Analysis of the EYFS Induction Process in Childcare Settings

This report provides a comprehensive analysis of the Early Years Foundation Stage (EYFS) induction process within childcare settings. It emphasizes the significance of effective onboarding for new staff, highlighting the crucial role of managers in implementing and overseeing induction programs. The report delves into the factors that influence the induction process, such as employee characteristics, mentorship, and organizational culture, while also exploring various methods for supporting induction, including checklist-based orientations and the use of feedback mechanisms. Furthermore, it examines the importance of continuous improvement, including feedback surveys and reflective practices, to enhance the effectiveness of induction programs and ensure that new employees are well-equipped to meet their responsibilities. The report also includes an example of an induction checklist, a feedback form, and references to relevant literature, providing a practical guide for managing and improving induction processes in childcare environments. The student has created this report to showcase their understanding of the induction process and related concepts, for publication on Desklib.

Running head: EYFS
EYFS
Name of the Student
Name of the university
Author’s note

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Manage the induction process for health and social care or children and young people’s
settings
Implementation of an induction program in a child care setting is important especially, in
a child care environment. When a new employee or an educator is recruited in an organisation, it
is the responsibility of the manager to carry out an induction. The child care setting to which I
am involved has recruited some of the bets employees (Kidd, Brown and Fitzallen 2015). The
conduct and the work performance of early childhood employees depends much on the
recruitment process and the induction process taking place after the recruitment. An ideal
recruitment helps the employee to adjust their role and instil motivation and a positive attitude
towards the work from the outset (Carson 2013). One of the most important principle that is
being conveyed during an induction process is continuous improvement and ongoing learning.
Out organisation uses a wide range of materials for supporting the induction processes .
A good induction training ensures that freshers are retained and settled happily to a productive
role (Bleach 2013). An induction training checklist can be used for ensuring that important
points are not missed out. The induction kit of the organisation normally contains a welcome
message from the director of the child care setting, an on boarding review of the plan,
information about the employment contracts and the new employee form, the various
employment policies, Philosophy of the organisation like the mission, vision, the strategies and
values of the centre. The manager keeps handy, the employment policies, the computer logins for
important database access. Information about the childcare centre, the rights of the children,
maps, evacuation plan in case of hazards (Kidd, Brown and Fitzallen 2015). The organisation
follows certain common standards of induction in the social care, such as the roles of the social

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care workers the personal development of the workers, effective communication, person centred
care, various principles for safeguarding of the children.
A successful induction process ensures that individuals have developed essential skills,
which will enable to initiate further learning and enhance their professional development. On
successful completion of the induction, the core requirements of the diploma in the health and
the social care would then be met (Valenčič Zuljan, M. and Marentič Požarnik 2014). A proper
induction process would ensure that a childcare educator or a child care worker is working in
accordance with the current practice. A good induction process in this setting can be beneficial to
the workers to continue their professional development as a previous experience would be useful
if the employee seeks another opportunity later on (Kidd, Brown and Fitzallen 2015).
Continuation of the professional development and learning should take place throughout the
career of the inductee and should help them to develop new skills and explore further career
options (Richter et al., 2016).
An induction process ensures that the recruited employee works in accordance with the
organisational rules and the policies, the duties and the responsibilities, the structure of the
organisation, the salary structure, the incentives (if any) and the leave policies. In an induction
process, the newly recruited employees will be educated about the different lines of
communication that is being followed in the organisation. In some of the cases, the freshers are
introduced to the older employees. The main aim is to create a positive working environment.
One of the aim of induction is to safe guard the roles of the children visiting the childcare
centre. Hence, in the induction process, the educators or the other newly recruited childcare
staffs are educated about the safety policy of the centre and an evacuation plan for evacuating
children and the staffs during any crisis situation. They are asked and educated about the first aid

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knowledge. Information about the regular risk assessment and its advantages should be informed
to the employees. It is necessary that the induction process should be able to define the
commitments, accountabilities and individualities of the employees. There are several factors
that affect the induction process for the practitioners. Some of the factors are the characteristics
of the new employees, the mentorship, the culture, compliance, managerial support, cost and size
of the company and the nature of the work influences the employee induction process. Job
specification can influence the induction process as the induction of a childhood educator needs a
more in-depth induction process unlike the other child care workers (Bubb and Mortimore 2013).
If a practitioners is suffering from any disability like speech delay, then the induction process
will be longer and more require more support from the existing staffs. Which in turn can leave
the practitioner demotivated. A practitioners who had previous job experience in a child care
setting would influence the process of induction positively as the practitioner will be able to
adapt easily to the childcare setting (Kidd, Brown and Fitzallen 2015). It should be mentioned
that an induction process saves time in the future for any further training. Another factor that can
act as a barrier to induction is the difference in language and individual needs of the employees.
In that case an interpreter can be kept.
Development of an induction program
Manager’s name:
Date of issue:
Date completed:
Purpose: All the recruited staff members’ needs to learn about the child care organisation, as
well the roles and the responsibilities.

