Managing Early Years Settings: Supporting and Leading Teams

Robins, A. B.; Callan, Sue

doi:10.4135/9781446279564

Cited by 8 publications

(2 citation statements)

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“…Research has shown a significant correlation between the quality of provision and the leadership of early years settings (Muijis et al, 2004; Pugh, 2001; Rodd, 2006; Robins and Callan, 2009; Siraj-Blatchford and Manni, 2008). A key study on ‘Effective Leadership in the Early Years Sector’ (ELEYS), undertaken by Siraj-Blatchford and Manni (2008), has provided empirical evidence for the importance of early years leadership and the role of early years leaders.…”

Section: Introduction: the Early Years Leadership Contextmentioning

confidence: 99%

“…These initiatives are also coupled with increased public funding for the professional development of the early years workforce, through for instance, the financial allocation of £250 million for a ‘Transformation Fund’ to help support the training of early years practitioners working in the voluntary and private sectors (DfES, 2009, http://www.dcsf.gov.uk/everychildmatters/strategy/deliveringservices/workforcereform/earlyyearsworkforce/earlyyearsworkforce/; DfES, 2006), and a ‘Graduate Leader Fund’ of a further £305 million to help upskill the workforce to graduate level. As Robins and Callan (2009) write, ‘we are currently experiencing unprecedented levels of funding to raise qualification levels in the non-maintained sector’; thus illustrating the level of government investment and commitment to raise the status and qualifications of the sector, particularly for early years leaders and managers.…”

Section: Introduction: the Early Years Leadership Contextmentioning

confidence: 99%

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Leading and Managing in the Early Years: A Study of the Impact of a NCSL Programme on Children’s Centre Leaders’ Perceptions of Leadership and Practice

Ang¹

2012

Educational Management Administration & Leadership

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Research has shown that the quality of early years provisions is directly linked to the quality of leadership and management of early years settings. The extant research also shows that the quality of preschool settings are almost always characterised by strong leadership, where leaders and practitioners share a clear vision of the setting's practices. This paper presents the key findings of a national evaluation of early years leadership across a range of children centres in England. The focus of the study is to explore children's centre leaders' perceptions of leadership, and the impact of their professional qualification -°©- the National Professional Qualification in Integrated Centre Leadership (NPQICL) -°©- on their professional practice. Introduced by the National College for Leadership of Schools and Children's Services in 2005, the NPQICL was developed to support the professional needs of children's centre leaders, especially in the role they play in meeting the Every Child Matters (2003) outcomes for all young children. The findings reveal that integrated and multi-agency working, reflective learning and practice, as well as professional status and pay, are key factors that can significantly influence the role of children's centre leaders and which in turn has a direct impact on their professional practice.

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