INVISIBLE PROFESSIONALS: NURSERY NURSES WORKING IN SCHOOLS

Thesis submitted for the degree of Doctor of Education

at the University of Leicester

by

Vivien Robins BEd (Sussex)MA (Leicester)

November 199$

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Vivien Robins. Invisible Professionals:Nurserv Nurses Working in Schools

ABSTRACT

This thesis explores the job of nursery nurses working in English Primary and Infant Schools in terms of their tasks and perceptions of their jobs. Educational management theory presently overlooks the increasingly important role of support staff, and in particular nursery nurses, who receive a professional training. The literature review reveals that there is no coherent body of research on nursery nurses and shows that their job as support or complementary staff is patchily under researched. The literature reviewed also deals with the problematic question of how can school effectiveness be maximised if the contribution of members of staff, such as nursery nurses, is not fully recognised.

This is a descriptive study and it analyses data from covert participant observation; questionnaires; group interviews and telephone interviews, obtained from the majority of nursery nurses working in one County. The purpose of the research was to establish the extent of the nursery nurses’ jobs and to find out their opinions on their current position in schools, working with three-five year olds.

The findings portray nursery nurses as often invisible within the school culture, and their increasingly unrecognised workload. Nursery nurses perceive that various groups within the school and outside it are not aware of the extent of their role, nor do they ascribe appropriate value to it.

It is argued that the way forward is for the school sector and others in Early Years education to recognise and reward professionals other than Early Years teachers. A case for increased research, focused on nursery nurses as complementary colleagues, is made. Given the current political and educational emphases on Early Years, this group of professionals is in danger of being a wasted, unrecognised and invisible resource.

CONTENTS

INTRODUCTION

Page

1

1. A BRIEF HISTORY OF ENGLISH NURSERY EDUCATION 5Nursery Nurses’ Training 13

2. RESEARCH RELEVANT TO NURSERY NURSES 18School Effectiveness: A Review of Some Relevant Research 20The Invisibility of Nursery Nurses in Educational Management 24

3. WHAT IS A NURSERY NURSE?PERCEPTIONS FROM RESEARCH 31

4. METHODS OF SOCIAL ENQUIRY 44Uses and Limitations of Participant Observation 48Covert Participant Observation 51Methodology of Questionnaires and Postal Surveys 54Group Interview and Telephone Interview Methodologies 57

5. RESULTS FROM SOCIAL ENQUIRY 63Context of and Results from the Unison Meetings 63Context of and Results from the Pilot Questionnaire 72Results from the Questionnaire 81Perceptions of Others on the Job of the Nursery Nurse 90Contented and Discontented Nursery Nurses 104Results from Group Interviews 130Themes from Ten Telephone Interviews 136

6. DISCUSSION OF RESULTS AND WAY FORWARD 141

7. CONCLUSION 153

Appendix A: The Changing Membership of the NNEB in 1992 157

Appendix B: An Overview of the NNEB’s course content in 1988 161

Appendix C: The Pilot Questionnaire 169

Appendix D: The Questionnaire 174

Appendix E: 15 Nursery Nurses’ Job Descriptions 179Appendix F: Correspondence between 2 Nursery Nurses and the

School’s Governing Body. 204

Bibliography 207

LIST OF TABLES

Table 1.

Table 2.

Table 3.

Table 4.

Table 5.

Table 6.

Nursery Nurses' Qualifications.

The Year in which Nursery Nurses Qualified.

Number of Nursery Nurses Working in Each School in the Sample.

How Much of Your Job is Made up of the Following Tasks ? Frequency Rates.

To What Extent Do you Think These People are Aware of Your Role and the Tasks You Do?

Page No

83

84

86

87-88

91

To What Extent Do you Think These People Value What You Do? 92

Table 7. Nursery Nurses’ Job Descriptions. 93

Table 8. How Aware the Contented and Discontented Groupsof Nursery Nurses Think People Are of their Jobs. 106

Table 9. How much Value the Contented and DiscontentedGroups of Nursery Nurses Think that People Ascribe to their Job. 107

Table 10. Year in Which Contented Nursery Nurses Qualified. 109

Table 11. Type of School in which 41 Contented NurseryNurses Work. 110

Table 12. Types of Job Descriptions Held by 41 ContentedNursery Nurses. I l l

Table 13. Type of School in which 69 Discontented NurseryNurses Work. 118

Table 14. Year in which Discontented Nursery Nurses Qualified. 119

Table 15. Type of Job Description Held by 69 Discontented Nursery Nurses. 120

ACKNOWLEDGEMENTS

Thanks to my tutor, Dr. Mark Lofthouse for his insights and support, and to staff from Leicester University,to all the nursery nurses and their encouraging responses, particularlyDebbie and Fiona,to Sue Vardy for word-processing,and to my family, without whose patient listening this study would probably not have been written.

Abbreviations and Glossary of Terms

ADCE:

AMMA:

ATL:BTEC:

CACHE:

CEYA:DES:

DPQS:

EPA:

HMI:

KS1:

KS2:

LEA:

LGMB:

NC:

NNEB:

NT A:

NTS:NUT:

NVQ:

OFSTED:PANN:

PGCE:

PSE:

SATs:

SEN:

SMT:

TQM:

TTA:Unison:

Advanced Diploma in Childcare and Education.

Assistant Masters’ and Mistresses' Association.

Association of Teachers and Lecturers.Business and Technology Education Council.(now referred to as EDEXCEL since its merger with University of London Examinations Board).Council for Awards in Children’s Care and Education.

Council for Early Years Awards.Department of Education and Science.(now referred to as Department of Education and Employment)Diploma in Post Qualifying Studies.

Educational Priority Area

Her Majesty's Inspectorate.

Key Stage One.

Key Stage Two.

Local Education Authority.

Local Government Management Board.

National Curriculum.

Nursery Nursing Examination Board.

Non-Teaching Assistant.

Non-Teaching Staff.

National Union of Teachers

National Vocational Qualification.

Office for Standards in Education.Professional Association of Nursery Nurses.(now amalgamated with P.A.T.: Professional Association of Teachers)Post Graduate Certificate in Education.

Personal and Social Education.

Standard Assessment Tasks.

Special Educational Needs.

Senior Management Team.

Total Quality Management.

Teacher Training Agency.Trade Union for Public Sector Workers created from COHSE: Confederation of Health Service Employees.National Association of Local Government Officers.National Union of Public Employees.

INVISIBLE PROFESSIONALS: NURSERY NURSES WORKING IN SCHOOLS

INTRODUCTION

If it is "in early education where the battle for excellence will be won or lost" (cited in

Ball, 1991, p.23) then this premise raises several issues, from early years pedagogy to

the nature of the curriculum and the quality of the practitioners working with children

under eight. It is dangerous to assume that early entry to primary school gives children

a good start, unless appropriate resources and skilled staff are available. All staff

contribute to a school's ethos, culture and to the delivery of the curriculum. Interestingly

the work of support staff in English primary schools appears to be increasing in depth

and complexity, and to be under-researched.

The qualifications and training of staff working with children under eight in various early

years' settings are beginning to be reviewed (Blenkin and Yue, 1994; Blenkin et al.,

1995; Pugh, 1996b). Initial findings from Blenkin and Yue's survey have not only

revealed that the majority of teachers working with young children has not been

specifically trained to do so, it has also confirmed the claim that one of the key means of

achieving quality lies with the professional development of practitioners. Many

headteachers have cited the qualities of their staff as a critical factor in ensuring quality

in practice (Blenkin et al., op.cit ).

Quality of educational provision is important for every age and phase. However, there is

increasing significance of the early phase in a child's education. Children with pre-school

educational experience fare better at Key Stage One (KSI) assessment ( Shorrocks et al.,

1992). There is also the well known evidence from the American High Scope study

which has emphasised the long term social, educational and economic benefits of

effective early educational experiences. Jowett and Sylva (1986) studied the effects of

early education and concluded that well resourced nursery education staffed by fully

qualified practitioners fostered autonomy, perseverance and academic motivation in

ways that play groups operating on parental enthusiasm and a limited budget could not

(pp.21-31). Early years practitioners know that the significance of early learning is

1

crucial; "humans learn fastest and most effectively in the early years" (Ball, op.cit.,

p. 10). There is a belated recognition that young children are as much in need of expert

teaching as any other age group. Children in the early years have particular needs which

justify expertise of a special kind.

There has been some debate in the early years field as to whether five and six year olds

should be included in the National Curriculum, or whether this type of curriculum is

inappropriate since it is oriented away from developmentally based learning (Moyles,

1997, p. 52). The approach adopted to the curriculum by early years' practitioners often

emphasises the process rather than the product. There is an interest in the interaction

between teachers and learners and not in the measurable products of those interactions

(Edwards and Rose, 1994, p.42). Early years' staff often value the "who" rather than the

"what" of education, in its widest sense; a 'good' rather than a 'useful' curriculum (van

Manen, 1984). There is continuing debate about early years' pedagogy and the rather

dubious distinction between 'education' and 'care' continues to exercise the professionals

concerned. Provision for young children should be concerned with both, if with varying

emphasis; the concept of 'edu-care' that David (1990) advocates (chapter 13) has

recently been extended by Pugh; "care and education are inseparable - quality care is

educational and quality education is caring" (1996b, p.3).

From the time of the Hadow Reports on Primary (1931) and Nursery (1933) Education,

there has been a recognition of the need for practitioners working with young children to

understand how they think and how these processes can be developed for the better.

Vygotsky (1978) contested that learning occurs within a social context and considered

the role of the adult as crucial in helping the child's progress . The Rumbold Report

noted that, "Children are affected by the context in which learning takes place, the

people involved in it and the values and beliefs which are embedded in it" (DES,

1990, p.9).

More recently Rouse and Griffin (1992) have continued to emphasise that relationships

with a "significant adult" is probably the most vital resource in early years' provision

(p. 156).

2

The early years' sector is currently cautiously optimistic about the new Labour

Government's "high ideals" and "solid commitment to a universal provision which will

combine day care and appropriate education and play for young children" (Kingston,

1997a, p.2). It would seem logical, if not imperative, that highly specialised

practitioners are needed if education is to respond appropriately to young children's

needs and to offer the most suitable environment for this most critical period in a child's

life. A continuing worry, which has dogged the history of the educational provision for

early years, is sound or even adequate funding. Whalley , a nationally recognised

founder of an excellent early years' centre, said she is "heartily relieved at the

Government's more coherent approach" compared with its predecessor, but pointedly

asked "where is all the money going to come from?" (ibid.).

The terms 'staff or 'practitioners' in the early years' field are not always clearly defined,

and the research on nursery nurses work in school is inchoate. It is important to explore

the job and occupational culture of nursery nurse staff in an effort to deepen

understanding of what they do and their contribution to the school and its effectiveness.

To learn about professionals as deliverers of the curriculum and of care to young

children, one should try to discover the facts of their working environment, their ideas

and ideals. Collaboration between early year's staff is increasingly being recognised as

"a major feature of most early years settings" (Kelly and Rose, 1996, p.43).

Organisational cultures have an impact on school life; they affect and are affected by

staff relationships.

It is vital for the quality of early years' provision to attempt to explore the reality of the

jobs of support staff, sometimes referred to as "non-teaching" staff In practice, the

division of roles in the work-place is never as clear-cut as qualifications and

nomenclature might suggest. Early Years' practice is actually a collaborative enterprise,

and, to work together effectively, all the adults involved need an understanding of what

they all do , and hopefully, the processes of education.

The Teacher Training Agency's (TTA) recent initiatives have given a top-down pressure

to provide a more "academic" environment for young children (1997). Early years'

3

practitioners are suffering from confusion and uncertainty as they attempt to cope with

the "relentless utilitarian demands to teach the basic skills" (Aiming, 1991, p. 19).

In such a climate, all practitioners who work in the early years need to not only examine

their practice, but to receive support and professional development. All practitioners

need to be identified , as it is only recently that the work of nursery nurses is beginning

again to be the subject of research. Since nursery nurses usually work in English

Primary state schools, in a team situation, alongside a teacher or two, their strengths

need to be assessed and perhaps recognised. In the contemporary climate of increasing

accountability, and possible further changes, nursery nurses and teachers need to find a

clear path through some uncertainty and confusion. Before practitioners can make any

coherent decisions about good practice, they need to be recognised by educational

personnel, theory and research.

4

1. A BRIEF HISTORY OF ENGLISH NURSERY EDUCATION; PLACING

NURSERY NURSES IN CONTEXT.

An understanding of the background to and some evolution of nursery nursing is

important, since their tradition of ’edu-care' informs and permeates their training,

especially of those nursery nurses working in contemporary English state Primary

schools. Of the 110 nursery nurses who contributed to this research, 104 were trained

under the Nursery Nursing Examination Board (NNEB) and are particularly conscious

of what they feel to be distinctive elements in their training and tradition.

Although the Charity School Movement was initiated in 1698, it flourished during the

eighteenth century and represented one of the earliest attempts to educate young

children through an organised movement designed to supplement family training. Over

30,000 children were enrolled in its schools in 1750. The tone of these early efforts is

reflected in Plain Advice to Parents (1819);

"I have been in the habit of visiting dwellings of the poor, both in towns and in the country for the last eight years, and have frequently been grieved in observing the neglect of many parents towards their children. This neglect is in many instances due to ignorance. They think if they provide for the bodily wants of their family, they have done all that is required of them”

(Forest, 1927, p.31).

Educating young children, in a custodial sense, appeared to be the answer to some of the

social problems of the day. Institutions for the care and education of young children

developed rapidly during the early decades of the nineteenth century. Robert Owen was

a pioneer in the provision of early education for the children of the working population.

Education for the very young was an important part of his social experiment at New

Lanark. Although his endeavour to establish a working community on humanitarian and

co-operative lines was short lived, it attracted considerable attention. During 1815-1825

other benefactors such as Mill and Wilderspin opened some schools for three to five year

olds in the poorer areas of London.

5

The industrial revolution and consequent social changes affected the development of

child care and education. Although Wilderspin in The Infant System fo r Developing the

Intellectual and Moral Power o f all Children from One to Seven Years Old (1840) drew

attention to some contemporary problems :

"Surely those persons who disapprove of educating the poor at all will see the propriety of keeping, if possible, their children safe from accidents, and preserving the lives of many little ones who would otherwise be lost to their country, from thus falling a prey to surrounding dangers"

(ibid., p.46)

His reasons for establishing these schools were as much custodial as educational. They

were championed by others and it became necessary to provide care for those young

children who were excluded from employment in the 1919 Factory Act.

The responsibility for the provision of education was gradually shared with voluntary

bodies by the State, and in 1870 elementary education for all children from the age of

five years became compulsory. The reasons for choosing five as the age at which all

children should start school, and for admitting large numbers of children younger than

this to elementary schools were primarily that an early start would mean that children

could leave to enter the labour force at an early age, having received the functional

minimum of education. But there was additionally,

"a strong belief that an early start would prevent the exploitation of young children in the home and remove them from the unhealthy physical conditions of the slum home and the dangers of the street"

(Blackstone, 1971, p.23).

In her review of the origins and growth of pre-school education in the nineteenth

century, Blackstone distinguishes between the middle class and working class 'strands'.

The middle classes were active in the provision of education for the very young of all

social classes, but their motives for doing so varied. They themselves began to establish

and patronise kindergartens, for educational reasons, which were run by trained teachers

in accordance with Froebelian principles. The kindergarten movement developed rapidly

after 1870; Froebel's most enduring contribution to nursery education being in the

importance he ascribed to play, which he regarded as the work of the child. His

6

pedagogy was explicitly developmental, in that the role of the teacher became that of

assisting the child to realise his/her potential at the time. Froebel provided little in the

way of a set curriculum.

As philanthropists, the middle classes recognised the hardships of the working classes in

the aftermath of rapid industrialisation, and the need for institutions devoted to the

'rescue' of the working class child from the cramped and unhealthy living conditions in

the depressed city areas. In the very early stages of nursery education, the emphasis was

certainly on the social engineering potential; on viewing nursery school as a "vehicle for

the equalisation of life chances" (Wilkin, 1975, p.2). The nature of the state education

received by these children made no concessions to their age. It did not differ from that

of older children and was formal and repressive. In 1905, education authorities were

given discretionary powers to withdraw the right of admission for under fives to any

maintained school, and after this date, numbers which had begun to decrease slowly

after 1901 began to fall very rapidly as authorities cut back provision for the age group.

This situation led the Consultative Committee which investigated the school attendance

of the under fives in 1908 to recommend in its Report that pre-school age children

should stay at home where possible, and that only in cases of need should such young

children be in school, and also that the education they received should be more

appropriate for their age. Although the Committee considered "that nursery schools are

in many cases a practical necessity" (Tizard, 1976a, p. 66), one result of its

recommendations was a fall in the number of under fives attending school. The local

authorities were under no compulsion to provide nursery education and could now

continue to refuse entry to elementary school to these children. Tizard succinctly points

out that;

"the failure to sustain the growth and improve the quality of early education ensured that the extension of pre-school education would be left as a major issue for the present day...'Pre-school' became defined as under five and even the present-day emphasis of admitting 'rising fives' to primary schools and adding nursery classes to them, implies a tacking-on of these young children to the basic 5+ unit".

(ibid., p.67).

7

The term 'nursery school' seems to have been widely used since the early 1900s. In

1906, the National Association of Day Nurseries was set up (later to become the

National Society of Children's Nurseries) with the aim of co-ordinating all day nurseries.

From 1905 to 1914, Liberal Governments headed by Campbell Bannerman and Asquith

began to lay foundations of the modem welfare state. Attitudes to poverty and

pauperism were changing. Central government began to assume a greater responsibility

for many sectors of society, albeit in a reactive way.

The development of nursery education was also due to individual efforts of committed

pioneers who trained interested workers in their specific philosophies. The assumptions

and rationale that motivated the McMillan sisters were informed by a philanthropic

concern to remedy the impoverished material circumstances, health and diet of the

children of city poor. Their school clinics in Bow (1908) and Deptford (1914)

established open air nurseries for two to five year olds, and reflected their beliefs that

early diagnosis and care would prevent childhood illnesses becoming too serious. (This

concern continued to be evident in the Fisher Act (1918); the Hadow Report (1933);

and the Plowden Report (1967) ). The physical health of young children was often

neglected during their years between being removed from the baby clinic register and

joining school. The nursery school's focus on this stage of the child's health and

nutrition in Nursery School Education is reflected by one of the early pioneers:

''The nursery school, open to all children over the age of two, will bridge this gap. By means of it, regular supervision, the prompt treatment of ailment and disease, the necessary attention to right food, clothing, personal habits and healthy surroundings are all made possible"

(Owen, 1920, p. 13).

