Key Person 

 

Every child who attends our setting will have their own key person. This is a staff member who is devoted to you and your child, as a focal point for their time at Nursery – the person you can turn to for advice, information or support. someone who really knows you and your child.

 

The role of the key person:

Spending time getting to know each child's family well, and building up a relationship of trust with them

Learning as much as possible about each child in his or her key group - their individual interests, behaviours and preferences.

Being available to welcome the child and parents into the setting at the beginning of the day.

Spending time listening to what parents have to say about their child and using this information to help the child have the best possible day in the setting.

Where necessary, reassuring parents, sharing information with them and signposting them to sources of help and advice.

As far as possible, attending to the feeding and care routines of the children in their key group - these are important times for building strong positive relationships between child and adult.

Being available to the children in the group during the day, showing an interest in what each child is doing and what he or she is feeling.

Contributing to the range of observations and documentation that will be gathered to record the child's day.

Helping parents to feel fully connected with their child's life in the setting by sharing information - verbal feedback, written observations and photographs - with parents at the end of the day.

Passing on information to other practitioners in the setting to feedback to parents if the key person is not present when the child is collected. Ignoring this essential aspect of good practice can mistakenly give parents the impression that nobody has been closely involved with their child's welfare, learning and development during the course of the day.

Encouraging parents to become involved with their own child's learning and development at home, providing help, advice and resources to enable them to do this.

Looking carefully at the settings' organisation and management to find ways to minimise the number of transitions and changes of key person that a family experiences during a child's time in the early years setting.

Supporting parents during periods of transition - from one room in the setting to another, or between early years settings