Access to Play in Crisis Toolkit

Page 49

Managers Tool 1 Providing support to staff We do our jobs well when we feel valued, know what we are meant to be doing, can learn from any mistakes and receive praise when we do things well. Staff induction, supervision and support and mentoring allow a focus on staff wellbeing, as well as providing professional and personal development. While supervision deals with the work, support looks after the member of staff. A good support session or system provides staff with:

• a safe setting to talk about their feelings about work • the opportunity to explore professional development • the opportunity to consider how outside influences are affecting work. A thorough induction process welcomes new people quickly and efficiently and provides a positive and supportive environment. Many settings use a written induction checklist, record and a timetable to ensure that all areas are covered.

49

SECTION 3

• a welcome and introduction by line manager • an introduction to colleagues, children and families • a list of staff, their job titles and roles • a brief history of the organisation • essential policies/staff handbook • the completion of necessary personnel paperwork • a basic health and safety introduction.

Managers section

Normally, induction checklists comprise:


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Policy Makers Tool 2 Models of provision

12min
pages 68-73

Policy Makers Tool 3 Working together to provide for the right to play in situations of crisis

1min
page 74

Policy Makers Tool 4 Self-assessment tool: providing an optimum environment for play

5min
pages 75-80

Advocating for play

2min
pages 64-66

Policy Makers Tool 1 Play policy

1min
page 67

Spending donations for play

1min
page 61

Thinking about risk and challenge in play

6min
pages 58-60

Identifying and protecting environments for play

2min
pages 56-57

Providing induction about play

2min
page 50

Providing support to staff

1min
page 49

Providing training to support play within programme activities

8min
pages 51-55

Staff Tool 12 Questions to support reflection/reflective practice

1min
pages 43-44

Staff Tool 13 Ethical considerations

4min
pages 45-48

Staff Tool 11 Facilitating the beginning, middle and end of a play session

4min
pages 40-42

Staff Tool 10 Useful and basic play items

1min
page 39

Staff Tool 7 Placemaking

2min
pages 33-34

Staff Tool 9 Resourcing play – loose parts

1min
page 38

Staff Tool 8 Observing children’s play

1min
pages 35-37

Staff Tool 6 More features of play environments for play

2min
page 32

Staff Tool 5 Play environments

1min
pages 30-31

Staff Tool 4 Types of play

1min
page 29

Staff Tool 3 Responding to children’s play – play clues and responses

4min
pages 26-28

Staff Tool 2 The role of adults in supporting play in situations of crisis

2min
pages 24-25

The importance of play in situations of crisis

4min
pages 12-14

Introduction

1min
page 4

The features of an optimum environment for play

1min
page 15

Using the toolkit

0
page 6

Staff Tool 1 The importance of play

1min
page 23

Key roles and responsibilities in situations of crisis

4min
pages 7-11

Overcoming the challenges to playing in situations of crisis

4min
pages 17-19

The toolkit

1min
page 5
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