Curriculum Guidance for the Foundation Stage emphasises the importance of parents and practitioners working together in early years settings. It states that each setting should seek to develop an effective partnership with parents. One of the key principles for early years guidance, outlined in the document, is that 'parents and practitioners should work together in an atmosphere of mutual respect within which children can have security and confidence' (page 11).
One approach that staff in some early years settings have found effective in promoting positive relationships between parents/carers and practitioners is sometimes known as an 'open-door policy'.
This term covers a variety of approaches with certain aspects in common, as early years practitioners have adapted their policies to suit the needs of their setting.
In its purist form, the approach assumes that parents and carers should be able to visit the setting at any time that their child is in attendance.
This doesn't mean that children can arrive at any time - the session times for each child remain the same. What it does mean is that when the child arrives, the parent can stay and join in with activities, return to the session early to play with the children or simply stay for the whole session. Of course, the door to the setting is not literally open, as security continues to be a high priority for all settings.
For practitioners who have not worked in a setting with such a policy, this may seem like a recipe for disaster. But, in practice, few settings operate the approach in its purist form, and those who do find that they are rarely overrun by parents.
In fact, a comparison can be made between allowing parents ready access to the setting and allowing children free access to outdoor play. In settings where limited time is spent outdoors, the children often all rush out as soon as the door is open. When they have free access throughout the session, they will often choose to stay indoors and the play becomes truly 'free flow'. In a similar way, if parents know they can attend sessions whenever they want, they will limit the time spent there.
Advantages
* Parents concerned about aspects of their child's learning can be reassured. They can see that their child has made friends, and does settle.
* Staff can explain far more easily how children learn through play and the breadth of the Foundation Stage curriculum.
* Parents become more confident in supporting their child's learning at home, by using a similar approach to the early years setting.
* Parents can see staff using appropriate strategies to support children's learning and similarly, staff can observe parent-child interactions. This can be an enlightening experience for all and can explain why a child is behaving in a particular manner, at home or in the setting.
* Staff can work with parents to resolve any problems, such as unacceptable behaviour.
* Parents who stay can develop their skills - playing games in small groups and allowing more small-group activities.
Disadvantages
* Staff new to this approach may feel uncomfortable, that they are being watched or judged and that parents' coming and going is disruptive for children.
* Parents may have concerns about security. They may prefer to know that all children are left at the door and collected from the same place.
Managers do need to make a risk assessment when considering introducing this approach. Staff need to be clear who is in the building at any one time, and a strict signing in and out and 'badge' system may have to be implemented.
* This approach may be more difficult to implement in settings where staff have to travel a great distance to let people in and out of the building, for example, in settings where the outside gate is locked for the whole session. This difficulty will be compounded in early years settings with no supernumary staff.
* Parents may be concerned that adults, other than staff members, are in the setting and may wish to discuss how staff are guaranteeing their child's safety.
* Staff may feel that some parents are discussing the children's behaviour and achievements in a way that is unsupportive.
* Some parents may find it difficult to know when to 'make the break' when settling children into the setting. This can make it hard for children to make friends and become independent. Settings need to have a settling-in policy that takes this into consideration.
Clear policy
* Staff and parents need to be clear about what the open-door policy involves and understand what is acceptable, and unacceptable. For example, parents must realise it is not their responsibility to intervene in disputes between children.
* Parents must never be left alone with children. They are not part of the staff team and should never be used to cover even the shortest of staff absences.
* Issues of confidentiality need to be considered. Parents should not have access to information about other children, and systems need to be in place to ensure all information is secure. Staff may need to consider whether confidential discussions with parents may be overheard.
* There has been much discussion recently about videos and photographs of young children. Even in cases where parents have given signed permission for photographs of their children to be taken, it would be inappropriate to allow parents to take photographs randomly throughout the session.
* Security and safety must be a top priority. Parents need to be aware of health and safety issues when they are on the premises. They need to be clear about which parts of the setting are in and out of bounds. For example, they are likely to have access to the main learning environment but not to the staff rooms, offices and sleeping and changing areas.
* Staff must consider all of the relevant issues and ensure that everyone is fully aware of the policy.
A well-managed open-door policy can be beneficial to children, parents and practitioners, but in certain settings, it may be more appropriate to implement a modified approach. For example, staff could encourage parents to stay at certain times of the day, or on certain days each week to minimise concerns about disruption to group times and story sessions. As practitioners and staff become more confident with the policy, and appreciate the advantages, access can then be extended.
Judith Stevens is an early years adviser for Lewisham LEA
Case study: in attendance
Early years co-ordinator Lynn Hand at Adamsrill Primary School, Sydenham, south London, says: 'Our early years unit, which comprises two reception classes and a nursery class, has had an open-door policy for many years. We welcome parents coming in to help with sessions or just to observe what is happening. It is very important that we create an environment where parents feel appreciated.
'Parents know their children better than us and it is essential that they can air their views or ideas and know they are valid - one parent recently observed that children found the mouse mat too small so we now have one that covers the whole computer table. We also have the chance to get to know parents, which makes it easier to discuss any problems.
'Parents' attendance varies - some come every week, others drop in occasionally, and others offer help with particular activities. Many of our parents have fantastic skills, such as music, computing or cooking, and it's great to have their help.
'Security is paramount. There is an intercom at the school gate operated by the secretary. Parents wanting to call in simply inform us or the secretary beforehand. Once in the nursery they are free to wander around, settle down and see how we interact with the children. This can be especially useful if they are having child behaviour problems at home because they can adopt some of our strategies. But parents have to understand that any information they read or hear about children is confidential and should not be discussed with other parents.
'It is good for them to see our resources, why we put certain activities out and how we encourage children. Some parents question why their child does not bring "finished" work home so we encourage them to spend time in the creative area. They soon realise the children are working independently. They are enthusiastic about what they are making and want to take ownership. We show parents what is happening and why they may not create the "perfect model".'
