional care offered at Joeys it is not always possible to retain the same keyworker. The child is allocated to a member of staff who attends most of the child’s sessions however this may be changed if the child forms a particular bond with a member of staff. We will strive to notify parents of any change to key worker both in person and via the dojo app.
§ We allocate a key person and secondary key person before the child starts. (A secondary key person is responsible if the 1st key person was to be unavailable due to holidays, meetings etc.
§ The key person is responsible for:
- Providing an induction for the family and for settling the child into our setting.
- Completing relevant forms with parents, including consent forms.
- Explaining our policies and procedures to parents with particular focus on policies such as safeguarding and our responsibilities under the Prevent Duty.
‒ Offering unconditional regard for the child and being non-judgemental.
‒ Working with the parents to plan and deliver a personalised plan for the child’s well-being, care and learning.
‒ Acting as the key contact for the parents.
- Developmental records and for sharing information on a regular basis with the child’s parents to keep those records up-to-date, reflecting the full picture of the child in our setting and at home.
‒ Having links with other carers involved with the child and co-ordinating the sharing of appropriate information about the child’s development with those carers.
‒ To contribute to and ensure that our provision takes into account each child’s race, culture, religion, language and family values.
‒ To meet the parents/carers during parents evening and at other times when required.
‒ Where possible be available to speak to the parents/carers at the beginning and end of sessions.
‒ If necessary liaise with the allocated member of staff who is responsible for Child Protection.
‒ To liaise with the parents/carers and Special Education Needs Coordinator if there is any concern such as language, hearing or other areas.
‒ The keyworker will ensure parents/carers are always contacted about any concerns involving their child.
‒ The keyworker will at all times respect confidentiality
The key worker is always aware of being a member of the Joeys team and will work with, care for, look after and be responsible for other children attending sessions in addition to his/her key children.
§ Before a child starts to attend our setting, we use a variety of ways to provide his/her parents with information. These include written information (including our prospectus and policies), displays about activities available within the setting, information days and evenings and individual meetings with parents.
§ During the half-term before a child is enrolled, we provide opportunities for the child and his/her parents to visit the setting.
§ The key person welcomes and looks after the child and his/her parents at the child's first session and during the settling-in process.
§ We use a minimum of two pre-start visits and at the first session, which a child attends, we explain and complete, with his/her parents, the child's registration records.
§ When parents visit the setting we explain the process of settling-in with their child and jointly decide on the best way to help the child to settle into the setting.
§ We have an expectation that the parent, carer or close relative, will stay for most of the session during the first week, gradually taking time away from their child; increasing this time as and when the child is able to cope.
§ Younger children will take longer to settle in, as will children who have not previously spent time away from home. Children who have had a period of absence may also need their parent to be on hand to re- settle them.
§ We judge a child to be settled when they are happy to go to a member of staff, when they feel comfortable, and seems pleased to be at Joeys. The child is also familiar with where things are and is pleased to see other children and participate in activities.
§ When parents leave, we ask them to say goodbye to their child and explain that they will be coming back, and when.
§ We recognise that some children will settle more readily than others, but that some children who appear to settle rapidly are not ready to be left. We expect that the parent will honour the commitment to stay for at least the first week, or possibly longer, until their child can stay happily without them.
§ We do not believe that leaving a child to cry will help them to settle any quicker. We believe that a child's distress will prevent them from learning and gaining the best from the setting.
§ We reserve the right not to accept a child into the setting without a parent or carer if the child finds it distressing to be left. This is especially the case with very young children.
§ Within the first four to six weeks of starting, we discuss and work with the child's parents to begin to create their child's record of achievement.
The progress check at age two
§ The key person carries out the progress check at age two in accordance with any local procedures that are in place and referring to the guidance A Know How Guide: The EYFS progress check at age two.
§ The progress check aims to review the child’s development and ensures that parents have a clear picture of their child’s development.
§ Within the progress check, the key person will note areas where the child is progressing well and identify areas where progress is less than expected.
§ The progress check will describe the actions that will be taken by us to address any developmental concerns (including working with other professionals where appropriate) as agreed with the parent(s).
§ The key person will plan activities to meet the child’s needs within the setting and will support parents to understand the child’s needs in order to enhance their development at home.