Although these problems continued to be seen as the major concern of the early nursery

schools, emphasis on mental and social training began to compete for attention. The

educational benefits to be derived from attendance at early school began to emerge and

to receive pre-eminence alongside the concern for the care and safety of young children.

Montessori emphasised the importance of providing a stimulating environment for

young children. She organised short courses for nursery workers, and The Montessori

8

Method (1902) began to have an impact on early years education. The ideas of the

McMillans and Montessori looked back, in many ways, to those of Froebel and their

work helped to revitalise the efforts of the Froebel Society (established in 1874) in

Britain in the early decades of the twentieth century.

As the educational and philanthropic strands informing the methods and availability of

pre-school education began to converge, the nursery school continued to be seen as a

compensatory agent for the inadequacies in the home environment. The McMillan

nursery schools had advocated "Educate every child as if he were your own”, but it was

emphasised that the nursery was not to take the place of the family in the rearing of

children. The writings of the leaders of the nursery school movement usually suggested

that children from families other than the educated and prosperous would benefit from

chances to interact with others; express themselves freely; handle objects; ask questions

and receive maximum adult attention.

Blackstone suggests that it was also the propaganda of Margaret McMillan on behalf of

the disadvantaged sections of society that led to the inclusion of plans for nursery

schools in the 1918 Education Act. The Act's Regulations fo r Nursery Schools

asserted that,"It would be a mistake to assume that healthy physical development is the sole concern of the nursery school, and that the growth of the mind can be safely neglected. The school should provide specified training on this side as well as the physical."

(Forest, op.cit.,p.269).

The Act made possible the development of nursery schools throughout England by

i ) granting local education authorities the power to supply nursery schools or

classes for children aged two to three

ii ) granting those authorities the responsibility of tending to the health, nourishment

and physical welfare of children attending nursery schools

iii) providing grants to any nursery schools that were open to local authority

inspection.

9

It also warned against the 'wrong' type of activities in the nursery. It was thought that

reading and writing had no place; discussions and conversation, nature work, hymns

and prayers, story-telling and play, social, moral and physical training and activities were

advocated (see Owen, op.cit.).

In 1923 the Joint Parliamentary Advisory Council reported that nurseries were

successful socially, educationally and from a health perspective. However, in a

prescient note, it also stated:

"valuable as the results of existing nursery schools are known to be...it is much to be regretted that the prevailing cost per capita offers a serious bar to their extension. It is hoped that some method of reducing the cost and running of them on more economical lines may be evolved in the near future, otherwise there appears to be little likelihood of new nursery schools being opened, or receiving state aid, however greatly they may be needed".

(P 1)

In the Depression it became necessary to curtail expenditure, and maintained nursery

provision was reduced. Fresh impetus came after the return of a Labour government in

1929, which encouraged local authorities to open nursery schools. In 1930, nine new

nurseries were opened and the new three year programme included proposals for forty

four more. During the Depression, the number of voluntary agencies concerned with

pre-school children in depressed areas had increased. Attempts were made to deal with

the problems of appalling living conditions through a number of housing Acts. As slums

were cleared the question of child care rose again, in connection with alleviating

children's health problems. The Save the Children Fund set up a committee to open

emergency nurseries, and by 1933, eight had been opened. Dissatisfaction with the

"slowness of growth of the nursery school movement" led "workers in and for nursery

schools" (Blackstone op.cit., p.42) to set up the Nursery Association in 1923 (later to

become the British Association for Early Childhood). This Association pressurised the

government to alleviate poverty and hardship by providing more nursery

accommodation.

In 1933, the Hadow Report stressed the role that the nursery school might play in

improving the health of the child. It called for all local authorities to decide whether

10

they should expand nursery provision, "in districts where the housing and general

economic conditions are seriously below average" (chapter 5, para. 81). This was

reinforced in 1936 by the Board of Education's circular which again called for all local

authorities to survey local needs to consider which areas needed expansion; nursery

schools or elementary schools. The response was negative or poor; those that acted did

so in the cheaper form of providing nursery classes within infant schools. By 1937, there

were eighty seven nursery schools in England and Wales (in 1927 there were twenty

seven).

During the Second World War, day nurseries were expanded to care for pre-school

children whilst the female population was released for essential employment. Although

the provision was custodial rather than educative and was

"far from perfect, far from universal provision, but the structures were in place. We had the beginnings of a co-ordinated service for young children and their families, staff trained in different disciplines working together, the beginnings of a professional career for nursery nurses... All this could have been built on. By now we might have.. .widespread 'edu-care'"

(Webb, 1991, p. 12)

In the immediate post-war period, although there was a renewed realisation that

pre-school education contributed to the child's intellectual, social and emotional

development, there was a serious shortage of infant teachers, and the NNEB was in its

infancy (see p. 13).

In the 1960s research began to reinforce the conclusions of the earlier nursery school

movement. Midwinter and Halsey were commissioned to look closely at Education

Priority Areas, and produced evidence of the effect of poverty on young children's

education, and the need for more resources and closer involvement with such families.

In 1967 the Plowden report recommended a massive expansion of nursery education,

advocating that by 1980 part-time places should be provided for all children whose

parents wish them to attend. It was estimated that this would involve 35% of three year

olds, and 75% of four-five year olds. It gave priority to establishing nursery education

in order to alleviate deprivation, although this was only one of a number of grounds for

11

expansion listed by the Committee (Vol. 1, chapters 9 and 31). One of the most striking

features of the Report’s description of the contemporary nursery scene is its almost total

lack of reference to educational objectives.

Although there was a certain amount of nursery expansion in the late 1960s, the

financing came from special funds. In 1972, the government's White Paper again tried

to set the pattern for the development of nursery education. It projected an increase in

public expenditure for nursery, primary and secondary schools during the decade ending

1981-2, and planned a contraction in the rate of growth of higher education. The main

beneficiary in this shift of government expenditure was supposed to be the provision for

the under fives. Prior to 1972, 35% of four year olds were receiving state maintained

education. Of these, two-thirds were infant schools, one-third being in nursery classes

attached to Primary schools or in separate nursery schools. The proportion of three year

olds receiving nursery education was 5%. The White Paper aimed to increase the

provision to that recommended by the Plowden Report.

The topic of nursery education continued to appear in the manifestos of political parties.

In 1974, the Labour Party promised to introduce nursery schools, including day care

facilities, and echoed this again in 1979 by claiming that it would provide nursery

education for 90% of four year olds by the early 1980s. Promises became more intense

but still unfulfilled. In 1983 under fives were to receive comprehensive provision, with

priorities for children in the most deprived areas, and in 1987 nursery education would

be available for all three and four year olds whose parents wanted it.

Since the provision of nursery education after Plowden continued to be fragmented and

subject to continued rhetoric, uneven funding, changing policies and broken promises a

detailed description would be too long (for one example of the diversity, see Parry and

Archer, 1974). Suffice it to say that the Department of Health and Social Security and

local education authorities continued to provide care and education for young children.

The NNEB training enabled a nursery nurse to work in either sector. The trend for four

year olds to attend school full-time, sometimes without proper facilities or suitably

trained staff continues. The trend also continues towards the traditional educational bias

12

of school, reinforced by the National Curriculum and the more recent Desirable

Outcomes for children under five. The question remains as to whether the new Labour

government will implement the policies and fulfil the promises referred to above.

The recent projected changes in teacher training have an emphasis on an even more

academic approach, with no mention of the need to develop relationships with parents or

caring for young children (TTA, 1997). There appears to be no preparation for the

Early Years teacher to appreciate the contribution of other professionals / support staff

or his/her position on the 'edu-care' continuum. All professionals dealing with early

years should be operating on the basis that ''learning goes on all the time. Any

interaction with young children is valuable, and until you have made a relationship with

young children you can't teach them anything'' (personal communication from Sue

Griffin, Early Years Forum of the Care Sector Consortium, the 'lead body' for NVQs,

Early Years, July, 1997).

Hutt et al. (1989) studied young children's learning and concluded in their section on

Implications fo r the Training o f the Caring Adult that nursery staff should,

"be able to deal with the young child in a sympathetic manner, handling his early social and emotional development, guiding his cognitive awareness, and stimulating him to greater physical accomplishments, but she must also be able to communicate with and empathise with parents"

(p.230).

The professional training which the nursery nurse students undertook on the NNEB

enabled them to fulfil these requirements.

Nursery Nurses* Training

Training to "supply the public with ladies as trained nurses for young children" began in

1892 with the opening of the Norland Institute, Notting Hill, London. From that time,

until the Second World War, nursery nurses were trained either in a private college, for

work as nannies, or under the auspices of voluntary organisations for work in their day

as a residential nurse (NNEB, 1981 ,p.7).

13

The nursery nurse's two year training started in 1920 and was extended by some

post-war milestones. The National Society of Children's Nurseries initiated a broad

training scheme for nursery nurses, to care for children from birth to five; appointed its

own examiners; and awarded diplomas. As it was voluntary and received no financial

support, it soon became part of the Nursery School Association (for further details of

nursery nursing history see ibid. and Forest, op.cit ). In 1945, the NNEB was

established to regulate nursery nurse training. The state agreed to provide training and

local authorities were empowered to fund the NNEB Diploma in nursery nursing.

In 1967, following the recommendations of the Plowden Report, their training was

extended to include children up to seven years old. In 1975 the Bullock Report

recognised the importance of nursery nurses in the language development of young

children, recommending that they should be used as trained assistants to work alongside

teachers (Page, 1988, p.27). In 1978, the Wamock Report began the move towards the

integration of special needs children into mainstream schools. It recognised that nursery

nurses were staff with increasingly specialised professional expertise in the health of

young children.

In 1992, Hutchinson reported that the NNEB met three times a year and was made up of

nominated representatives from 26 bodies, soon to be changed to 24 (see Appendix A).

(Some details in this section were from Wilkin [op.cit.] and Hutchinson [op.cit.]). Until

then it was the only recognised qualification for working as a nursery nurse, both in

educational and social nurseries. The essential components of the two year full-time

course were;

Subject Area 1. Children's Growth and Development

1.1 The Stages of Development

1.2 Child Observations

Subject Area 2. Physical Development and Keeping Children Healthy

2.1 The Promotion and Maintenance of Health

2.2 Surveillance Programmes

2.3 Safety in the Environment

2.4 Clothing and Footwear

14

2.5 Baby Equipment

2.6 Nutrition

2.762.8 Childhood Illnesses and Ailments

2.9 First Aid

2 .10 Care of the Sick Child

2.11 Children with Special Needs

Subject Area 3. Cognitive Development and Learning Through Play

3.1 Stimulation

3.2 Sensory Development

3 .3 The Development of Children's Skills

3.4 Speech and Language Development

3.5 The Development of Concepts

3.6 Activities

3 .7 The Organisation and Provision of Materials and Equipment

3.8 Learning Difficulties

3.9 Wider Experiences

Subject Area 4. Emotional Development

4.1 Stimulation

4.2 Bonding

4.3 The Adult/Child Relationship

4.4 Family Relationships

4.5 Emotional Expression

4 .6 Self Awareness

4.7 Loss and Grief

4.8 Disadvantaged Children

Subject Area 5. Social Relationships

5.1 Role and Role Conflict

5.2 The Family as a Social Institution

5.3 The Family in the Community

5.4 Different Patterns of Family Functioning

5.5 Disadvantaged F amilies

Subject Area 6. The Rights and Responsibilities of Children and the Family

15

6.1 The Rights and Responsibilities of Individuals in Society

6.2 The Legislative and Administrative Framework

6.3 The Statutory and Voluntary Services Available to Families

with young children

6.4 Variations in Social Behaviour

Subject Area: 7. The Nursery Nurse in Employment

7.1 The Meaning of Professionalism

7.2 Relationships between Occupational Groups

7.3 Working with Managers

7.4 The Relationship between Employer and Employee

7.5 The Role of the Nursery Nurse in the Public Sector

7 .6 The Role of the Nursery Nurse in the Private Sector

[With thanks to CACHE 1988; for further details see Appendix B ]

Different routes have since become available for nursery nurse training. The BTEC

National Course in Nursery Nursing (awarded by the Business and Technology

Education Council) is a two year full time qualification. The National Association for

Maternal and Child Welfare and the London Montessori Centre both award diplomas.

The National Council of Vocational Qualifications offers an NVQ in childcare, and

provides a flexible work based course, representing competencies in the work place.

There have been problems with the latter since."In the early 1990s, when the NVQs started, it was impossible to write standards for NVQ (in Child Care and Education) as the National Curriculum was still emerging. .. it was only last year that the DoE came up with the money for the standards to be finished.. . .The finalised version of the proper NVQ standards will come into practice next February (1998)"

(Griffin, op.cit ).

In 1994, the Council for Awards in Children's Care and Education (CACHE) came into

existence and took over the NNEB's responsibilities, since the Board realised that,

following government initiatives, it would have to offer NVQs. The nursery nurse

qualification, under the aegis of CACHE, is still referred to as the NNEB, and is a

16

training course for "new entrants" (personal communication from Richard Dorrance,

Chief Executive, CACHE, July, 1997). It was also partly for financial reasons that the

Council for Early Years Awards (CEYA), one of the two awarding bodies for the NVQs

in Child Care, merged with the NNEB in March 1994, to form CACHE (Hubberstey,

1994, p.44). Younger students today usually qualify through the CACHE or BTEC

route; older students may follow the NVQ route. Bearing in mind the current variety in

routes for training and qualifications in nursery nursing, it is perhaps fortunate that the

majority of the sample research group in this study were nursery nurses who have the

'original' NNEB qualification.

17

2. RESEARCH RELEVANT TO NURSERY NURSES

An awareness and appreciation of the nursery nurses' role is vital for several reasons.

Firstly for their own personal satisfaction and professional development. Secondly, for

enabling them to receive wider recognition in the school. Thirdly, in understanding the

increasing variety in the nature of the nursery nurse training and possible extra demands

on them in the workplace (see McLeod, 1997, p.3). Particular schools should ensure

that they have a clear idea of what their nursery nurses are expected to do, actually do,

and are happy to do.

For early years' children to be educated happily and successfully, and for the head,

parents, Governors and staff to be equally content, a core team of professionals should

operate with a commonality of view and a developing knowledge of colleagues'

preferred team roles, (see Bell, 1988, p. 137 and Everard and Morris, 1990, pp. 179-181).

There is a need for nursery nurses to be recognised and praised as "educated and trained

professionals" (Taylor in Meikle, 1993) "who have an important role to play

complement [ing] that of the teacher by giving support to curriculum development and

care to the children" (Cleave and Brown, 1990, p.66). There is some increasing recent

theoretical recognition that "people matter"; but the detail on the role of some of the

adults "in providing a quality learning environment for the early years" (Marsh, 1994,

p. 132) needs extending and disseminating more widely.

There is some agreement that primary schools operate in a 'task culture' (Handy, 1988,

p. 114, and see Beare, Caldwell and Millikan, 1993, p.65) which is usually caring,

informal and creative (Gray, 1989, pp.41-43). If one wishes to gather a theoretical or

research background of how nursery nurses in particular can contribute as a resource to

the culture of an effective school, then information is thin.

One of the major areas in educational research, thinking and practice in the past decade

or so has been that of "school effectiveness". The conclusions of school effectiveness

research are increasingly being used by practitioners to improve their schools. It is a

complex field, since some of the earlier conclusions are now being extended, modified or

questioned by recent research (see Hargreaves, 1994, and Gray and Wilcox, 1995). The

18

very latest research is sometimes questionable, as one wonders whether it mirrors the

most recent reality (see Ribbins and Burridge, 1994). The concern to improve ’quality'

in schools and the moves to increase school effectiveness seem to be sometimes driven

by a 'top-down' approach, and a lack of awareness that a model suitable for secondary

schools is not always applicable for primary schools. The transporting of management

techniques from secondary to primary schools may be both inappropriate and risky.

Given differences in size, structure and mission, there should be some noticeable

differences in the features associated with an effective primary school, as opposed to a

successful secondary school.

The role of the support staff in the culture of a primary school can be very different from

secondary colleagues. It is being increasingly noted that schools are multi level

organisations and that the most important resource of all in pre-school provision is the

"adults in charge" (Hutt et al., op.tit., p220). Nursery nurses in primary schools are

supporting teaching and taking on much wider responsibilities (Heaslip, 1987; Page,

1988; Yeoman, 1989; Cleave and Brown, 1990 & 1991.; Lally, 1991; Mansell, 1993;

PANN, 1993; Moyles and Suschitzsky, 1994 and 1997; Bertram 1997; Kelly and Rose,

1997 JVursery World, 13/3/97). This role of "edu-care" (David, op.cit.) is not

adequately addressed in the mainstream management literature or research. The lack of

an appropriate, clear job description which reflects the nursery nurse's true role and

tasks, may in itself be of no real significance. However, what is sometimes involved in

the omission of such a job description is the SMT's and Governors' lack of recognition,

value or even knowledge of what their support staff actually do in the school;

"It is rare to find systematic appraisal of non-teaching staff matched to a programme of training provided either within or outside the school. The increase in numbers of these staff in recent years and the widening scope of their work reinforces the need for their roles to be better defined and evaluated. Clear job descriptions, appraisal of performance and provision of suitable training need to be considered by heads and governors if the contribution of non-teaching staff is to be fully effective"

(HMI, 1992, pp. 19-20)

[ in this context, nursery nurses are described as "non-teaching staff']

19

The field of nursery nursing as a profession is in a state of flux, and nursery nurses are

referred to as " helper” (Yeomans, 1987); "nursery assistants" (Hutt et al. op.cit.);

"welfare assistants" (Thomas, 1991); "early years practitioners" (Blenkin and Yue,

op.cit ); "non-teaching assistants " (Southworth, 1994); "staff" (OFSTED, 1995); "early

years professionals" (Beattie, 1997); and "early childhood educators" (Bertram, op.cit.).

A major thrust of educational policy in the 1990s has been a focus on standards, but not

always on staff who implement the search for quality, excellence or improvement.

Nearly a decade ago, Page complained that "the expertise of nursery nurses is widely

underrated " (1988., p.609). If it is "becoming increasingly clear that policies for early

education are crucial to the future of the nation both economically and socially" (Blenkin

and Yue, op.cit., p.22), then the role and tasks of the providers of a quality curriculum

for the early years must be recognised, understood and clarified.

School Effectiveness: A Review of some Relevant Research

Many of the changes in the structure and content of education in the past decade or two

have been justified by the search for higher standards:

"The overriding aim of Government policy is continuously to raise the standards achieved in schools by pupils of all abilities. The structure of the school system must be judged according to how far it contributes to, or detracts from, the achievement of that aim"

(DES, 1992, p. 15).

The "structure of the school system" is a very complex concept and school effectiveness

research is evolving. It is only recently beginning to touch on the myriad issues

involved, such as school performance remaining effective over long periods (see

Reynolds, 1994, pp.21-22), and the role of support staff, which ought to be involved in

the research concerned with effective classrooms, as well as with effective schools (see

Gray and Wilcox, op.cit., p239).

Other issues or factors have been widely explored and some consensus exists. Rutter et

al. (1979) claimed that effective schools were characterised by

20

"the degree of academic emphasis, teacher actions in lessons, the availability of incentives and rewards, good conditions for pupils, and the extent to which children are able to take responsibility"

(P 178).

Edmonds (1979) produced five effective school factors

* strong leadership of the principal

* emphasis on mastery of basic skills

* a clean orderly and secure school environment

* high teacher expectations of pupil performance

* frequent monitoring or students to assess their progress

Simultaneously, factors emerged from HMIs inspections which appeared to contribute

to school effectiveness; the good school demonstrated

* quality in its aims

* oversight of pupils

* curriculum design

* standards of teaching and academic achievements

* links with the local community

(HMI, 1977, p.36).

A problem for educational management in the last two decades has been discussed by

Bell (1991);

"I think we are still guilty of borrowing perspectives, models, concepts and even theories from the world of industry andcommerce it is time we began to recognise that ourunderstandings of educational management are in the main derivedfrom a non-educational framework, and this is a weakness wehave all been very taken with the simplicity of some of those models, and we have sought to fit into those models a far more complex world of schools and schooling and of teaching and learning"

(p. 136)

Since he wrote this, the thorny question of "How might education be managed, if

indeed, it can be" has been researched in greater depth and with more emphasis on the

"new working relationships" (ibid., p. 140).

21

Bennett, Crawford and Riches (1992) put an interesting emphasis on the individuals

whose contributions should all cohere to make an effective school. Their text addressed

the issue that change should not just be about the creation of new policies and

procedures which implement external mandates. It should also be concerned with

individuals' responses to the impact of cultural and structural change; with personal

change as much as organisational change. With its discussions of "collegiality" and a

"culture of collaboration", there is emphasis on "even the most mundane and apparently

insignificant details of staff behaviour" which should be consistent with the values of the

effective school (Campbell and Southworth, 1992, p.67). Gray and Wilcox continued to

give priority to the importance of individuals (pp.26-28) and the "centrality" of the

institution's values. In a nutshell, the more effective or successful schools seem to know

what they are about and where they are going (ibid., p. 19).

Gaziel (1992) drew attention to the emphasis on "school principalship" being linked to

school effectiveness. He believed the principal should make use of joint responsibilities,

with collaborative decision making and participative management techniques being

particularly important (p. 153). Blum and Butler (1992) emphasised the importance of

effective leadership in achieving improvement in schools (pp. 19-20). Caldwell and

Spinks (1992) gave particular attention to four dimensions of transformational

leadership; cultural, strategic, educational and responsive (pp. 53-54). They employed

Sergiovanni's (1984) classification of five different factors of excellent leadership and

underline his emphasis that

"the burdens of leadership will be less if leadership functions and roles are shared and if the concept of leadership density were to emerge as a viable replacement for principal leadership"

(p. 13)

The deficiencies in these models would appear to be their 'top-down' nature and their

failure to encompass all the personnel that inform the culture of the school.

Beare, Caldwell and Millikan (op.cit.) and Grace (1995) further described the emergence

of the culture and politics of educational leadership, with the latter making a plea that

"the study and analysis of school leadership should be placed in a socio-historical

context" (p.5). These trends have evolved into Primary heads delegating and using

22

curriculum co-ordinators and teams more, a pattern noted by Ainscow and Hopkins

(1994);"Our experience is that the innovative responses required for sustained development are likely to involve* delegation* task groups* high levels of specific staff development* quality time for planning* collaborative classroom activity"

(p. 173, and see Briault and West, 1990; and O'Neill and Kitson, 1996)

Weindling (1994) found that various studies in different countries appeared to have

reached remarkably similar conclusions on school effectiveness. He synthesised findings

from UK and US research under eight broad, interacting headings which characterised

’high attaining’ or ’effective' schools. These were;

* emphasis on learning; high expectations

* classroom management

* discipline and school climate

* school management

* vision and monitoring

* staff development

* parental involvement

* LEA and outside support (pp 147-149).

Nursery nurses are currently widely involved in the first, second, third and seventh

points, and should be included in the sixth:

"To influence the whole school, staff development has to be school-wide, rather than specific to individual teacher’s needs, and closely related to the curriculum"

(ibid., p. 148)

Reynolds presented a summary of international accounts which have isolated certain

factors which create exceptionally successful schools. These "certainties" echo those

factors described above, but it should be noted that they are often derived from research

on secondary schools. He then pointed out that

23

"the certainties that are reflected in the above international account of 'what works' are now however, increasingly being replaced by uncertainty, controversy and disagreements as to what the 'core' beliefs of the school effectiveness paradigm are"

(op.cit., p.21).

Weindling likewise concluded"Unlike the way things happen in fairy tales, school reforms require more than a kiss to convert a frog into a shining prince. . . productive schooling entails more than raising test scores. No one knows how to grow effective schools. Road signs exist, but no maps are for sale. Whenever we talk about an effective school, we need to be prepared to ask and answer two questions: Effective at what, and effective for whom?"

(op.cit., pp. 149 and 158).

The Invisibility of Nursery Nurses in Educational Management

The contribution of everyone involved with the ethos of a school and its organisation

needs to receive wider research and deeper analysis (see Hopkins, 1994, pp. 149-150).

All the texts reviewed so far omit mention of'support staff. It would seem that a lack of

awareness of the role, or even the existence of nursery nurses in Primary schools, is

responsible for the "scant attention" (Kerry, 1993, p.57) accorded to the profession by

educational management. When they are mentioned, they are not usually distinguished

from, or are confused with ancillary workers or classroom assistants. Nursery nurses

are noticeable by their absence in any discussion of the factors contributing to the

effective school.

Waters' (1983) discussion of job descriptions in the Primary school omitted support staff

completely, and the picture has not improved since then. Montgomery and Hadfield

(1989) devoted a chapter to appraisal of headteacher and support staff, but of fourteen

pages, one is given to "appraisal of administrative and other key personnel", which are

listed as "administrators, caretakers, catering, auxiliary staff and dinner helpers" (p. 102).

Briault and West identify only teachers as the important element in human resources

"Teachers' time and teachers' expertise are resources to be used with care and

forethought "(op.cit., p.73).

24

Sullivan (1991) in discussing marketing the Primary school, allowed that non-teaching

staff "can be vital two-way channels of information between the school and the

community" but only mentioned caretaking, clerical, kitchen staff, school crossing patrol

and ancillary workers (pp. 5,18 and 27). Fullan and Hargreaves (1991) dealt with the

problem of "untapped competence" but only in relation to heads and teachers. Caldwell

and Spinks in describing "Educational Leadership: Nurturing a Learning Community",

only detailed the community of teachers, not support staff (op.cit., Chap.6). Day et al.

(1993) researching leadership, managing the curriculum and staff development in the

Primary school, dealt with postholders influencing teaching colleagues and did not allow

for nursery nurses supporting teaching (chap.3).

Campbell (1994) addressed the matter of support staff, but does not adequately describe

what "non-teaching assistants" are.

"Given that teacher time is the most valuable and most expensive resource available in a school, it is worth the management of the school exploring the advantages of re-thinking the use of time of all adults on the staff of the school, to see whether the non-teaching assistants' time might be used imaginatively to free up teachers' time"

(p. 102).

He can be forgiven for this indistinct terminology perhaps, since in several Primary

school prospectuses, nursery nurses are included in a "non-teaching staff section, even

though the Heads and SMT know that they support the teaching.

Hargreaves (1994) discussed his concept of "balkanisation"; teachers associating in

smaller subgroups which give them identity and meaning. Too strict an adherence to

one's chosen or ascribed sub-group can mean that "communication between staff and

consistency of expectations among them are casualties" (p.214). While this is a

fascinating and apt understanding of some contemporary Primary school cultures, it

again omits the dimension of the support given by nursery nurses and the communication

between them and teaching staff.

Teaching staff alone were mentioned when Sutton (1994) dealt with the school

self-review. O’Neill's and Kitson's (op.cit.) contributors omitted nursery nurses or any

25

support staff in considering staff participation, school development and factors affecting

the wider curriculum. Webb and Vulliamy (1996) claimed that their purpose "is to

portray teachers' work as it is currently experienced in primary schools" (p.l), but while

their research, commissioned by the ATL, dealt in commendable detail with the

interaction of non-teaching assistants and teachers, the NT AS' role and responsibilities

appear to be very different from those of a nursery nurse (pp.47-48).

Nias, Southworth and Yeomans (1989) began defining the idea that

"Primary schools have the capacity to become the kind of organisations that the adults who work in them choose that they will. Cultures lie within the control of those who participate in them; leaders and members together make their own schools"

(p. 86; my emphases).

Brighouse (1991) provided a fresh insight when, using the term "staff' in his discussion

of "what makes a good school?" made it clear that he meant others, as well as teaching

staff;"The environment of course is more than the aural or the visual. It is caught in the corridors. . . it comes from shared values, as a common agreement among teaching and non-teaching staff to concentrate on a few things and reinforce them come hell and high water...it is arguable that some of the most vital members of the staff at a school are not teachers at all"

(pp. 61-68).

Southworth's text is a notable exception in the mainstream literature, perhaps because,

as he emphasised " The contributors are all experienced school practitioners.. .Each has

something of value to say about primary schooling" (op.cit.,p.4). His contributors

frequently stated that "all staff must feel comfortable with the place they occupy as a

member of the school community" (Hayes, ibid., p.87). Ainscow and Hopkins,

describing a project to improve schools, involving groups of schools collaborating,

wrote; "The decision to participate in the project is made as a result of consultation

amongst all staff in the school" (ibid., p. 101). Rodd has recently drawn attention to the

specific need for successful adult interaction in the early years field (1994, p.87).

Lofthouse (1994) discussing the effective management of the curriculum, stated "all staff

need to have a clear understanding of how, when and where curriculum policies and

26

review are negotiated and planned" (p. 143). West-Bumham's opinion is that there

should be a "commitment from senior management to develop all employees" (1995,

p.80) and that there should be "systematic and regular review of the training and

development needs of all employees".

The 'quality' debate is outside the confines of this thesis, but it should be pointed out that

in the early years' field 'quality' is more meaningfully defined as subject to context.

Although 'quality' can be viewed as static, as the British Standards Institute does;

"Quality is the totality of features and characteristics of a product orservice that bear on its ability to satisfy stated or shared needs"

(Williams, 1995, p.l)

it should be borne in mind that in the educational context it "is a value laden, subjective

and dynamic concept which varies with time and place" (Pascal, Bertram and Ramsden,

in ibid., p.l). Early Years staffs' values, capabilities, behaviours, communication and

their environment, and the context of public policies, resources and support both at

central and local government level are all contextual factors which affect the

development of quality.

At its best, the TQM movement encapsulates some recognition of the role of support

staff in the drive towards school effectiveness. With its encouragement of employee

participation; emphasis on prevention; and focus on 'customers' (in the widest sense, see

West-Bumham, 1994, p. 172). The focus appears to be that "The responsibility of

management in schools is to define the standard, to provide the resources and skills, and

to measure and improve" (West-Bumham, 1995, p.81). Interpreted at its widest, this is

very optimistic, but an inherent problem in reality is that managers have to recognise that

skills do exist, before they can manage them.

It could be said that the situation that some primary schools find themselves in today is

alien to education. A totally market led situation does not necessarily always allow for

the importance of the individual's personal autonomy. McLaughlin (1994) argues that

consideration for an individual's personal autonomy should have a "central justifactory

role in relation to the market economy, and that it should act as a source of limitation on

its scope" (p. 157). This focus echoes Peters' (1973) suggestion that a major

27

contribution to the education debate by early childhood educators was their emphasis on

important principles such as autonomy and respect for persons in deciding how

education should proceed (pp.24-29 and p.40). With regard to educational

management perspectives, one could ask, "How does a school exemplify such features

within its organisation?"

Mainstream curriculum management theory has not always adequately addressed the

role of colleagues offering mutual support. Kelly (1982) discussed collaboration and

co-operation only in the context of inter-pupil relationships and the authority structure

of the institution. His plea that curriculum development should stem from "local

initiatives" and not "national directives" (p.239) simply placed the emphasis in a very

limited way on the efforts and knowledge of the individual teacher in the classroom.

Moon et al., (1989) only dealt with management in terms of national directives and

school community values. Gibley (1992) discussing "The Organisation and Management

of First Schools" did not refer to any support from local schools or colleagues (Chap. 5).

Lyons and Stenning (1986) do not appear to perceive that the family or cluster of

schools offers any communication or support. They referred to communication being

"essentially a 2 way process" within the school (p. 100). They negatively dismissed the

social dimension; "The need to communicate is a social one...But because no two

individuals or groups see things the same way, inevitably there are problems" (ibid.,

p. 102). This emphasis could lead one to believe that gaining information from local

colleagues on the nursery nurse's job is a waste of time and that each job would be

specific to a particular setting.

More recent literature has focused on the need for the "forging of new alliances between

education professionals and other groups" (Beattie, 1990, p.39). Campbell et al. (1993)

have recently commented that "the literature on teaching as 'work' has had a sporadic,

fragmented history...not entirely helpful for understanding the changing nature of

teaching" (p.77). Hargreaves and Hopkins (1993) listed "external support" as one of

their eight "organisation factors" that are characteristic of effective schools (p.230).

Campbell et al. made the point that studies on teaching as work tell "little about

28

contemporary primary teachers' work in general, and almost nothing about the work of

infant teachers” (op.cit., p.78).

Pascal drew attention to the need for the development of local support groups and

networks to facilitate exchange of ideas and information" (op.cit., p.33). Bennett and

Kell (1989) have worked in the primary sector and have argued for a "movement

towards more co-operative endeavours in classrooms". Harrison and Theaker (1990)

working in the primary field, explained that there "is great creative potential...for schools

to cooperate" and pointed out that meetings can be used to share knowledge and

expertise to assist in decision making to disseminate information (pp. 11 and 40). Cleave

and Brown found from their research that the interviewees stressed the need for staff "to

have opportunities to meet with other early years practitioners and to use other schools

as a means of support" (1991, p.224) and they concluded that staff "often feel isolated

within their own classrooms and are eager to see for themselves how others manage"

(ibid.,p.225 & 1990,p. 11). Although some commonality of view was initially discovered

in this thesis in 7 schools, wider data collection was needed which could reveal "very

different philosophies, facilities, expectations and experiences"(Gilkes, 1987, p.2).

As Gilkes has pointed out (ibid., p .l) there has been during the last 30 years a steady

flow of literature on the early years of childhood, and on the 'best' education for that age

group, but as has been seen, very little has been written in the fields of educational

research or management on the tasks or roles of nursery nurses. To find mention of

such tasks one must usually turn to literature which concerns the young child's

education. Some authors are individuals writing from a practical teaching background,

who have experience with nurseries or infant classes. (Gilkes, op.cit. ; Dowling, 1988;

Arming, op.cit.; Cleave and Brown, 1990, 1991, 1994; Hurst, 1991; Lally, op.cit;

booklets issued by AMMA, 1990 and 1991; Moyles, 1997)

Such authors do not simply interpret 'staff working with nursery, 4+ or year R as

'teachers'. Mention is made of "nursery practitioner's expertise" (Lally, op.cit., p. 125)

and when Hurst writes "Every professional person needs to investigate and

evaluate.. .the job", (ibid., p. 141) she is specifically and refreshingly addressing nursery

29

nurses' needs. Lally's mention of 'individuals' directly refers to nursery nurses when she

discusses teamwork and the problem of "individuals' contributions and recognition."

(ibid., p. 12)

30

3. WHAT IS A NURSERY NURSE? : PERCEPTIONS FROM RESEARCH

Although a few recent texts have focused renewed attention on the status and tasks of

nursery nurses, there is no real coherent body of research in this field. One has to sift

and search to find mention of their existence and their tasks, needs and concerns.

As a background to reviewing the research which is specifically pertinent to nursery

nurses, Herrman's An Introduction to Nursery Nursing (1979) gives a valuable insight

when she answers the question 'what does a nursery nurse do?';

"A nursery nurse is trained to know everything about the young child from birth to the age of 7. . .you are, in short, someone who is trained to meet all the needs of young children, to care for and educate them in the fullest sense of the word"

(P-3).

This advice does not mention the word 'professional', but the nursery nurse's training has

emphasised this for at least twenty years. The definition of 'a professional' is

problematic, in that it could be time specific, and subject to the conduct and training of

the individuals involved. Etzioni (1969) defined the term 'semi-professions' and listed

teachers, nurses and social workers in this category;"Such professions as teaching, nursing and social work do not have the same status that medicine and law have. Their training periods are shorter, their claim to authority is less legitimised, they are based on a less specialised body of knowledge, and they have less autonomy from supervision and societal control. In short, they are only semi-professions. They also share common problems and tensions.Women comprise the bulk of the work force, and. ...the normative principles and cultural values of professions, organisations and female employment are often incompatible"

(p.v - vi).

He continues to comment that the term 'semi-professional' is used without any

derogatory implications. This may be outdated, as Stonehouse (1989) discussing "Who

is the Early Childhood Professional ?" concludes that the criteria for a profession are;" 1. specialised knowledge and expertise.2. Prolonged training and requirement for entry - commitment to

ongoing professional development.

31

3. Conformity to a code of practice.4. Standard of practice.5. Autonomy, internal control over quality, and self regulation.6. Commitment to a significant social value, altruistic and service

oriented rather than profit oriented"(p.71).

She points out that some of the criteria warrant further examination, as early childhood

embraces other disciplines, but she claims that involvement in ongoing professional

development is cited in all sources as characteristic of a professional (ibid., p.72).

Union advice acknowledges changes in the contemporary role of nursery nurses in

school, and unequivocally addresses them as ’Professionals': "nursery nurses exercise

professional responsibilities and should therefore maintain high standards of

professionalism" (PANN, 1996).

The Professional Association of Nursery Nurses (PANN) also defines the difficult area

of their "main purpose and objectives of work":

" a. work as part of a team providing quality care and education;

b promote the physical, social, emotional, cultural, spiritual, moral and cognitive

development of each individual child and meet their needs within the ethos of the

establishment;

c. provide and sustain, in co-operation with other staff, an environment which is

caring, stimulating, challenging, welcoming and safe;

d. facilitate, enable and encourage children to:

♦ make meaningful choices

♦ develop their concentration

♦ engage in dialogue both with adults and peers

♦ be aware of, and thoughtful about others' needs

♦ engage in exploration, discovery and problem solving

♦ develop a sense of awe and wonder

♦ develop competence and creativity

♦ develop self-esteem and confidence

32

♦ build on, develop and consolidate these skills through continued practice and

learning;

e. acknowledge and respect the part played by parents and carers in the child's

learning, both in the past and as a continuing process, by forming a partnership

with them and encouraging their active involvement and participation"

(ibid.).

This is to be carried out against a possible background of taking responsibility for

"planning, preparing, setting out, initiating and facilitating programmes of work and

activities"; "to share and at times take sole responsibility as required for any activity

under the authority and direction of the head teacher"; "to observe, monitor and assess

individual children, maintain registers, observations, children's files and written records";

"liaise and develop external professional contacts"; "re-evaluate their own professional

performance constantly...keep informed of current...legislation and practices";

"participate in the training of...students on placement, supervise and assess them"; and

"maintain and service resources and equipment."

(PANN, 1994 and 1996)

Unison does not appear to go into such detail, but lists the following duties, as a;"level of contribution which is representative and not comprehensive of the standard job undertaken by nursery staffs in educational establishments...responsible under the direction of the head teacher. . .for the care and welfare of specified children. . .main duties will include; limited involvement with the curriculum; joining in with the activities of the children in classes; supervising children usually in the presence of a teacher; contact with parents; providing general care and welfare; and maintaining a safe environment.

The main categories are:♦ working with children♦ assessment of children♦ liaison with parents♦ liaison with other professional staff♦ administrative and other duties♦ supervision of staff "

(Unison, 1993)

33

The contemporary situation of a nursery nurse working in primary schools appears to be

that they are classified as 'professionals' by their training and Unions, and that their tasks

are myriad.

Wilkin's early small case study of nursery education (1975) found a distinct role

diffusion in nursery teachers and nursery nurses working in schools;

"despite the variations and the differential emphasis in their respective trainings, and despite the 'official' distinction in status and salary, the nursery staff perform similar roles. They both act asteacher and as domestic and the nursery nurses. . . experience sometension in their role"

(op.cit., p. 106)

She also found that although the nursery nurse was a "professional trained assistant", the

content of the NNEB course was changing and moving towards education. For example

"Health and hygiene, once so prominent in the syllabus" were no longer such a major

element in the course (ibid. p. 89).

Tizard et al. (1976b) noted a marked tendency for the cognitive content of staff

behaviour to be highest amongst nursery nurses working in schools, as opposed to other

settings. Their behaviour consisted of "more informative talk, more demonstrating,

helping and instructing, more talk to children, less minimal supervision and less negative

control" (p.29).

The detailed study of staff roles and deployment by Clift et al. (1980) found, like Wilkin,

that interactions with individual children were often fragmented and fleeting. However,

they found noticeable discrepancies in the tasks carried out by the different types of

staff;"Administration of the nursery, planning of the programme, involvement in children's activities, and talk with other adults were seen primarily as the responsibility of the teachers. Assistants were seen as being primarily responsible for welfare and housework"

(P 95).

They did make the distinction that

34

"use of the term ’staff is important. Unlike most other stages of education, nursery education is staffed not just by one group of professionals, but by two: nursery teachers and nursery assistants"

(ibid., p. 13).

Ferri et al. used staff questionnaires, interview schedules and attitude scales to obtain a

detailed picture in 1981 of the background, training, experience, views and tasks of the

nursery staff at four centres. They were concerned to address staff morale and

satisfaction with their conditions, since such factors were taken as "important indicators

of the schools' successful functioning" (p. 12).

One of their more fundamental findings was that,"examples were found of somewhat

disparaging attitudes towards nursery nurses and corresponding resentment on their part

of the role and status in the nursery school" (ibid. p. 80).

The research conducted by Clift and Ferri highlighted specific tasks carried out by

nursery nurses in the fields of child care activities; affective behaviour; organisational

behaviour and activities which did not involve children, and provided overwhelming

evidence of the difference in perceptions and role expectations of teachers and nursery

nurses.

Laishley and Coleman (1978) looked at children's attitudes towards the staff working in

day nurseries and concluded that the NNEB course and in-service training should help

staff in "the need to plan and use nursery play as a means of promoting the children's

development" (p. 168). Gipps and Birchall (1981) expressed concern about the lack of

knowledge on and low status of nursery nursing, even though it was then the third most

popular training for women in England. They discovered that teachers adopted a

superior, authoritarian attitude which resulted in one nursery nurse commenting "I'm

made to feel like one of the kids" (p.25). They concluded that more research should be

carried out on the nature of their work and problems they encounter, since their

"contribution to the world of the under-fives goes largely unrecognised" (p . 26).

35

The role of the nursery nurse should have been revolutionised by the formation of the

NNEB, and the recommendations of the Wamock and Bullock Reports. The position

was not further helped by a Report A Future fo r Nursery Nursing (1981) commissioned

by the NNEB itself The Report found that other professionals may not have a proper

appreciation of the potential contribution of nursery nurses, which results in their under

use and a lowering of their self-esteem. Although it detailed problems in the initial

training offered, and recommended that further training should be available leading to

specialist work or management it also concluded in imprecise and undefined terms; "We

have judged it to be both impractical and presumptuous to prescribe a programme for

future action in complete detail" (p. 163). Despite its title, this Report represented

something of a lost opportunity in clarifying and prescribing the 'future for nursery

nursing'.

Nursery nurses' actual and perceived grievances continued to receive some attention,

albeit patchwork and spasmodic. Nursery nurses working alongside teachers are the

group most likely to express resentment of parental involvement in group activities

(Ward, 1982). Heaslip (1988) detailed grievances of salary, status and career prospects,

and researched allied problems such as the need to "promote the professional

development of staff who harbour latent and often overt feelings for antagonism to the

teaching profession" (1987, p.33). He concluded that if the two professions are to be

complementary, the greater knowledge of each others' training would lead to clearer

understanding of each other's role, skills and strengths (ibid., p.34). Gilkes (op.cit.)

commented briefly that "changes in their [pre-school workers'] attitudes, role and

expertise have been taking place..." (p.l) and was concerned that the nursery nurse

training then available failed to raise"The image of this profession from a solely caring, nanny image in its most traditional sense to a highly informed, articulate pre-school worker to take on the challenges of the varying provision"

(ibid., p. 130).She also drew attention to the lack of opportunity for promotion and further

professional in-service training.

Clark (1988) emphasised the call for in-service courses being available nationally for

staff working with young children, but also pleaded that

36

"Attempts to achieve higher standards in the academic subjects for. . .those nursery nurses intending to work in the educational scene, must not be achieved at the expense of breadth and of practical experience for those intending to work in early education"

(p.278).

Page (1987) noted that "there is often no difference in the actual work with children in

the classroom between the teacher and the assistant" (p. 14) and highlighted the lack of

career structure and in-service training, and the low status. He again drew attention to

the ignorance of parents and teachers as a contributory factor to the latter, and

suggested that there should be a much better information flow between the two

professions at the stage of the initial training and after. He particularly felt that the

nursery nurses’ expertise is widely underrated and called for their greater autonomy. If

this were not accorded, he believed that a valuable educational resource would continue

to be wasted (1988, p.609).

Hutt et al.'s study showed that nursery nurses working alongside a teacher in a nursery

school or class, as opposed to a day nursery, were more likely to produce higher levels

of cognitively focused work with children. They also concluded that "the ideology of

pre-school staff is of practical as well as theoretical importance since its influence is both

widespread and pervasive" (op.cit., p.228). The pedagogy informing nursery nurses'

practice which received some attention from Wilkin, was to be researched later by

Moyles and Suschitzky (1994; 1997); Calder and Fawcett (1996).

Yeomans (1989) in his discussion of colleague relationships in the early years described

a "partnership of unequals" while realising that the "nursery school or unit is a complex

and demanding interpersonal setting", continued to confuse NNEB qualified nursery

nurses with unqualified welfare helpers and to use the generic term "helper" for both

(pp.26-28). Cleave and Brown highlighted the need for staff "to have opportunities to

meet with other early years' practitioners and to use other schools as a means of

support" (1991, p.224). The isolation of early years' staff within their specific institution

is a point also developed by Yeomans (1987, 1989) and Pascal (1990).

37

Hutchinson (op.cit.) explored nursery nurses’ views on their professional recognition,

career structures and changing training patterns. She found that the role and status of

the nursery nurse in schools varied considerably, and that although they lacked any

professional development and career structures they identified in-service training and a

workplace based advisory support as means of strengthening their professional status.

Nursery nurses continued to feel that they needed better pay and recognition of their

role.

Although recognition is a persistent theme in the research on nursery nurses, the

problem is added to by the varying ways in which they are referred to. HMI (1992)

detailed the work of nursery nurses who

"helped to plan the work of the class, prepared and maintained materials and equipment, mounted and displayed the children's work, organised the classroom, maintained contact with parents, supervised children and assisted them with a wide range of work"

(P 7)

but consistently called them "qualified nursery assistants".

Mansell (1993) explored the very real, but apparently invisible work which nursery

nurses do in schools, and pleaded that their potential and degree of involvement be

recognised, and again drew attention to the need for teachers and nursery nurses to have

a mutual, clear definition of roles, and recognition of respective professional

expectations and responsibilities.

Nursery nurses' qualifications have been recently researched by Blenkin and Yue. They

have credited nursery nurses with the title of "early years practitioners" and have

reiterated the point that "the effectiveness of staff within the workplace... was

emphasised by heads.. . as being the most important factor in providing an appropriate

curriculum for young children" (op.cit., p. 19). They concluded that for the government

to exclude a study of Child Development from initial training courses for teachers of

young children and to replace this with National Curriculum subject studies "flies in the

38

face of views about what constitutes appropriate professional knowledge as expressed

by experienced practitioners” (ibid., p.21).

Cleave and Brown (1991) highlighted another facet of the nursery nurse's 'invisibility'

when they found that nursery nurses felt there was very little in-service for them and

regretted the fact that they do not have opportunities to visit other schools: "Even when

their school is visited by other staff it is 'only the teachers' who return the visit to other

schools. They would appreciate seeing how nursery nurses' expertise is deployed in

other schools" (p. 196).

They also comment on the need for attending courses as a team, if Early Years' teams

are to work more effectively, and this should include the headteacher, the teachers and

the nursery nurses.

Marsh emphasised Heaslip's and Page's earlier concern that the continued development

of multi-professional training is a clearly identified need in the Early Years' field,

together with the need to safeguard the graduate status of the Early Years' teacher as

leader of a professional team (op.cit., p. 141). Dowling (1988,1995) developed the point

that the quality of successful relationships within the classroom would seem to be a

central pre-requisite to successful teaching, but although she researched 'well qualified

early years practitioners' her latter text dealt with teaching assistants. However, nursery

nurses received a mention as "qualified to work alongside the teacher, helping to plan,

promote, assess and record children's learning" (p. 11).

The very recent research on nursery nurses adds to the previous picture, but complicates

it in that the perception of them begins to polarise into either positive or negative

assessments. Kerry while lamenting again that the training for the profession of nursery

nurse has received scant attention in the educational literature, found that trainee nursery

nurses were able to articulate clearly (op.cit., p.57). Westgate and Hughes (1989) found

in a comparative study of nursery nurses' and nursery teachers' talk with young children,

that; "Despite sharing the teachers' pedagogic purposes, the nursery nurses

characteristically allowed pupils more scope for talk on pupils' own terms. Indeed, the

39

nursery nurses employed a generally more supportive style of interaction" (p. 58).

Nursery nurses were also;"viewed by the pupils as more approachable [and]....were judged by pupils to be of no less standing than the teachers...they appeared to be playing a particular valuable enabling role for talking and learning in the Nursery. Their important contribution was, however, not being fully recognised - even by the nursery nurses themselves!"

(ibid., p.58).

These conclusions have just been reinforced, by their recent work on teachers and other

adults as talk partners for pupils in nursery and reception classes, when they found that:

"The teachers' style of interaction...appeared to be quite...limiting...nursery

nurses...created more diverse opportunities" (1997, p.6).

Bertram and Pascal (1995) claimed that "working with early childhood practitioners

over many years has convinced us of their deep commitment to providing children with

the best quality of early experiences possible" (p.64). Bertram has just finished a five

year research project on early years educators and appears to conclude that nursery

nurses are underpaid and undervalued (op.cit.).

However, Calder and Fawcett stated that while there is a need to increase the number

of well educated workers in early years

"nursery nurses in particular have been marginalised because of their comparatively low level of education and sometimes their inadequate communication skills. Their training has also been only child focused, and not concerned with broader more ecological issues"

(op.cit., p.23).

Although there appears to have been some recent deprofessionalization in nursery

nursing, as in teaching, with the lowering of entry requirements and the diversity of

training routes currently on offer, this view runs contrary to those expressed previously,

and could be seen as patronising, at least as underestimating and ill-informed.

Moyles and Suschitzky (1994 and 1997) have conducted research on whether the

knowledge base required for nursery nurses' work with three to seven year olds is

professional knowledge or craft knowledge. They commented that "nursery nurses can

40

very ably describe the day-to-day actions of nursery activities until asked to reflect more

deeply on pedagogy" (1997, p.70). They also found that nursery nurses "are not as

effective at analysing and describing their practice as nursery teachers" (ibid., p.71).

This view may touch on again the continual plea for nursery nurses to have in-service

training and professional development. Kelly and Rose (op.cit.) have recently

summarised that "practitioners need continuously to increase their own understanding of

the learning process and develop a more sophisticated relationship with the children in

their care at this particularly critical period of their education" (p.42). They also point

out that nursery nurses, viewed by the children as another teacher, need to make day to

day decisions about children's learning and educational experiences; "They work with

groups of children and are often included in the planning and formal assessment

procedures" (p.44).

A Report by the Local Government Management Board (1996) recognised some of the

nursery nurses' contemporary role, but still referred to them as "non-teaching" and

included them in its survey with "volunteers in primary and nursery schools". It received

responses from 19,942 schools, employing a total of 87,061 non-teaching staff; 23.6%

of whom were nursery nurses. The survey found that "87 .5% of schools made available

some form of in-service training to non-teaching staff, of which school INSET days

were the most common" and that "81.3% of schools included their non-teaching staff in

their school development plans" (p.2). The report continually referred to "nursery

nurses/assistants" (pp. 3,16) who were most likely to work with the under 5s. It found

that the"overall pupil/teacher ratio throughout all schools was 22.5. Pupil/teacher ratios were lowest among nursery schools at 18.2, rising to 20.4 in nursery/infant schools and 22.2 in nursery/infant/junior schools. This increased to 22.4 in infant schools, 23.3 in infant/junior schools...."

(ibid., p. 14)

The NNEB course was commented on by several heads as "excellent preparation for

nursery nurses" (ibid., p.70) while the NVQ courses were referred to as having

shortcomings. One head commented "there are no promotional prospects for nursery

nurses. ..they have almost as much responsibility for the children's development as the

41

teacher" (ibid., p.87). The majority of the heads who commented on "non-teaching

staff* were concerned for nursery nurses and felt strongly that "nursery nurses do not

have a career structure" and that the "NNEBs in my school feel very bitter that there is

no formal training available to them which will enable them to further their careers"

(ibid. p. 88). One head succinctly wrote "pay is poor for often what tasks are expected

of them!!" (ibid., p. 90), and another commented "I do not like the term nan-teaching as I

feel they do teach - children are learning from them" (ibid., p.92).

The difficulties of integrating staff who either focus on the needs of children in a care

capacity or who see themselves as educators have been described by Whalley (1996). In

her description of the excellent work at Pen Green Centre for Under Fives and Families

at Corby, she commented that "there was no simplistic polarisation between education

and care" (p. 173). Despite this optimistic view the more usual widespread contemporary

stance appears to be to avoid the subject of nursery nurses, dismiss it, (see Mortimore et

al., 1992, p.2) or to be unaware of it.

Job design has been a major focus of researchers and practitioners because the topic is

central to the important concerns of organisational effectiveness and individual

performance and satisfaction. Educational research has begun to explore the role of

school secretaries, caretakers, librarians, and ancillaries but does not seem to

acknowledge the existence of nursery nurses, or classifies them with Non-Teaching

Staff (NTS) (Southworth, 1984, p.6.; Jones, 1980, Chap.8; Pollard, 1985b, Chap.6;

Frith, 1988, p.28; Dean, 1991, p.60; Mortimore et al., op.cit., p.2)

Nursery nurses are professionals in their own right who should not be incorporated in

research on NTS or ignored. As professionals, their positive role would appear to be

vital, but distinct from that of the teacher with the ultimate responsibility of leading the

team;

"Nursery education gains its strength and quality from the two professionals involved. An effective nursery teacher plus an effective nursery nurse equals a very powerful combination of expertise."

(Lally, op.cit., pp.x-xi).

42

To contribute to the professional development of nursery nurses it seemed valuable to

clarify their tasks and to find out what they felt about their jobs in schools.

Is a nursery nurse's job school-specific or are there tasks common to nursery nurses

working in schools? What do nursery nurses themselves feel about their job and their

position in school?.