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The program has been designed for use by the practitioners, supervisors and the senior
staffs for assisting in the induction process. The new members of the staffs should be able to
complete the action plan and the checklist.
Checklist
Action
Staff member
sign and date
completion
Manager sign
and date
completion
1. General information: taking part in a general orientation
program to the practice environment according to the
checklist
2. Organizational structure: Being familiar with the team
members and managers in accordance with the checklist.
3. Policies, guidelines and procedures: The staffs will be able
to find and have a good understanding of the relevant policies
and the procedures as per related checklist.
4. Health and safety: be familiar with the relevant policies,
guidelines and procedures.
5. Tour of the practice: Introduction of the staff member to all
staff and practitioners. Utilization of the organizational chart
for reference.
6. Specific training requirements: being acquainted with the
educational training program and requirements for their role.
It is the responsible of the manager to arrange for the individuals for the induction process. A
manager should ensure that the induction process meets the learning outcomes and it is planned
properly. An induction training can be planned, once the employee or the educator had accepted

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the offer letter. Being a manager it is important to plan an induction training plan and ensure that
each of the recruited employee is well acquainted with their roles and the responsibilities.
Induction training plan should be followed by the appointment of a buddy who will be able to
help the newcomers to become stable (Richter et al., 2016). After the commencement of the
induction program, it is necessary to arrange for the meetings on a regular basis.
There are various methods that can be employed for carrying out the induction process
that suits best to the learning style of the individuals. This could be verbally told or can be given
in the form of written information (Richter et al 2016). Blank template can also be distributed to
the inductees containing a summary log for the assessment record of the learners, an assessment
evidence completion sheet and a reflective learning log.
A continuous improvement is a type of change that aims to increase the effectiveness or
the efficiency of an organisation for fulfilling the objectives and the policy of the organisation. A
continuous improvement process of a social care organisation is a cyclical process that involves
planning and evaluating the induction process (Bubb and Mortimore 2013). In order to improve
the induction process it is necessary to do primary evaluation of the induction process. It
involves assessing the reaction, learning and the behavioural pattern of the employee (Kidd,
Brown and Fitzallen 2015). Improvement of the induction is necessary for the retention of the
educators and the child care workers, their attendance, equal opportunities, health safety and
customers care. It is the responsibility of the managers to ensure that induction training has been
given to all the employees by using proper training material, feedback has been obtained from
the employees and evaluation has been done as per the feedback of the employees.
In this organisation, feedback is generally obtained by undertaking a survey with the
newly employed employees in this setting. A feedback also contains scopes for self-reflection

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that can be helpful for the future professional development of the inductees. The feedback form
has been attached in the appendix. The inductees should be supported by the managers to reflect
on what they have learned at the end of the induction. For this organisation, the feedback has
indicated towards the fact that the line of communication between the teachers and the
organisational head is not much transparent. Furthermore, the material resources for the
induction needs to be revised. The managers should work in collaboration with the staffs,
teachers and the director to facilitate a proper induction process.

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References
Bleach, K., 2013. Induction and mentoring of newly qualified teachers: A new deal for teachers.
David Fulton Publishers.
Blömeke, S., Hoth, J., Döhrmann, M., Busse, A., Kaiser, G. and König, J., 2015. Teacher change
during induction: Development of beginning primary teachers’ knowledge, beliefs and
performance. International Journal of Science and Mathematics Education, 13(2), pp.287-308.
Bubb, S. and Mortimore, P., 2013. The Effective Induction of Newly Qualified Primary
Teachers: An Induction Tutor's Handbook. David Fulton Publishers.
Carson, L.D., 2013. Teacher Motivation: A case study on what motivates expatriate teachers at
an English medium private school in Sharjah, United Arab Emirates (Doctoral dissertation, The
British University in Dubai (BUiD)).
Gaikhorst, L., Beishuizen, J.J., Korstjens, I.M. and Volman, M.L., 2014. Induction of beginning
teachers in urban environments: An exploration of the support structure and culture for
beginning teachers at primary schools needed to improve retention of primary school teachers.
Teaching and Teacher Education, 42, pp.23-33.
Kidd, L., Brown, N. and Fitzallen, N., 2015. Beginning Teachers' Perception of Their Induction
into the Teaching Profession. Australian Journal of Teacher Education, 40(3), p.n3.
Richter, D., Kunter, M., Klusmann, U., Lüdtke, O. and Baumert, J., 2014. Professional
development across the teaching career: Teachers’ uptake of formal and informal learning
opportunities. In Teachers’ Professional Development (pp. 97-121). Brill Sense.

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Valenčič Zuljan, M. and Marentič Požarnik, B., 2014. Induction and Early‐career Support of
Teachers in E urope. European Journal of Education, 49(2), pp.192-205.

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Appendix
Feedback form
Name: ____________ Department: ____________
Did you understand what has been discussed during the induction procedure?
Comments:
Did the person introduce you to the other staff members and the educators?
Comment:
Has the induct ion been useful to understand the job responsibility and the standards of
working?
Comment:
Do you find the policy and the procedures appropriate as per the job requirement?
Comment:
Are the resources used in the induction process relevant to the content and used by you?
Comment:
Did the manager communicate properly?
Comment:
Can you give some recommendations as of how the induction process can be improved in
this childcare setting?

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Comment: