Supervision

My essay will be aimed to highlight the key importance of supervision. I will be discussing,
my settings ethos and how it is supported by the quality care standards. I will also explain
why the Gibbs model supports supervision and the key aspects of a supervision in which I
will be observed for in my end point Assessment.
Supervision is done by a senior team member; each staff is assigned to someone senior to
them; a supervisor. Supervision is important every month as it gives me the chance to look
at my role and how I have been working towards meeting my targets. Supervision provides
support for me, and it is a time to reflect on my own practice, professional progress,
safeguarding issues and to self-evaluate. It provides a space for regular communication,
problem solving, and increased team working. Supervision helps me reflect on your practice,
identify areas for improvement, request any training I may need, or put strategies in place.
In supervision I discuss any challenges or issues that I have dealt with, then I and the team
reflect if anything could have been done different. I should be confident in my role and
always have access to any support needed. I discuss how I’m getting on with my diploma
and how it reflects on my practise.
Reflective practise is important because I learn from my experiences and strive to enhance
the quality of care I provide to children. Reflective practise is an evaluation of my own
thoughts and actions, as well as a critical method of learning from my experiences. This
learning strategy can help me make better use of my abilities and information. I can also
reflect on the action I took. Reflection can also assist me in making decisions, resolving
uncertainty, exploring problem-solving alternatives, and determining a new course of
action. If I make a mistake, for example, I must reflect on it so that I do not make the same
error again. Determine what went wrong, why it went wrong, what I can do to prevent it,
and how I can use this experience to improve in the future.
Our settings ethos has an approach to care where we ensure all young people require safe
space, firm clear boundaries, care in their wellbeing and involve them in making decisions,
listening to their views. Young people should not be rejected because of challenging
behaviour, young people should be shown they are liked, and we do not like the behaviour
they are showing. We support positive behaviour; we understand reasons why young
people are showing the behaviours. We believe all young people have the right to be
treated as individuals, have their needs met. Evaluation and planning are done with
observation, looking, listening and making notes on what we see in children and young
people to determine their needs and abilities, as well as how staff can work with them to
meet any unmet needs. The adults must always have the young people’s best interests at
heart. The purpose when planning is to consider a young person's actual needs, age,
preferences, objectives, levels of competence, etc. this will allow me to identify needs and
issues and any actions to be taken will be considered in this process. Young people will be
most engaged in experiences and activities that are planned to their interests. A shift plan is
done before each session to include activities suitable for each child using the service.
Children and young people should receive a service that is not only safe, stimulating and
enjoyable, it is also meaningful. Children and young people should be supported in
developing their ability to meet their own needs and become as independent as they are
able to. My role is to follow policies and procedures of the service and safeguard the young
people.
My role is to ensure the quality standards set out that children are supported to achieve
while using the respite service. Each standard has a child focused outcome statement,
followed by requirements that homes and short breaks must adhere to and achieve, The 8 th
care standard sets out, leadership and management must make sure that staff have the
experience, qualifications and skills to meet the needs of each child they work with. The
home should have enough staff to cover the shifts according to the ratios of the children.
Some children require 1;1 some 1;2 and some may be more independent 1;3 but in some
cases some children require 2 adults to 1 chid this could be due to health or behaviour
needs. Management needs to take any complaints made serious, investigate matters and
act when needed. Risk assessments must be done by staff when young people are taken out
on visits.
Gibbs reflective cycle breaks down any event into 6 key areas, it is a structure to learn from
experiences. Allowing you to learn and plan from things that either went well or didn’t go
well, it starts with a brief description of an event and then feelings about the event are
expressed. In the evaluation stage, value is made for further analysis in the next stage to
draw a personal understanding of the event. In the conclusion stage, insights into how
behaviour affected time. This model is reflected in our organisation’s supervisions, staff can
reflect learn and analyse their performance the outcome of the event are developed.
Finally, an action plan is developed to be used if the same or similar event was to occur
again. The plan should constitute learned intuition of what a leader would do differently if
something similar was to happen again.