43

4. METHODS OF SOCIAL ENQUIRY

To gain an insight into, and details of, nursery nurses' jobs and their perceptions about

their work, several data collection methods were used. A privileged position had been

established in the local network of nursery nurses through the researcher's familiarity

with individual nursery nurses, which resulted from her training of and working with

different nursery nurses for twelve years, and from her establishment of a 4+ curriculum

support group involving seven local schools. The insights gained were deepened by

attendance at 2 Unison meetings, in the role of a covert participant observer. The

knowledge gained informed the construction of a questionnaire which was completed by

110 nursery nurses working in state primary schools, 3 unstructured group interviews

with nursery nurses, and 10 individual telephone interviews followed. This

methodological mix was designed to ensure that the data would be coherent and reliable.

The data was collected either with the status of assumed nursery nurse or in the

researcher's professional position of 4+ curriculum co-ordinator; at no time was the title

or position of "university researcher" or "doctoral student" used.

Although the questionnaire yielded quantitative and qualitative data, the preference has

been for using qualitative methods. Qualitative research methods still suffer to some

extent from "low status and marginality" (Dey, 1993, p. 5) and are often viewed as

"subordinate methods which could hardly be used as research techniques in their own

right" (Griffin, 1985, p. 100 and see Sayer, 1992, preface and p.264). Qualitative

research, and ethnography in particular, can be "incisive" (Pollard, 1985a, p.217) and

can provide or add the dimension of "corroborating evidence....[which] is a vital

element in producing an adequate as well as an accessible account" (Dey, op.cit., p. 7).

Dey continues to emphasise that social meanings which are "mediated largely through

language and action... " and which are the concern of qualitative data, may seem "shifty

and unreliable. But often they may also be more important, more illuminating and more

fun", (ibid., pp. 10-12).

The whole field of qualitative research would appear to be more sympathetic to the

actual research process, which need not be a clear cut sequence of procedures following

44

a neat pattern. It can be more like a "messy interaction between the conceptual and

empirical world, deduction and induction occurring at the same time" (Gill and Johnson,

1991, p.3 and see Griffin, op.cit., p. 104). Hammersley and Atkinson (1994) have

recently drawn attention to the fact that "there has been a growing application of

ethnographic methods in applied fields such as education" (p.253).

Although qualitative data collection methods can help deepen one's research focus and

identify themes, an inherent problem is that its very richness and specificity can cause

problems in description, analysis and making comparisons. If the detail involved in

qualitative data can provide some basic themes or issues relevant to the research, then

although the analysis is "more likely to be suggestive than conclusive insofar

as....[the] inferences are well grounded in the data, at least we can be more confident

that our suggestions are worth pursuing" (ibid., p263).

Insights into the nursery nurse's occupational culture had been initially gained from staff

in a family of seven schools in a southern suburb of Leicester. These indicated that there

appeared to be a mutually supportive culture established between teachers and nursery

nurses, which facilitated their jobs. They were supporting teachers' work in several

ways and contributing to the day to day life of the 4+ units they worked in and the

culture of the schools. Some uneasiness and insecurities had been indicated, usually

relating to Key Stage 2 staffs negative perceptions of them. A total reliance or

overdependence on personal experience can obviously be problematic (Cohen and

Manion, 1994, p. 5) and could provide limited information on which to base any future

questions.

Since the researcher must try to measure 'reality' by using the most informed sources,

information from qualified and experienced staff can be instructive. Enthusiastic interest

can also help, "The enquiry should...be rooted in acutely felt curiosity, and research

suffers when it is not" (Stenhouse, 1983, p. 185).

Some methods of data collection were considered but not used.

45

Interpreting documentation can be interesting and using informants' diaries (see Burgess,

1993, p. 88) could give some details of nursery nurses "in situ" and could provide

insiders' accounts of situations to which the researcher may not have access, and which

could be used later in conjunction with interviews. Previous knowledge of the nursery

nurse's job indicated that a request to keep a diary would be impractical, and add to their

already heavy workload. Likewise it was realised that school prospectuses would be

very limited or misleading sources of information. In fifteen local schools, nursery nurse

staff are classified as non-teaching staff

Interviewing headteachers or other members of the senior management team would be

questionable in giving any real insights on nursery nurses' jobs. In primary schools,

currently or previously known, it may be assumed that heads and senior management

have no or little experience of practical teaching at Key Stage One or working with

nursery nurses and limited knowledge of their job. This method of data collection

would be useful in the future to gain a managerial perspective on nursery nurses in

schools. Simons (1981) noted that the head is the easiest person in the school to

interview "He (sic) has time, power, is often lonely, isolated and can be quite willing to

talk confidentially to a sympathetic outsider" (p.29 and see Pollard , 1985a, p.220).

This description may have changed with the onset of the National Curriculum and

managerial structures being implemented in Primary schools, but it remains to be seen

how much of it would still be applicable in contemporary schools. Classroom

observation could have been used, with video taping, but it would have been more

difficult to maintain credibility as an early years colleague and the researcher has

previous evidence that some nursery nurses actively dislike video or audio recordings of

their work or opinions.

Interviews with the children would have been a rich source of data collection. Moyles

and Suschitzky used photographs of the morning's activities in conjunction with

interview questions for three to five year olds. They found that in general,"most children appear to view Nursery Teachers and Nursery Nurses

in a similar way, but when examining their responses in more detail, there is a definite distinction made between the two roles.. .there was a

46

tendency for children to view the Nursery Teacher as in control of the teaching whilst the Nursery Nurse was more of a carer"

(1997, p.44).

It is refreshing to find this method of data collection being used, it has usually been

disregarded or dismissed. Seidman is unusual in research literature when he states "I

would not rule out the possibility of sitting down with even very young children to ask

them about their experiences" (1991, p. 5). Sensitivity to children's feelings and an

awareness of their social, emotional and cognitive needs should inform the curriculum

offered to young children.

A method of qualitative data collection was required at an early stage which would

"include the author's voice and own emotional reactions. ..the conversations,

voices,....reactions and concerns of daily life of the people with whom the author

participates and observes" (Rose, 1990, p.57).

Fortuitously, a meeting was arranged that appeared to answer these needs. A colleague

could not attend a union meeting of Unison, specifically arranged for nursery nurses to

address professional concerns. The researcher offered to attend deciding that the role

of participant observer might give a deeper perspective into the working environment of

the nursery nurse. It was felt that "enriching insights" can be gained "...by close

observation and discussion in the fieldwork situation" (Ferri et al., op.cit., p. 16). The

first meeting was followed by attendance at a second, at which the role of the nursery

nurse was again assumed. Since the researcher's role during the work for this thesis was

always one of participant observer, at times covert, the methodology of the 'inside

dopester' will be examined at some length.

Case studies can be useful since the researcher may observe the characteristics of "an

individual unit" and their "particular strength lies in their attention to the subtlety and

complexity of the case in its own right" (Cohen and Manion, op.cit., p. 106 and see

Burgess, 1993, p. 10). In choosing case study as a qualitative research method of data

collection, an obvious but important point is that the techniques available are largely

governed by decisions about the type of field or social role to be adopted. The

47

researcher has to decide not only to what extent she can participate in the natural setting

of the subjects’ behaviour, but also the extent to which the "identity and purposes of the

ethnographer are to be revealed to those subjects" (Gill and Johnson, op.cit., p. 109).

The setting or context may inevitably dictate for the researcher whether one is a full

participant or passive ethnographer who only observes and avoids becoming involved in

interactions with subjects.

Uses and Limitations of Participant Observation

The full or partial participant role often brings about a great deal of depth in research,

enabling the researcher to "catch reality in flight" (ibid., p. 109 and see Cohen and

Manion, op.cit., p. 123). Direct experience of the setting by accessing what people

actually do and are concerned about can be vital for a researcher, (Douglas, 1976,

p . I l l ) who might be otherwise forced to rely upon untruthful accounts from subjects

who might deceive or simply fool the researcher (and see Robson, 1993, p. 191).

Dealing with the effects of the researcher upon the data is an important consideration,

since how people react to the presence of the researcher "may be as informative as how

they react to other situations" (Hammersley and Atkinson, 1983, p. 13 and p.71). An

issue associated with the use of field methods is the way in which the researcher's value

position can influence the conduct of social surveys or observations. Researchers have

become increasingly aware of the fact that educational research is not defined any more

solely in terms of classroom research (see Walker, 1985b, pp.2-4 and Lewis and Munn,

1987, pp. 6-9) and that political problems or perspectives may permeate the research

process (Wakeford, 1985, p. 13; Burgess, 1993, p.83; Pollard and Tann, 1993, p.308;

Cline, 1995,p. 12). Walker even points out that an apparently simple decision "to adopt

a participant observer role may in part be a political decision, for it relates to a decision

to report sideways and downwards, rather than upwards" (1985b, p.86).

Others are concerned that gender, ethnicity or age can have influences upon the

identification of a research target; adopting a methodology; the research relationship; the

production of results and the general implications of researching a particular chosen

48

group (see Davies, 1985; Griffin, op.cit.; Scott, 1985; Wakeford, op.cit.; and Foster

cited in Burgess, 1993, p. 84).

Cognisant of these factors, the researcher is able to report that these factors impinged to

a lesser, rather than a greater degree, since she was perforce participating in an all

female setting comprising individuals of different ages. From the outset, some of the

data for this thesis was obtained in a political context, since the raison d'etre of a union

meeting is in itself political. From the point of view of methodology, it could be argued

that both the gender and political contaminants were 'neutralised', insofar as the

researcher was a woman amongst women and the politics was taken for granted by all

participants.

The researcher in the field has to be able to "record everything that is humanly possible

to record through straightforward description" (Kane, 1985, p. 54). One must be able to

take comprehensive, accurate notes, either as events are happening or soon after, since

the use of tape or video recorder is inhibiting or simply impractical (Griffin, op.cit.,

p. 103; Galton and Delamont, 1985, p. 171). Field notes must be quickly written or

typed up in full for analysis, otherwise selective attention, memory or encoding will

present problems (Robson, op.cit., p.204 and Miles and Huberman, 1994, p.204).

The process of note taking can be as varied as the field situations are: "The concrete

product of observations may vary; some observers record written text that follows a free

association form, whereas others incorporate more structure" (Denzin and Lincoln,

1994, p.380). In theory, the requirements can seem daunting. Denzin has suggested

that all observation notational records should contain "explicit reference to participants,

interactions, routines, rituals, temporal elements, interpretations and social

organisations" (ibid., p.380). By contrast, Robson gives some down to earth guidelines

for making field notes in any participant observation situation; "listen more than you

speak, and enjoy it (or at least look as if you do)" (op.cit., p.232).

Note taking is not comprehensive and does not allow for paralinguistic communication

or for the description of the "expressive dimension" of human behaviour (see Adelman,

49

op.cit., p.96; Hammersley and Atkinson, 1983, p. 107; Robson, op.cit., p. 191; Miles and

Huberman, op.cit., p. 10).

While participant observation allows for some undeniable strengths, there is the added

problem of the researcher sometimes being unable to take a dispassionate view. When

dealing with ethnography there is the danger of the researcher "going native; of an over

emphatic identification with the subjects of the research project [so that] the demands of

the research project itself fail to be met" (Pollard, 1985a, p.219). On the other hand, if

the field role is limited to that of spectator, the lack of interaction with subjects can raise

the problem of failure to gain access to and understand the "cultural underpinnings of

subjects' overt behaviours and actions" (Gill and Johnson, op.cit., p. 110).

Methodology often deals with participant observation as if the role of the researcher is

completely clear cut and consistently maintained. Griffin writes of her "non-participant

fly on the wall technique", but then refers briefly to the apparent inconsistencies of the

need for her presence having to be explained and its initial novelty having to wear off

(op.cit., p. 102). Pollard is slightly unusual in that he addresses the need to work as a

committed full-time conscientious teacher, while balancing the needs dictated by a clear

research perspective (1985a, p.219). He is one of the very few to use the terminology

"semi-covert" and to acknowledge that categories of research behaviour are not as

neatly classified as would first appear in several texts. Although Burgess discusses in

detail "formal and informal" and "passive and active roles", and deals with the

differences in roles ranging from "complete participant" to "complete observer", he

does allow that the researcher may need to "develop several roles during the same

investigation" (1985, pp. 379-80).

Robson discusses the role of the marginal participant, who is a "largely passive, though

completely accepted participant .a member of the audience". This role often facilitates

note-taking, but can demand "careful attention to dress and behaviour" (op.cit., p. 198).

Adler and Adler (1994) use the term "naturalistic observation" and refer to "simple

observers [who] follow the flow of events. Behaviour and interaction continue as they

would without the presence of a researcher and uninterrupted by intrusion" (p. 378).

50

They complain that "qualitative observation" is still "underaddressed in methodological

literature" and that it remains "a stepchild to its more widely recognised offshoot;

participant observation"(ibid). They claim that the uses of "covert" or "simple"

observation are as varied as the demands are from the different practitioners, research

projects, or settings and that it is particularly relevant when the researcher decides to

"opportunistically" study a setting. Yin notes this point when he emphasises that

"sometimes an important case presents itself and the appropriate case study design

seems almost predefined" (1993, p.l 11).

Covert Participant Observation

Carrying out research from a covert point of view is interesting in that covert participant

observation seems to be a disquieting area of qualitative research. For some, the

semantics begin to impinge on the rational description of the methodology or it is nearly

dispensed with. Robson adopts Kirby and McKenna's terminology (1989) when he

refers to "research from a covert or manipulative perspective" (op.cit., p. 169) while

Cohen and Manion briefly mention the ethics involved.

Perhaps the predominant reason for using covert research is often because it would be

impossible to obtain access for the research if the subjects knew one was a researcher, or

knew the true nature of the research (see Hammersley and Atkinson, 1983, pp. 56-68;

Gill and Johnson, op.cit., p. 112; Burgess, 1993, p.88; Robson, op.cit., p. 196).

Hammersley and Atkinson realistically comment that one cannot always negotiate an

"explicit research bargain", nor is it always possible to build up rapidly a trusting

relationship with "gatekeepers" (1983, p.71). They refer to a 'complete participant' role

when the ethnographer's activities are "wholly concealed", when (s)he may join "a

group...as though they were ordinary members but with the purpose of carrying out

research" (ibid., p.93, and see Robson, op.cit., p. 196).

The strategy of covert participant observation can inevitably be severely limiting in the

range and character of the data that can be collected, and the time allowable in practice.

51

One has to recognise that the questioning of participants may be impossible, although

this disadvantage is perhaps offset by one of the reasons for using covert methods in that

people often behave quite differently when aware that they are under observation (see

Bulmer, 1982, p.223; Gill and Johnson, op.cit., p i l l ; Robson, op.cit., p. 191).

A disadvantage is that the researcher's freedom of action can be curtailed (Gill and

Johnson, op.cit., p. 112). Another is the possible strain experienced by the researcher

carrying out covert participant observation (Erikson, cited in Bulmer, op.cit., p.9 and

ibid., p.227; Hammersley and Atkinson, 1983, p.94). Any form of participant

observation, but particularly covert, demands a "range of social and academic skills"

(Burgess, 1993, p.79).

Covert participant observation can be a violation of the principle of informed consent

and can be an invasion of personal privacy (Bulmer, op.cit., pp.218-219). The

researcher not only has responsibilities "to the ideals of objective truth...but also to the

subjects of research" (ibid., p.3). The researcher must take account of the effects of

his/her actions upon the subjects and act in such a way as to preserve their rights and

integrity as human beings. Obvious considerations are that the researcher does not "put

the job of an informant at risk", maintains confidentiality and "protects the identity of

individuals and contexts" (ibid., p.224; and see Gill and Johnson, op.cit., p. 120).

Concerns in the past have centred on the fact that "secret research can injure other

people in ways that cannot be anticipated in advance or compensated for afterwards"

(Erikson, cited in Bulmer,p.9). It can also damage the general reputation of the

discipline involved, and close off further avenues for research. Such concerns dealing

with the unethical nature of covert participant observation, stemmed from sociologists

such as Holdaway and Fielding conducting work with the Police and National Front

respectively (Bulmer, op.cit., chaps. 4 and 5).

There is the problem of external validity, or the extent to which any research findings

can be generalised, beyond the immediate sample or setting (Hammersley and Atkinson,

1983, pp.44 and 94). Reliability also poses problems in covert participation research,

52

since the consistency of results obtained usually cannot be verified by another researcher

replicating the "original research using the same subjects and the same research design

under the same conditions" (Gill and Johnson, op.cit., p. 122 and see Yin, op.cit., p.34).

One has to accept that venturing into the field will gain some naturalism, with the

inevitable result of a relative decline in reliability. It would seem that if a number of

specific themes were expressed vehemently enough at the Unison meeting, then although

they may not be conclusive, they would be suggestive of meriting further research and

verification by different methods and wider samples from other settings (Robson,op.cit.,

p. 192; Cohen and Manion, op.cit., p.l 10).

The use of covert participant observational methods would seem to be a matter for the

conscience of the individual and his/her own ethical judgement of what is possible in the

field. This does not mean that "anything goes" but research benefits can be gained if one

bears in mind the "appropriate conduct" (see Robson, op.cit., Appendix B, "Ethical

Principles for conducting Research with Human Participants" from the British

Psychological Society, pp.470-475).

Although the personnel attending the two observed Unison meetings were self-selected

groups, they provided detailed and vehemently felt comments which contained much

information on the professional concerns of nursery nurses. There was evidence of role

conflicts and some factors which marginalised and caused anxiety to nursery nurses. A

postal questionnaire was then constructed piloted and refined (see Appendices B and C).

The four page questionnaire consisted of a mixture of fixed and open-ended questions

and was sent out after an initial letter requesting information on "what do nursery nurses

do" for a 4+ curriculum support group, comprising teachers and nursery nurses. Of the

130 distributed, 110 were completed and returned by nursery nurses working in 54

primary schools in Leicestershire. The high response rate of 84.6% may be attributed in

a large part to the researcher's continuing role as a professional colleague, and not as an

'outsider' university researcher. Many nursery nurses indicated that they would like to

extend the communication, wrote letters, made phone calls and asked to attend the

support group. The initial letter and questionnaire itself assured confidentiality and

requested anonymous replies. However, several nursery nurses volunteered their names

53

and schools during the six month period of data collection. A four page summary of the

questionnaires' findings was sent as feedback to each nursery nurse.

Methodology of Questionnaires and Postal Surveys

A questionnaire can be defined as "an instrument for gathering structured information

from people" (Coolican, 1990, p. 94) obtaining "data at a particular point in time with the

intention of describing existing conditions" (Cohen and Manion, op.cit., p.83). Cohen

and Manion, quoting from Davidson in 1970, point out that self completion

questionnaires should be "clear, unambiguous and uniformly workable" (ibid, pp.92-93).

