This role consists of working within the departments of membership and training, both of which are responsible for supporting schools and early years settings in developing and using their outdoor areas to provide opportunities for children to learn through play.
The membership role includes researching and producing information and materials for LTL's bi-monthly Early Years Outdoors subscription scheme. The training aspect involves the running of training sessions around the EYFS curriculum, managing LTL's accredited training into practice programme, carrying out site visits to settings to enable best use of outdoor spaces, speaking at conferences and running workshops.
8.30am: Arrive in the office to check my diary to see the tasks for the day and begin responding to enquiries from LTL members via e-mail.
9.30am: Attend a training meeting with my line manager and team, to discuss our accredited training programme. Look at the evaluations, and discuss improvements or changes needed.
10.30am: Collect all my prepared materials for a site visit in Surrey.
12.00am: Arrive at setting. Introduce myself to the manager. Have a walk around the setting with the manager taking photographs of the outdoor area.
12.30am: Complete an audit form that looks at the setting's current outdoor provision and the quality of outdoor experience for children. The form will highlight which areas are not being used and any additional issues the setting may have. The task is to set about finding achievable solutions, at a reasonable cost.
12.45am: Back indoors I spend time with the staff going over the importance of using the process of change which underlies everything LTL recommends when developing outdoor areas. Part of the process of change is consulting all those who use the outdoor area. We will later suggest methods of gaining further feedback from parents, staff and children.
1.30pm: Provide staff with additional written information sheets, explaining that they can then be used with parents to reinforce the importance of children being outdoors, or at staff meetings to discuss aspects, issues, concerns that they may have about being outdoors.
1.45pm: Once I have finished my visit the staff are encouraged to follow up with further enquiries, contacting me via e-mail or by telephone, as the setting has an LTL membership.
2.00pm: Grab a quick sandwich, travel back to Winchester.
4.00pm: Arrive back in the office, download images on to the system ready to write up the site visit report, which involves information about the setting and everything we discussed during the visit, with additional information from suppliers who can be contacted to give a quote for the work that needs to be done.
5.00pm: Look at the next day's workload. Finish for the day.
4.30: Check my emails and any messages that have been left for me.
Tina Jefferies, managing director of training provider The Red Space Company, www.redspacecompany.com, says:
A development officer usually works to enhance practice and availability of opportunities in specific areas of early years care or play provision - in this case, outdoor play and learning. Private, public and third sector organisations such as private training providers/consultancies, local authorities, the Pre-School Learning Alliance or the National Childminding Association can employ development staff - wherever there is a need to support settings and practitioners in extending and improving practice in areas of play, learning, childcare and professional practice.
The work usually consists of a range of tasks such as researching and mapping provision, training, advice, consultations and structuring funding for projects and development programmes, all with the aim of increasing quality and quantity of care, play and learning experiences or facilities for children.
Essential to the role is the ability to manage your own workload, be self-motivated, flexible and able to travel, and be energetic in working with others to create projects and develop innovative ideas. Confidence in communication within a range of contexts, such as group presentations, and negotiations is necessary, along with well developed skill in observation, evaluation and analysis.
A working knowledge, with appropriate qualifications, in the specialist area upon which you are advising, is especially important. This could be in children's development, care, learning and play, at least at level 4, first degree or masters status.
Options for work beyond this kind of position are wide and can include setting up and managing a childcare business. Business development and management qualifications would be beneficial if this route were chosen. Another might be as a specialist advisor, teaching continuing professional development programmes within an education authority or education centre, for which an adult teaching certificate would be the minimum qualification requirement.