In residential childcare, evaluation and planning are done with observation, looking,
listening and making notes on what we see in children and young people to determine their
needs and abilities, as well as how staff can work with them to meet any unmet needs. The
purpose when planning is to consider a young person's actual needs, age, preferences,
objectives, levels of competence, etc. this will allow me to identify needs and issues and any
actions to be taken will be considered in this process. From assessment comes Individual
goals and targets which are made to be fair and reasonable through this process. Young
people will be most engaged in experiences and activities that are planned to their interests.
A shift plan is done before each session to include activities suitable for each child using the
service. As a part of my role, following the Children’s act legislations I aim to care plan for
the young people. I mainly care plan for my children I work with, as part of this I aim for
their views and wishes to be heard, which is in line with our setting ethos and government
guidelines, at the forefront of our practise
The positive relationships standard highlights Children should be able to develop
relationships based on mutual respect and trust, an understanding regarding acceptable
behaviour, and positive responses to other children and adults. Skinner Operant
conditioning, sometimes referred to as instrumental conditioning, is a method of learning
that occurs through rewards and punishments for behaviour. Through operant conditioning,
an individual makes an association between a behaviour and a consequence. In my setting
we aim to support this by being positive role models for the young people, through effective
communication, equality and diversity. We aim to continuously reward positive behaviour
and set clear rules and boundaries for the negative. Positive attachment helps young people
and children with their language as well as it develops more quickly because they feel
confident talking to people and confident enough to ask questions and learn. In my setting
we have a key worker system each young person has a key worker in which they will see
when they attend our unit. Bowlby’s monotropic theory of attachment suggests attachment
is important for a child’s survival. By having positive supporting and caring staff this helps a
child develop emotionally mentally and establishes a good life. It is very important to use
different approaches with different young people, some young people require a
sympathetic and empathic approach, and some may need the opposite approach.
The Children Act 2004 states that the interests of children and young people are paramount
in all considerations of welfare and safeguarding and that safeguarding children is
everyone's responsibility. Safeguarding in the broadest sense can only be achieved by
improving a wide range of outcomes for children and young people, including their health,
education and development, safety, and economic circumstances. All children should be
provided with an education that enables them to achieve the best educational outcomes. It
is important that early year’s providers have arrangements in place to support all children’s
individual needs including those with SEN or disabilities.
We must ensure each young person is registered with a GP and dentist. Keep up to date of
the young person’s appointments by using a single notebook or diary to record all the dates
and times. It might be your job to make sure the person sticks to their treatment plan. We
must provide all young people in the service with a healthy balanced diet. As part of the
care plan, I also discuss the young person’s health, diet and wellbeing with the parent to
adequately meet their health needs. The Young people are also encouraged to lead a
healthy lifestyle. We aim to do this by conducting children’s meeting which highlights the
young people’s wishes. In my role I have children’s meetings and they feedback which meals
they would like in the setting and this is fedback to the cook, and discussions on healthy
eating, diet and exercise are all factors in which we aim to help the young people consider.

The protection of children must be always adhered by protecting the children while they are
in the service. You must follow the work safeguarding policy, report any abuse to the
designated safeguard person on site. You must ensure the child is kept safe from harm and
abuse and reassure the child you will do your best to protect them. Do not make any false
promises, for example, a young person may say they will tell you something if you promise
not to tell. You can never agree to this, and the children that you look after need to know
and understand this. The voice of the child must be heard, don’t ask questions that puts a
voice in the children. Be alert to the signs and symptoms of abuse. Follow the service
policies and protocols. If a child goes missing, follow the missing person protocol and make
sure everything is recorded. Risk assessments are a vital process of evaluating risks to
workers', young people safety and health from workplace hazards. A risk assessment is a
overlook to consider what could cause injury or harm, whether the hazards could be
eliminated, and if not. Having these discussions during supervision helps promote ways in
which the young people are kept safe and ways in which improvements can be made.