The design must minimise errors from respondents and coders (Hague, 1993; Munn and

Drever, 1995).

Munn and Drever emphasise that while using a questionnaire for small scale research is

feasible, it is "more difficult than it sounds" since the researcher must have clear

objectives, hypotheses and rationale (ibid., p.l). The problems of construction are

generally agreed to involve the principle of parsimony, and the problems involved in

making sure that questions can be answered, will be answered truthfully, and will not be

refused (Coolican, op.cit., pp.94-95; Foddy, 1993, p.41). Cohen and Manion point out

that since participation in questionnaire surveys is voluntary, a questionnaire has to

engage interest and encourage co-operation (op.cit., p.3).

There are problems involved in choosing fixed or open-ended questions. Open ended

questions do not suggest answers; deliver richer information; may be less ambiguous; the

questioning can be more realistic; and the respondent does not feel frustrated by the

constraints imposed. Answers to open questions can indicate the salience of the topic in

the respondent's mind or their levels of knowledge about the topic (Coolican, op.cit.,

p.95; Oppenheim , 1992, p.l 15; Foddy, op.cit., p. 129).

However, open ended questions can demand more effort from respondents and can be

more difficult to quantify (Munn and Drever, op.cit., p.43). Open ended questions

which ask for free ranging explanations can get inadequate and often illegible answers

54

(Hague, op.cit., p. 109). Closed questions can be easier to answer and are more easily

analysed (Foddy, op.cit., p. 140). They require less time and no extended writing from

respondents and they make group comparisons easier. However, researchers face the

danger with closed questions that the responses given create an opinion which did not

previously exist. There is a loss of spontaneity in the responses and closed questions

may irritate respondents. (Oppenheim, op.cit., p. 115). There can be merit in ending a

brief, straightforward questionnaire consisting of closed questions with an "open

question as a sweeper" (Munn and Drever, op.cit., p.25).

There are pitfalls in statement construction. Complexity, technical terms, ambiguity,

negatives and double barrelled items must be avoided. Questions must not irritate, lead,

invade privacy or contain emotive language (see Coolican, op.cit., p. 101; Oppenheim,

op.cit., Chap.8; Foddy, op.cit., pp.41 and 46; Robson, op.cit., p.250; Cohen and

Manion, op.cit., pp.94-96; Salant and Dillman, 1994, p.91; Munn and Drever, op.cit.,

pp. 19-20).

However, with sophisticated or informed respondents, a short questionnaire may have

to be avoided, as it may appear to "trivialise complex issues with which they are

familiar" (Cohen and Manion, op.cit., p.96). The pilot survey would test and refine such

elements as wording, appearance, type of questions, and reasons for non-response

(Robson, op.cit., p.250). The situation that exists between the researcher and

respondent can affect response rates (Foddy, op.cit., p. 120). The "interest factor", or

the relationship hopefully established between the interviewer and respondents, can

positively affect response rate (Hague, op.cit., p. 106). There are problems of

"contextual influences" (Foddy, op.cit., p.74) in that any information given on the

researcher's goals is likely to condition the respondents' willingness to respond (ibid.,

p.74).

Self completion postal questionnaires bring a fresh set of advantages and disadvantages

to be considered. Postal questionnaires have a low cost of data collection and

processing, and the facility to reach respondents who live or work at widely dispersed

addresses. However, they are unsuitable for respondents of poor literacy and there is no

55

opportunity for the researcher to correct misunderstandings, to probe, to check on

incomplete responses, or on the passing of the questionnaire to others (Oppenheim,

op.cit., p. 103).

It used to be accepted that response levels for postal surveys were invariably less than

those obtained by other methods. Although research suggests this may be a myth,

(Cohen and Manion, op.cit., p.96) there are certain prerequisites to be attended to for a

high return rate for postal questionnaires. An initial good quality mailing should be

done, advising respondents of the forthcoming questionnaire (Robson, op.cit., p.251;

Cohen and Manion, op.cit., p.98). It, and the covering letter (which is as important as

the questionnaire itself (Hague, op.cit., p. 107) should both avoid a December posting,

(Robson, op.cit., p.251) and should be addressed to a named respondent if possible

(Hague, op.cit., p. 107; Cohen and Manion, op.cit., p.97). The covering letter should

offer feedback when findings and analysis are completed. It should be tailored in its

appeal to suit the particular audience and directly refer to confidentiality. A follow up

letter or letters may be needed to maximise response rates (Robson, op.cit., p.251).

Occasionally, incentives may be used "to create a sense of obligation in the recipient"

(Cohen and Manion, op.cit., p.99).

There are also steps to be taken to anticipate and reduce non-response bias in the

results. Appearance is important (Robson, op.cit., p.250) but it should be tailored to the

sample group. Oppenheim concludes on this point, "no general conclusions have

emerged; it is best to aim at a relatively 'conservative', but pleasant appearance" (op.cit.,

p. 106). Ease of completion and ease of return are vital factors in respondents feeling at

ease with a postal questionnaire (Hague, op.cit., p. 107). People will respond to "mail

surveys when they think it is worth their time, that it will not be too difficult or take too

long" (Salant and Dillman, op.cit., p. 102).

The questionnaire data were extended by three group interviews with nursery nurses

from the sample group. As some had indicated in their reply letters that they also had

support groups, the researcher asked permission to attend. One of the interviews was

conducted with nursery nurses, as part of that term's normal meeting, but two were

56

arranged specially. The researcher continued in her role as professional colleague and

indicated that as the questionnaire responses had been so detailed and illuminating, she

would like to know more. Group interviews of 18, 14 and 15 nursery nurses were

attended as individual interviews were too time consuming and would have led to some

queries on the confidentiality of the questionnaire. The data previously gathered were

particularly useful in providing insights in, and knowledge of, the nursery nurses

references as they expressed their opinions. Each group of nursery nurses regularly met

together and knew each other. The researcher was given permission to take notes as

they spoke and confidentiality was assured. Each interview was largely unstructured, in

that certain questions were asked, but participants inevitably gave direction to the

discussions.

Group Interview and Telephone Interview Methodologies

Cohen and Manion draw attention to the fact that group interviewing has grown in

popularity as a means of collecting data in educational research (op.cit., p.287).

Traditionally, research interviews have been carried out with one interviewer addressing

one interviewee. It was thought that "Most social scientists would see the interview as

providing higher quality information that is free from bias than many other methods

available to them" (Howard and Sharp, 1983, p. 139). Brenner et al. (1985) pointed

out that the interview was then being recognised as a "serious research tool" (p.2).

It has been realised since then that a major problem with interviewing could be that of

invalidity or unreliability. It has not always been the case that privacy and focus would

enhance the reliability of the data. Perhaps the increasing popularity of the group

interview, accompanied by the commensurate body of writing detailing its methodology,

has gone some way to challenging the temptation that existed "to think of interviews

rather like thermometers - they can conveniently be inserted almost anywhere within the

body of the research and simply read off to provide a series of trustworthy

observations" (Powney and Watts, 1987 p.vii).

The group interview has four broadly overlapping reasons for its use;

57

"to test a specific research question about consensus beliefs, to obtain greater depth and breadth in responses than occurs in individual interviews, to verify research plans or findings and more speculatively to enhance the reliability of interviewee responses"

(Lewis, 1992, p.414).

At their best, group interviews have value in highlighting changing group norms and can

generate richer responses (ibid., pp.413-414). Individual's responses can be challenged,

clarified, extended or reaffirmed by others in the group. Groups can discourage habitual

or semi automatic responses. Groups can stimulate new ideas or promote

reconsideration; they can allow a discussion to be developed so that a wide range of

responses can be collected. Positive reasons for interviewing in groups are also their

cost and speed (Hedges, 1985, pp. 71-73; Walker, 1985b, p. 189; Powney and Watts,

op.cit., p.25; Watts and Ebbutt, 1987, pp.26-27; Breakwell, 1990, p.75).

Group interviews are particularly useful where a group of people have been working

"together for. ..time or common purpose, or where it is seen as important that everyone

concerned is aware of what others in the group are saying" (Powney and Watts, op.cit.,

p.25). Zweig's point that an interviewer needs a certain self-understanding and a broad

range of experience to be able to appreciate and empathise with the ambivalent concerns

of interviewees would seem particularly relevant to group interviewing (ibid., p.8; and

see Lewis, op.cit., p.413). Lincoln and Guba (1991) have an interesting perspective on

the role of the interviewer;

"Rather than decrying the fact that the instrument used to gather data affects this process, we say the human interviewer can be a marvellously smart, adaptable, flexible instrument who can respond to situations with skill, tact and understanding"

(p. 16).

Group interviews can occur after some initial fieldwork, such as participant observation,

to clarify events, or be used as exploratory or feasibility studies prior to more substantial

or complementary research. Hedges has pointed out that "social interactions can be

particularly important in what are known as 'action research' projects" (op.cit., p.72).

This is particularly relevant when one bears in mind the following definition of action

research: "It is a method of understanding practice which involves the systematic

58

exploration of practical problems... a form of self-reflective enquiry and

involvement....aimed at education improvement" (McNiff, 1988, pp. 1-2 and see this

point developed in Carr and Kemnis, 1986, Chap.4).

Hedges' conclusion draws attention to and sums up some particularly favourable features

of group interviewing;"Qualitative research is direct and vivid. The sounds and smell of the market place come through the interviews. .. Much of its value comes from the vividness and the insight it can give us into the way people think, feel and behave"(op.cit.,p.90 and see Brenner et al., op.cit., p.3, discussing "on-the-spot directness").

The process of group interviewing inevitably presents also a series of problems or areas

of concern. Clearly, any information collected from any one member of the group will

be less than from that member in an individual interview. Group interviews are a poor

way to explore personal issues and confidentiality can be a problem (see Brenner et

al.,op.cit., p.4; Watts and Ebbutt, op.cit., p.33; Lewis, op.cit., p.416). Groups are

subject to conformity pressures and dominance by a socially skilled or high status

participant; fear of losing face and/or giving socially desirable responses; or fear of

seeming ignorant. Bringing together a group of people previously unknown to each

other could create an atmosphere of social anxiety, or simply produce an "artificial

hothouse society created for purposes of research" (Hedges, op.cit., p.72).

Interruptions can obscure an individual's response or "shatter the cohesiveness of an

intended statement" (Breakwell, op.cit., p.75).

Validity can be a problem. Tomlinson (1989) thought that "the active nature and

idiosyncrasy of human understanding and language....[and] the possibilities for social

influence in the interview encounter" deny the validity of the whole group interview

situation (p. 155).

The researcher has the problem of establishing good relationships when conducting

interviews (Powney and Watts, op.cit., p.40; and Burgess, 1993, p.x). (S)he must also

be aware of any potential bias arising from his/her background; gender (Seidman, 1991,

p. 73); age; ethnic group; psychological factors; or behavioural factors resulting in

59

inadequate conduct of the interview. Group interviews can escape the set agenda

completely and become a "collective moan session..a picture of shaded awfulness"

(Watts and Ebbutt, op.cit., p.32).

The researcher needs to be clear whether (s)he is to adopt the role of group leader,

facilitator or interviewer, and whether (s)he is to use a qualitative or quantitative style of

questioning and analysis (Brenner et al., op.cit., p.419). The very act of recording data

can be problematic. Field notes are difficult when dealing with the dynamics of a group.

Some think tape recording essential (Tomlinson, op.cit., p. 173 and Seidman, op.cit.,

p.86), but it can be inhibiting (Walker, 1985a, p.25) and produce diffuse or indistinct

recordings. Video recordings can be equally intrusive (Lewis, op.cit., p.419) but could

be a useful adjunct to audio recordings, since the latter do not record non-verbal

communications and interaction, which could be important factors in group interviews

(Adelman, 1981, p.96; Watts and Ebbutt, op.cit., p.30).

Authentication of data is difficult if the group met solely for research purposes and the

interviewer seeks clarification, confirmation or re-interpretation. If one is interviewing

students or teenagers, there is sometimes a need for visual stimuli or a particularly

concrete set of questions. Interpreting the data is not always straightforward. The act

of transcription is not simple as the dynamics of the group can interfere (ibid., p.30), and

much inter-personal communication is lost in non-verbal interaction. Watts and Ebbutt

point out that it is "not easy to see how group interviews can be quantified in any

meaningful way" (ibid., p.31 and see Holstein and Gubrium, 1995, p.79).

The group interviews in this research were probably best conducted along the lines of an

informal 'chat', bearing in mind Brenner et al.’s definition of the interview; "The

interview is attempting to harness the daily occurring activity of talk" (op.cit., p. 7).

Ten telephone interviews were conducted in response to particular comments made by

the respondents in the questionnaire. The initial contact was made by a phone call to the

nursery nurse at school, and permission asked to phone her at home in the evening. The

researcher again made contact in the role of a professional colleague, interested in

60

nursery nurses’ opinions. Telephone surveys are rarely used currently in educational

research. Lavrakas (1993), Fidler (1994) and Thomas and Purdon (1995) have argued

that objections to telephone interviewing as an inadequate survey device are misplaced,

and that it is particularly suitable as a data collection method for surveys. Fidler believes

that, in school research, the telephone interview falls on a “spectrum of data collection

methods between postal surveys and face-to-face interviews" (op.cit., p.284).

Advantages are cost efficiency and speed (Lavrakas, op.cit., ; and Thomas and Purdon,

op.cit ), openness : "sensitive issues appeared to lead to less inhibited responses on the

telephone" (Fidler, op.cit., p.285; and see Thomas and Purdon, op.cit.) and as a

follow-up to other methods of data collection:"Telephone interviews may be used to clarify or supplement postal questionnaires or face-to-face interviews. Ambiguities or potential mistakes can be checked and intriguing responses can be probed"

(Fidler, op.cit., p.287).

Lavrakas emphasised the point th a t"mixed mode surveys, in which more than one mode

of data collection is employed (e.g. telephone and mail) are being used with greater

frequency than in the past " (op.cit., p.viii). Thomas and Purdon usefully consider to

what extent, and in what circumstances the potential advantages of telephone surveys in

England have been realised, and to what extent technical problems and doubts about

quality remain. They point out that "the whole [telephone] interview procedure tends

to proceed more briskly than in the case of face-to-face interviews" (op.cit., p.4), and

emphasise that the telephone survey is particularly useful in cases where people have

"previously been interviewed face-to-face and have agreed to supply their telephone

number" (ibid.)

Telephone interviewing can present difficulties when dealing with delicate or tricky areas

(see Watts and Ebbutt, op.cit., p.33 and Lewis, op.cit., p.416). Telephone surveys

produce results quickly and non-response tends to be a less important problem. They

offer greater interviewer control than a mail survey (Salant and Dillman, op.cit., p.38)

but 'cold calling' can be unwelcome. They are also subject to a particular measurement

error. They "depend completely on what can be communicated verbally" and

respondents can be "easily influenced by the interviewer's voice inflections" (ibid.,

61

p.40). The answers to open ended questions may also not receive sufficient

consideration. The researcher can have a problem in recording answers adequately or

quickly enough. This problem was avoided in this case, since permission was asked to

write the answers down and a nursery nurse was asked to repeat something if necessary.

Confidentiality was again assured.

The philosophy informing the last three methods of data collection is perhaps naive;

"often the best.. .way to learn what people think or how they act is to ask them"

(Manheim and Rich, 1986, p. 105).

This study collected data in the following ways

♦ covert attendance at 2 Unison meetings, involving a) 53 nursery nurses b) 21 nursery

nurses;

♦ a pilot postal questionnaire (100% response rate) received from 14 nursery nurses

working in the researcher's family of schools;

♦ postal questionnaires received from 110 nursery nurses, after 130 were sent out (a

response rate of 84.6%; see p. 82 for the problems involved in establishing the potential

target population);

♦ three group interviews, involving a) 14 nursery nurses, b) 15 nursery nurses, c) 18

nursery nurses;

♦ ten telephone interviews.

All the nursery nurses are currently working with three-five year olds in Primary or

Infant Schools in Leicestershire.

62

5. RESULTS FROM SOCIAL ENQUIRY

In recording nursery nurses' comments, any reference to specific individuals has been

deleted and substituted by . If there was a pause for thought, this is denoted

by........

Context of and Results from the Unison Meetings.

A meeting of Unison, one of the unions for nursery nurses, was attended at a City

Council Centre in April 1996 at 7.00 pm. This was the first meeting of its kind arranged

in the County specifically aimed at "all Nursery Nurses in Education". The advance

publicity had the underlined exhortation "Please make sure your Nursery Nurses see this

notice" and was sent to all primary schools in the County by the internal mail. The

agenda outlined was "Training; Budgets; National Negotiations; Staffing Levels; Health

& Safety; Local Government Reorganisations". It was decided to attend covertly acting

as a nursery nurse taking notes for an absent colleague. The imperative of finding

results dictated that this meeting be attended. The covert role appeared to be partly

justified when the Union Representative said half-way through "I'm not prepared to give

my services to people not in Unison". The initial meeting generated so much discussion

that a second one was arranged in June 1996, which the researcher also attended in the

same role.

The groups at each meeting were self-selected and not used to working together, so had

no established structure (Todd, 1981, p.213). Since only 2 Unison meetings were

attended, the project was not a "continued observational" one, but more in the nature of

an "exploratory, descriptive" (Yin, op.cit., p.33) "snapshot" (Dey, op.cit., p.37) or an

"unfocused occasion" (Adler and Adler, op.cit., p.381).

There was no opportunity to become familiar with the setting, to grasp the key social

groups and processes, as everyone attending was new to each other and to the setting.

A few nursery nurses attended with a friend who was also a colleague; one of these pairs

recognised the researcher and welcomed her in the initial short gathering before the first

63

meeting. At no time did they overtly address her or refer to her as a teacher. This

already established link with two members of the group seemed useful in validating entry

to and presence at the meeting, and has been referred to as "pre-existing relations of

trust" (Lofland cited in Robson, op.cit., p. 199).

The researcher was able to take notes as a member of the audience, and asked no

questions and gave only minimal responses when others did. On a previous occasion,

she had used note taking to mirror the use of a tape recorder for a group interview, and

found that her notes were comprehensive, accurate and a faithful record of the

proceedings.

The first meeting was attended by 53 nursery nurses and the Unison Representative and

lasted for two hours officially. When it finished, it was interesting to see that only five

members left; the others stayed for over half an hour still discussing. The second

meeting was attended by 21 nursery nurses, but it was commented on that it was at a

very busy time of term; that it had been quickly rearranged from the previous week; and

that 6 members had received no official notification. The seating of the first meeting

was interesting in that several parallel lines of chairs facing a front desk and chair

seemed to focus all the attention forward to the representative with minimal interaction

among the 53 members. The second meeting had seating arranged in a closed oval,

which seemed to allow the meeting to break down at several points into members having

discussions with immediate neighbours. This obviously affected note taking at the

second meeting.

Both meetings were attended by female nursery nurses, and both groups showed a

mixture of ethnicity, age, dress and a variety of schools, although all the nursery nurses

worked with children aged 3 - 5 years old. It became apparent each time that some

members had attended in a rush, either because they had not received official

notification, or because they had come straight from after-school meetings. The turnout

at the first meeting seemed to genuinely surprise the Unison representative, who more

than once referred to "a brilliant turnout...ever so surprised we have so many".

64

Given the potentially exhaustive nature of "thick" description (Dey, op.cit., pp.31-33;

Robson, op.cit., p.200) it would be possible to provide further details, but it seems

sufficient for the purposes of this thesis to indicate the setting and to continue with the

content of the meeting.

The field notes consisted of forty one pages, often using personal shorthand and

abbreviations for speed. They were written out in detail in the next twenty-four hours

and then "categorised according to a series of topic headings" (Griffin, op.cit., p. 102)

using a simple content analysis. The themes that appeared to emerge were verified and

agreed upon by three "critical friends" (Miles and Huberman, op.cit., p.310) who have

relevant knowledge and qualifications. The verbatim comments from the meetings have

been chosen as examples, either because they repeat others' vocabulary or themes, or

because they were vehemently expressed and reinforced by audience reaction, often in

the form of non-verbal communication.

The First Meeting

Members were collecting in the committee room from 6.30 pm onwards, and when at

7.00 pm a message was received that the representative would be late (she arrived at

7.15 pm) discussion did not wait. Themes covered were "isolation of 4+ staff within

school"; "setting up local support groups" and "this meeting is to discuss what we need

sorting out professionally". Negative worries were expressed at the delay of the

representative; "it just sums up how Unison thinks of nursery nurses - full stop!". The

Unison representative introduced herself and then detailed the agenda;

"We are attempting to get decent terms and conditions for nursery nurses who are a discrete group of workers. We are attempting to illuminate terms and conditions which are being eroded, cheaper appointments are being made, nursery nurses are being used as teachers....we must try to do something collectively".

She continued to mention the local government conference in June at which two

motions would be presented dealing with the professional qualifications of nursery

65

nurses. She indicated that pupil ratios, the voucher scheme, National Curriculum and

LMS would be discussed. (None of these issues were taken up.) She finished by saying

"we need a generic job description for a nursery nurse; we need locally organised increases in pay for extra duties, but it would have to be agreed school by school".

She then distributed copies of the County’s job description, (which had been written in

1985) with "1996" stamped on the top. Some of the discussion centred on vehemently

pointing out that this date was incorrect, (see p. 95-96 for the LEA job description)

Classifying verbatim comments was not always straightforward ; some under the heading

"frustration" could also be under "de-professionalisation".

Themes addressed at the first meeting were:

1. Isolation within the school.

i. "When you're working under a teacher how do you negotiate a proper

job description?"

ii. "All our teachers have just got a new job description, we didn't get one".

iii. "A lot of head teachers know nothing about Early Years"

iv. "At my school, we're first nursery nurses at my school to lead a staff

meeting - going through our training. We absolutely blinded them - they

said our training was more detailed than their's".

2. Perceptions of low esteem, low reputation.

i. Keen to distinguish themselves from ancillaries who they describe as

"manual workers".

ii. "When teachers found out how nursery nurses were trained, hey, we

didn't think you were that good".

iii. "I am a nursery nurse and I wish to be recognised as such, I don't want

attitude, well, she'll get trained to be something better".

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3. Market forces at work, which are leading to the "de-professionalisation" of

nursery nurses.

i. "What my dream is, right, that we can convince headteachers is the

difference between us and ancillaries - headteachers have to know we are

professionals".

ii. "They're not training people for jobs - a nursery nurse who's the best I've

ever seen has taken an ancillary job, they leave her with whole classes,

they don't leave other ancillaries with whole classes".

iii. "There are so many crap courses now, students are abysmal, standards

have dropped, they're not committed, it's not the children they're

interested in".

iv. "Students don't even know what they're doing".

4. Tension in the classroom between teachers and nursery nurses.

i. "We get - you're not qualified - we are - comment".

ii. "Teachers' work is jealously guarded".

iii. "There was a course for teachers to go on to enable them to qualify as

counsellors for parents - why shouldn't nursery nurses do it, we're more

qualified".

5. Frustration.

i. "When you've been kicked enough, you want to do something".

ii. "Our whole training is 2 years of sociology, we are somebody who wants

to do it".

iii. "Working with parents can help nursery nurses get higher grade - nursery

nurses are counselling parents with difficulties, we are doing it".

iv. "We have issues to address, but what help are you (Unison)?".

6. Feeling that they could be part of an emerging national movement.

i. "We never hear anything about nursery nurses".

ii. "There must be nursery nurses all round the country having the same

struggles as we are".

iii. "We don't make enough noise, teachers do, but we never had".

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iv. "As soon as you say NUT people say teachers, but you say Unison

and people say who?".

7. Conditions of employment.

i. "Teachers recognise you, we have a really good working relationship".

ii. "Job description doesn't value us as professionals".

iii. "I wouldn't wipe my nose on that (the LEA job description) - I don't

need to be told how to water plants, they're still dishing them out, we

should say we don't want them".

iv. "What they (poorly trained new nursery nurses) can do is this " (the

LEA job description).

v. "If we want a higher pay scale and we go to this job description, we'll get

laughed at".

vi. "They're going to say, well, don't do any more, 'cos we won't pay you,

you shouldn't be doing it. We'll be back to changing knickers".

vii. "I need a break away from the children - if you start at 8.30 am and don't

finish till 4.00 pm you need more than 20 minutes".

viii. "Can we clarify dinner duties - what are we supposed to do? Out head is

having us do % hour on, V* hour off'.

ix. "Who does it (supervision of nursery nurse students) if more than one

nursery nurse employed? One post should be designated senior nursery

nurse". (During the discussion which followed on how to choose who

was to be senior nursery nurse, it was shouted out "you'd have pistols at

dawn, they wouldn't want to do it").

The Second Meeting

The first meeting had concluded with members who had up to date job descriptions

being requested to bring or send them to the June meeting. Three were circulated. The

themes that arose were the same as before, some of them receiving more detailed

discussion. Main themes were;

68

1. Poor quality of new students/nursery nurses with the perceived decrease in

nursery nurse status.

2. Conditions of employment; concern over statutory and extra duties and how to

receive extra recognition/pay.

3. Out of date nature of LEA job description and details of recently negotiated

ones.

The discussions lasted for one and a half hours and were concluded by the Unison

representative promising to send more job descriptions through the internal mail, as they

became available, and saying "I can talk to people at County Hall if it's what you want,

to get an up to date job description". She added, " Look at the dangers of adding

anything you're not being paid for. . .pick out what's good in the job descriptions we've

seen". This was unanimously agreed.

The researcher attended 2 more meetings in her 'correct' role as an "Early Years

Curriculum Coordinator." The first was in May 1996 arranged by the County's Advice

and Inspection Unit. The Principal Personnel Officer addressed the meeting for an hour,

and his comments add another dimension to the ones made at the Unison meetings. The

researcher did not declare her research role or status.

The Principal Personnel Officer had attended the nursery nurses' support group

organised by the Advice and Inspection Unit, which uses the terminology "nursery

assistants." (A comment made at the second Unison meeting; "The adviser referred to

them [nursery nurses] as nursery assistants - there's been 3 meetings since then, several

didn't bother going again - being called th a t.") His main points were:

i) "Nursery Nurses want to be regarded as professional members in a team.. their

professional development is very important."

ii) "The feedback I get is that they are required to work well in excess of their

time."

iii) "Lots of nursery nurses see a fudging between what the nursery nurses do and

what the teachers do."

iv) "The majority have a very good relationship with teachers - some don't."

69

v) "The definition of roles is important - the role has changed out of all recognition

to what it was years ago."

vi) "There have been a number of job descriptions - generic ones - and everyone’s

moved on from there. Job profiles are better - identify 6 areas of work for

example, that you expect person to be involved in. (It was brought to his

attention by the meeting that nursery nurses in the County are usually working to

a 12 year old non negotiated job description. He replied: ”1 will write a job

profile description in the next few weeks, circulate it and we will work from

there.” (This officer had worked for the LEA for 5 years at this point).

vii) "National conditions for service gives a topping up of two points for a good

nursery nurse, this is unrealistic in my experience - schools are lopping off

nursery nurse posts and substituting ancillary posts."

The second meeting was attended at the end of June 1996. The City branch of the NUT

had arranged for David Blunkett, the then Labour Shadow Secretary of State for

Education, to speak. The researcher attended in her role of Early Years Curriculum

Coordinator and NUT member, but again did not declare research intentions. The

meeting was attended in the spirit of Pollard's comments on "demystifying the

democratic process" (Pollard and Tann, op.cit ):"...decisions in democracies are taken by people who are elected representatives and the connection between the ordinary citizen and decision makers can be much more close, direct and specific.. Discuss their [MPs] views on educational issues and get them to explain the constraints and pressures within and under which they serve"

(p 317).

After Blunkett had talked on the need for "an integrated Early Years Policy";

"professionally delivered nursery education to all 4 and 5 year olds"; and "providing

backup necessary to deliver curriculum on entry to school", the researcher asked a

question. This was;"I teach 70 children aged 4 and 5 with a newly qualified teacher and 2 nursery nurses. Do you have any specific thoughts or even policies relevant to support staff, in particular nursery nurses, working in schools with young children?"

Blunkett's answer covered the following points;

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i) "Nursery provision must be nursery education - the current scheme doesn't

ensure a qualified teacher is required."

ii) "To implement our pledge for 3 and 4 year olds, there will be a real difficulty in

obtaining trained staff."

iii) "We must encourage and develop nursery nurse teaching; we must be supportive

of developing nursery nurse teaching."

iv) "We must get to grips with this mess." (referring to BTEC and NVQ

qualifications being equal with the previous NNEB, currently CACHE

nursery nurse award).

"I welcome your question; I think it's important to stress the integrated nature of the

team dealing with young children."

The purpose of attending the Unison meetings in the role of covert participant observer

had been to see whether nursery nurses demonstrated any anxieties, insecurities or

stress, and if so, to identify symptoms, sources and any impact on their daily lives. The

intention was to receive some information and perspectives on the "shared knowledge"

of nursery nurses;"The ethnographic researcher tries to discover the range and variety of social and object relationships, and the occasions and manifestations of their use, and the networks or relationships that are attendant on this shared knowledge"

(Adelman in Burgess, 1985, p.3 7).

The size of the self selected sample need not invalidate the identification of important

themes; "Size of sample is not always crucial; where we can be fairly sure a population

is homogenous in relevant respects, a case for study can be an adequate basis for

generalisation" (Hammersley, op.cit., p.6 and see Mitchell's "ecological validity" in Gill

and Johnson, op.cit., p. 124).

The data collected so far establishes the existence of obvious significant themes in

nursery nurses' anxieties. Different forms of insecurity and status problem issues are

evident. Fundamentally, nursery nurses appear to feel anxiety about who they are; what

is expected of them; where they stand in the school, and what recognition can they

71

expect for their services, qualifications and expertise. When one considers the culture of

the primary school, are nursery nurses considered, by themselves and others, as

'outsiders' or 'insiders'?

What is the real extent of and causes for nursery nurses' apparent

'de-professionalisation'?

Context of and Results from the Pilot Questionnaire

Seven primary schools in a south Leicester suburb comprise a "family of schools" and

their 4+ units were the population for this pilot questionnaire. A heads' group meets

two or three times a term. Twice a year a cross phase meeting of secondary and primary

heads occurs. Each primary school hosts visits from its secondary school staff for two

weeks in April and October. Subject curriculum groups have been meeting once a term

for four years. All these meetings have occurred during the day, with supply cover

available if needed.

A group development plan in the seven primary schools is under review. A collaborative

scheme exists for the funding of a special needs teacher for children with reading

difficulties at Key Stage 2. There is a commonly agreed admissions policy in theory, and

the schools all with pupils aged from 4 to 10+, share the same decisions in relation to

SATs at Key Stage 1.

Two years ago, concerns began to be voiced from the 4+ staff, when they met at Early

Years meetings arranged by the Advisory staff, or on rare visits to each other's

classrooms (see Cleave and Brown, 1991a, p.225). These concerns centred on anxieties

over primary schools consistently operating a "top down" management model; over lack

of time for play and concern about its quality; and over perceived insufficient recognition

from others on the role and needs of 4+ staff. After a 3 day inspection in 1994, one 4+

staff group had complained that "they didn't consider the 4+ worth looking at" and said

the Inspectors' criticisms of Key Stage 1 "showed a lack of understanding of the

beginnings and of the type of differentiation needed for young four year olds." (These

72

comments are mirrored by the work of Campbell et al., op.cit., Chap. 7) The 4+ staff

were also concerned about proposed changes in the shared admissions policy.

It was decided to set up a 4+ curriculum support group which would meet once a term

after school, at each of the schools in turn. Twenty five teaching and nursery nurse staff

received the idea enthusiastically. Attendance has been high, with an average of 2

absences owing to illness or clash of dates, at each meeting. At the second meeting, a

teacher new to the 4+ teaching posed the question '’What do all our nursery nurses

actually do?" This prompted a questionnaire for the support group, which served as a

pilot questionnatire for this research (see Appendix C). It was mailed to each nursery

nurse in the family of schools, with her prior consent.

Purposive sampling was used as the cases were included in the sample on the basis of

their typicality (Cohen and Manion, op.cit., p.89). The sampling technique was also

one of convenience since the nearest individuals were chosen (ibid., p.88). The 14

nursery nurses in the family of schools formed a useful "focus group", (Salant and

Dillman, p.64) since its members were selected because of a common characteristic.

Non-probability, or purposive sampling is "appropriate...for exploratory research

intended to generate new ideas that will be systematically tested later" (ibid., p.64). The

disadvantage is that whatever new information is gained through research, usually only

applies to the sample itself (Cohen and Manion, op.cit., p.88; Salant and Dillman,

op.cit., p.64).

Accuracy is obviously related to sample size (Erickson and Nosanchuk, 1992, p. 117). It

was hoped in this research that if "accurate information [could be]. . .obtained by asking

the right question of the right person" (Hague, op.cit., p. 12) and if there was a

considerable degree of agreement on certain items, then the expertise of the respondents

and their consensus may inform the final questionnaire.

The researcher hoped to capitalise on knowledge of the staff involved, (Munn and

Drever, op.cit., p.3) since a relationship had been built up during mutual visits, the

curriculum support group's meetings, and resulting contacts (e.g. letters and telephone

73

calls). Such familiarity may or may not be beneficial. Outside researchers sometimes

need to spend time becoming familiar with the school context or culture. A potential

difficulty for a teacher/researcher collecting information from a known group is that

respondents can be more frank if they feel they are providing information anonymously

(ibid., p.3). This difficulty may be resolved by the apparent existence of a trusting

relationship between the researcher and the respondents. As Munn and Drever point

out, there is no threatening power relationship in the current research situation (ibid., p.3

and Nias and Groundwater-Smith, 1988, p. 7).

A postal questionnaire survey was chosen because of the advantages of time; the use of

standardised questions; the possibility of a high return and anonymity. It was also chosen

as a straightforward method of data collection since the researcher had no professional

help (Salant and Dillman, op.cit., p.36; Munn and Drever, op.cit., p.3). The pilot

questionnaire largely consisted of closed, scalar questions which are highly applicable to

self completion questionnaires (Hague, op.cit., p. 108).

A pilot was completed by 14 nursery nurse colleagues in January 1996 who were partly

chosen for their accessibility as members of the family of schools, knowledge and partly

for the fact that they would give forthright comments (Munn and Drever, op.cit., p.31).

Although normally the "achieved sample will be less accurate than the designed sample"

(Oppenheim, op.cit., p.49) the response rate in this case was 100%, owing to

particularly favourable circumstances. They were chosen from seven accessible schools,

and were asked to evaluate the content. Their assessment of content validity was that

the following Hist of fifty tasks did represent a nursery nurses' job in a 4+ unit, and that it

was not unduly weighted (Coolican, op.cit., p. 112);

1) prepare the classroom in the morning

2) participate in developing home/school relations

3) do playground duty

4) motivate and interest the children

5) keep order

6) develop children's social skills

7) do sewing with children

8) develop children's minds and critical abilities

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9) repair equipment

10) help teach in PE/Movement/Music/Singing

11) see to children's shoes and dressing

12) teach children in small groups in all aspects of the curriculum

13) label and stick work in children's books

14) develop children's language

15) clear the Art/Craft table and wash up equipment

16) participate in supervising parents who come in to help

17) get out and put away PE apparatus

18) discipline children

19) make sure aprons are washed

20) ensure cloakroom area is kept tidy

21) put out and tidy away outside play equipment

22) sit in assemblies with the 4+ children

23) collect money e.g. dinners/school trips

24) contribute to baseline assessment/entry profile

25) make tea/coffee

26) develop children's play

27) keep equipment and cupboards tidy

28) work with children on the computer

29) change wet pants, clean up when child is ill and tend to minor injuries

30) put up displays

31) advise on the 4+ curriculum

32) tidy up and clean up e.g. sand/wet floors/play dough

33) read/tell a story

34) write and put up notices for parents

35) liaise with local playgroups

36) take the register

37) participate in whole school staff meetings

38) supervise milk/drink time

39) participate in planning the 4+ week

40) see to children in the toilet

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41) mark children's books and comment on the work

42) help children to wash and dry their hands

43) participate in Parents' Evenings

44) help to organise school trips

45) assist in the training of students

46) supervise children at lunch

47) take part in induction day

48) discuss an individual child's progress/problems with that child's parents/carer

49) teach reading and related skills

50) conduct home visits

The list of tasks was a mixture of welfare and housework jobs; activities involved in

planning and organising a 4+ unit; and being with the children in play and other

curriculum activities. Previous to the piloting of the questionnaire, a group interview of

4+ staff had firmed up the list of 50 tasks.

Comments from the group interview had suggested that an "n" category should be added

to the ratings, to describe a task that was non-applicable. The respondents were asked

to give ratings varying from 1 to 5 to describe the frequency with which they carried out

each task. Ranking was dismissed as impractical (Youngman, 1978, p. 12; Munn and

Drever, op.cit., p.23). Ranking also raises "analysis problems and preference should

usually be for ratings" (Bell et al., 1984, p. 165). At this stage a "simple frequency

count" (Cohen and Manion, op.cit., p.83) seemed useful since a scaled response would

enable a straightforward count to be made of how many respondents expressed certain

views (Munn and Drever, op.cit., p.24). The group interview feedback also suggested

that three open ended questions be added to give some flexibility.

Feedback from the group interview and the piloting of the questionnaire was invaluable

in that colleagues provided vital insights into the difficult area of "getting the language

level right" (ibid., p.20). They specifically commented favourably on the tightly worded

descriptions of the tasks and the "non-threatening" appearance of the questionnaire.

They did not feel an undue pressure to respond or to endorse options with which they

76

were not comfortable (Foddy, op.cit., p.60). They concluded that the wording, format

and presentation were finally clear and unambiguous, and that other people would

interpret the questions as expected (Coolican, op.cit., p.96; Oppenheim, op.cit., pl06;

Hague, op.cit., p.95; Munn and Drever, op.cit., p.31).

Twelve nursery nurses in the group indicated that they were NNEB qualified (2 did not

complete this section). The dates of their qualifications are as follows:

Year of Qualification Number of Nursery Nurses

1965 3

1967 1

1985 2

1987 1

1989 1

1990 2

1992 1

1993 1

Seventy per cent or more of the nursery nurses responding to the pilot questionnaire

indicated that they carried out the following welfare/household tasks "very frequently"

or "quite often;

Task 1 prepare room in the morning

Task 3 do playground duty

Task 5 keep order

Task 11 see to children's shoes and dressing

Task 15 clear art/craft table and wash-up equipment

Task 29 change wet pants/clean up when child is ill

Task 30 put up displays

Task 32 tidy up/ clean e.g. sand/wet floors

Task 46 supervise children at lunch

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These 9 tasks, dating back to expected duties of nursery nurses from the 1980s'

research, are interestingly complemented by 18 curriculum/planning tasks which

received very high agreement on the frequency with which nursery nurses carry them out

in the 4+ units in the sample. Again, 70% or more of the respondents indicated that they

carried out the following tasks "very frequently" or "quite often";

Task 2 participate in developing home/school relations

Task 4 motivate and interest the children

Task 6 develop children's social skills

Task 8 develop children's minds and critical abilities

Task 10 help teach P.E. etc.

Task 12 teach children in all aspects of the curriculum

Task 14 develop children's language

Task 18 discipline children

Task 24 contribute to baseline assessment/entry profile

Task 26 develop children's play

Task 33 read/tell a story

Task 39 participate in planning the 4+ week

Task 41 mark children's books and comment on the work

Task 43 participate in Parents' Evenings

Task 45 assist in the training of students

Task 47 take part in Induction Day

Task 48 discuss an individual child's progress/problems with parents

Task 49 teach reading and related skills

The above 27 tasks were identified by respondents as being carried out 'very frequently'

or 'quite often'. Of the remaining 23 tasks, 7 were interesting in that 60% of the

respondents indicated that they carried them out 'very frequently' or 'quite often';

Task 16 participate in supervising parents who come in to help

Task 17 get out and put away PE apparatus

Task 21 put out and tidy away outside play equipment

Task 27 keep equipment and cupboards tidy

Task 36 take the register

Task 38 supervise milk/drink time

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Task 44 help to organise school trips

The open ended questions provided useful insights. Two respondents from the 14

mentioned "as with all questionnaires, it is impossible to give a complete picture by

'ticking boxes' ", and "I would have preferred a yes, no, sometimes, not applicable

answers instead of this one" (see Cohen and Manion, op.cit., p.97).

An interesting consensus appeared which is worth further study. Twelve respondents

answered the open ended questions with the following comments:

Respondent 1: "In the 4+ we work as a close team and share all duties whatever they

are".

Respondent 3: "My role is flexible according to numbers on roll and the strength of the

team".

Respondent 4: "I feel that assisting, helping and supporting the teacher I work with is

an important part of my job. Fortunately, the teacher shares in the less

attractive tasks such as changing wet pants, mopping up vomit and

washing paint pots. Communication between the teacher and the

nursery nurse is on going and I am kept fully informed of all aspects

concerned with the smooth running of the unit. I feel this is vital for me

to do my job efficiently. I get on well with the teacher I work with and I

feel that I am appreciated and valued by all the members of staff at this

school".

Respondent 7: "Our unit has three nursery nurses so the workload is shared equally.

We support the teachers and have approx. 80% of the same

responsibilities and duties. (We are all very happy to do so!)".

Respondent 8: "All the jobs are shared equally between the NNEB's .. .We work

alongside the teachers doing the same as them during the school day.

They write the children's reports and do the actual teaching, but we

back up their work in all aspects of the curriculum".

Respondent 9: "All areas are covered by teachers and nursery nurses. We work on a

rota timetable so all jobs are shared equally".

Respondent 10: "We have to be available to administer first aid to any child schoolwide.

Attend residential school visits, usually one week. Till in' any classroom

as the need arises".

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Respondent 11: "First aider to any child in school. Attended Year 5 residential field

trips. Taught swimming to Years 1 and 2 plus other years when

needed".

Respondent 12: "In my experience the amount of responsibility delegated to the nursery

nurses by the teacher in charge varies greatly according to the attitude

of the teacher".

Respondent 13: "I like being able to work in a team and learn from other people in that

team". This respondent commented verbally that she would like

INSET to be made available to nursery nurses as well as to teaching

staff.

The depth of agreement on 34 nursery nurse tasks and the insights gained from the open

ended questions were useful, albeit that the sample group in this research was 14 nursery

nurses. The results of the pilot questionnaire gave some evidence for the hypothesis that

the tasks of a nursery nurse, working with 4-5 year olds in the 1990s is very different

from the 1980s.

Research from the 1980s (e.g. Clift, Cleave and Griffin; Ferri et al.) highlighted specific

tasks carried out by nursery nurses in the fields of child care activities, affective

behaviour and activities which did not involve children. Teachers were observed to be

carrying out a set of very different and distinct tasks. Whereas nursery nurses were

concerned with "welfare and household" tasks, teachers avoided these and were more

involved with the administration and planning of the programme and with children's

activities.

The contemporary situation would appear to be different.

It would appear from the responses in the pilot questionnaire that these nursery nurses

are more valued as professionals, with a vital, positive role which is distinct from the

teacher who has the ultimate responsibility of leading the team and planning the

curriculum, but nevertheless demands recognition of a more complex set of tasks than

was carried out in the 1980s.

80

They appear to be expected to, or are willingly carrying out tasks connected with the

National Curriculum, and Desirable Outcomes, planning and assessment.

These embryonic conclusions concerning a nursery nurse's job were interesting and

worthy of follow-up investigation. Statistically, a high level of agreement appears to

have been found in a specific focus group. It is yet to be established if a wider sample

group would show such deep seated consensus on the carrying out of welfare and

curriculum tasks. Other research methods and a larger sample are needed to identify

other relevant issues.

The issues of any existence of role conflict and any factors which marginalise the nursery

nurses as identified from the Unison meetings could be explored further. To learn about

professionals as deliverers of the curriculum, one should try to discover their ideas and

ideals, not just the job they do. The methodology used so far contributes towards

recounting to some extent what has happened, but not yet why nor how (Hopkins, 1993,

p.211; Munn and Drever, op.cit., p.65).

Results from the Questionnaire

Information gained from the Unison meetings helped in changing the format of the pilot

questionnaire. The list of 50 tasks was slightly amended to 46 by omitting some tasks

which were not totally clear e.g. "develop children's minds and critical abilities".

More open ended questions were added, and the resulting questionnaire consisted of

four pages. It is interesting to note that although two 'critical friends' thought that this

was too long, the response rate of 84.6% was very high. Nursery nurses indicated

enthusiastically that they would complete the questionnaire, and comments were

received such as "Thank you for wanting to know what we do". The 'n' category for

'not applicable' to the task concerned was omitted, as 'critical friends' thought it

inappropriate. Yet 19 of the 46 tasks were indicated by some respondents as not

applicable (N/A)

81

An initial letter was sent to 80 Leicestershire schools whichwere a mixture of inner-city,

suburban and rural. They were randomly selected from a list of County and City

schools, after primary schools with less than 80 pupils were deleted, as being too small

to employ a nursery nurse. Sixty five schools replied indicating that they employed

nursery nurses and they would be willing to complete a questionnaire. One hundred and

thirty postal questionnaires (see Appendix D) were sent in February 1997. There

appeared to be no way of identifying how many nursery nurses are currently working in

Leicestershire primary schools. A County Hall spokesperson from the Personnel

Department and an LEA Adviser/Inspector both stated that there was no central list of

nursery nurses working in schools. Unison could throw no light on the issue a

spokesperson commented "in the County? 15 1 guess, because they've always employed

ancillaries...The City ? Twice that number I should think". A realistic estimate of the

potential target population is 160, since a nursery nurse colleague stated that this

number attended an inservice day course in their summer holidays three years ago, and

was described by the organisers from the Education Advisory staff as "all the nursery

nurses in the County".

Fifty four schools responded: 13 Infant and 41 Primary. The 110 nursery nurses who

replied and work at these schools, represent a response rate of 68.75% of the probable

target population. Seventy three nursery nurses worked in Primary schools and 37 in

Infant schools.

Each of the 110 nursery nurses who completed the questionnaire were sent a four page

summary of the findings in May. The mailing apparently caused some surprise in several

schools, with some teaching staff remarking, "Who's writing to the nursery nurses?" and

a nursery nurse commenting "You should have seen the reaction when a letter was put

on my chair!". In the following section, it was realised that one should avoid the

"temptation to generate tables for no good reason" (Munn and Drever, op.cit.,

pp.43-45).

All the respondents were female, and 94.5% have the NNEB qualification, and 5.5%

have a BTEC nursery nurse qualification (see Table 1):

82

TABLE 1. NURSERY NURSES’ QUALIFICATIONS

100 -

90-Percentage

of 80 -

Nursery 70-

Nurses ^0 -

50-

40-

30-

2 0 -

10 -

NNEB BTEC NNEB withExtra Qualification

Of the 104 former, only 12 of them have qualified since 1994, the date of the NNEB

merger with CACHE (see Table 2).

The majority had trained under requirements covered by the overview shown in

Appendix B. Eleven of the 104 have extra qualifications, such as the Advanced Diploma

in Child Care and Education (ADCE); the Certificate in Post Qualifying Studies

(CPQS); the Diploma in Post Qualifying Studies (DPQS); or a Certificate in Psychology

from Leicester University (CPQD). There is some evidence that potentially this number

could be larger, since a variety of factors impede nursery nurses in gaining further

qualifications. One nursery nurse commented on a telephone call, " I wasn't allowed to

do anything extra". When asked for clarification, she said that she had wanted to study

further, but was not allowed the release time by the Head or Governors, because "I was

only employed part-time then, and they didn't think it was worth it". The locations for

studying have become more limited. Southfields College in Leicester used to offer such

courses; the current venues are in Nottingham and Coventry.

83

TABLE 2. THE YEAR IN W HICH NURSERY NURSES QUALIFIED

Number

Nursery

Nurses

Year o f Qualification - 1959-1996

Forty four per cent work with 3-5 year olds, and 59% work with 4-5 year olds. This did

not appear to be significant, in that neither group showed particular features, such as

having a school specific job description; being content or voicing grievances. What

came through from the open ended questions was the extent of their grasping and

dealing with National Curriculum, and more recently Desirable Outcomes expectations,

with very little specific County led INSET. Most nursery nurses appear to have

managed with the "on-the-hoof' instruction and school whole staff training days and

staff meetings.

Some 61.3% of the respondents have worked in their present school for 5 years or

more. This is significant as the nursery nurses concerned must know most of the

children, parents and carers in the whole school, and so contribute to the 'culture* of the

school in a variety of ways. The term 'culture' is used in this study as defined by

Torrington and Weightman;"Organisational culture is the characteristic spirit and belief of an organisation, demonstrated.. .in the norms and values that are generally held about how people should treat each other, the nature of working relationships that should be developed and attitudes to change"

(1993, p.45).

The 'ethos' of a school is a "more self-conscious expression of specific types of

objectives in relation to behaviour and values" (ibid.).

Fifty two per cent of the nursery nurses worked in a school on their own, or with

another nursery nurse (see Table 3). Feedback was received that, apart from the single

nursery nurse feeling isolated and looking for a support group, a couple of nursery

nurses together would not necessarily feel confident enough to put in a pay request or

speak to the Governors.

The frequency with which the list of 46 tasks was carried out was fascinating. A 'critical

friend' said "There's not much they don't do, is there?" (see Table 4).

85

TABLE 3. NUMBER OF NURSERY NURSES WORKING IN EACH SCHOOL IN THE SAMPLE

SCHOOL NO NO OF NNs SCHOOL NO NO OF NNs

1 4 28 2

2 2 29 1

3 3 30 1

4 6 31 1

5 4 32 1

6 2 33 1

7 2 34 5

8 2 35 1

9 2 36 2

10 2 37 1

11 2 38 1

12 2 39 1

13 2 40 5

14 3 41 2

15 1 42 3

16 2 43 1

17 1 44 1

18 3 45 1

19 3 46 1

20 2 47 1

21 1 48 2

22 3 49 1

23 3 50 3

24 3 51 1

25 2 52 1

26 1 53 1

27 2 54 1

23 Schools +one nursery nurse. 40 Schools +one or two nursery nurses. (57 nns)

86

Table 4. How much of Your job is made u p of the following tasks? Please rate the

frequency of each task, circling *1* to indicate never. '2* hardly even f3*

occasionally, *4’ quite often and *5* very frequently. (nn=110)

1 2 3 4 5

1. Prepare the classroom in the morning 2 4 12 92

2. Do playground duty 8 2 8 16 76

3. Motivate and interest the children 2 108

4. Develop children's social skills 4 106

5. Repair equipment (IN/A) 3 11 43 28 24

6. Help teach in P.E./Movement/Music/Singing 1 3 6 13 87

7. See to children's shoes and dressings 1 11 17 81

8. Teach children in small groups 1 11 98

9. Label and stick work in children's books (2 N/A) 12 5 16 26 49

10. Develop children's language 1 1 5 103

11. Clear the art/craft table and wash up equipment 10 20 8012 Participate in supervising parents who come in to

help (4 N/A) 3 6 24 19 5413. Get out and put away P.E. apparatus (3 N/A) 18 10 26 13 40

14. Discipline children 1 5 11 93

15. Make sure aprons are washed 7 12 23 15 53

16. Ensure cloakroom area is kept tidy 5 7 24 17 57

17. Put out and tidy away outside play equipment(2 N/A) 5 3 16 23 61

18. Sit in assemblies with 4+ children(2 N/A) 9 9 19 15 56

19. Collect money e.g. dinners/school trips (1 N/A) 3 9 16 19 62

20. Contribute to baseline assessment/entry profile(l N/A) 8 15 12 74

21 Make tea/coffee for others 15 9 29 22 35

22. Develop children's play 1 1 6 102

23. Keep equipment and cupboard tidy 16 20 74

24. Work with children on the computer (1 N/A) 4 6 25 32 4225. Change wet pants, clean up when child is ill and

tend to minor injuries 1 16 29 6426. Put up displays 1 4 26 79

27. Advise on the 4+ curriculum 6 6 20 32 46

87

TABLE 4 -CONTD

1 2 3 4

28. Tidy up and clean up e.g. sand/wet floors/playdough 2 10 19

29. Read/tell a story 1 1 3 16

30. Write and put up notices for parents 10 4 29 30

31. Liaise with local playgroups (2 N/A) 49 26 20 7

32. Take the register 9 7 11 12

33. Participate in whole school staff meetings 7 5 10 7

34. Supervise milk/drink time (2 N/A) 5 3 5 10

35. Participate in planning the 4+ week 4 7 17

36. See to children in the toilet (1 N/A) 1 3 14 2137. Mark children's books and comment on the

work (6 N/A) 15 5 8 1938. Help children wash their hands (2 N/A) 2 9 15 20

39. Participate in Parents' Evenings (6 N/A) 13 4 8 10

40. Help to organise school trips (2 N/A) 12 7 23 21

41. Assist in the training of students (3 N/A) 6 2 23 31

42. Supervise children at lunch (5 N/A) 15 9 8 10

43. Take part in Induction Day (2 N/A) 10 2 3 844. Discuss an individual child's progress/ problems

with that child's parents/carer 1 3 18 2545. Teach reading and related skills 2 3 7 17

46. Conduct home visits (7 N/A) 67 7 3 3

5

79

89

37

6

71

81

85

82

70

5762

69

45

45

63

85

6381

23

88

The tasks which are carried out 'quite often' or 'very frequently' by over 70% of the

respondents are:

Task 1: prepare the classroom in the morning

Task 2: do playground duty

Task 3: motivate and interest the children

Task 4: develop children's social skills

Task 6: help teach in P.E./movement/music/singing

Task 7: see to children's shoes and dressing

Task 8: teach children in small groups

Task 10: develop children's language

Task 11: clear the art/craft table and wash up equipment

Task 14: discipline children

Task 17: put out and tidy away outside play equipment

Task 19: collect money e.g. dinners/schools trips

Task 20: contribute to baseline assessment/entry profile

Task 22: develop children's play

Task 23: keep equipment and cupboards tidy

Task 25: change wet pants, clean up when child is ill and tend to minor injuries

Task 26: put up displays

Task 27: advise on the 4+ curriculum

Task 28: tidy up and clean up e.g. sand/wet floors/playdough

Task 29: read/tell a story

Task 32: take the register

Task 33: participate in whole school staff meetings

Task 34: supervise milk/drink time

Task 35: participate in planning the 4+ week

Task 36: see to children in the toilet

Task 38: help children to wash and dry their hands

Task 39: participate in Parents' Evenings

Task 43: take part in induction day

Task 44: discuss an individual child's progress/problems with that child's partents/carer

Task 45: teach reading and related skills

89

Thirty of the 46 tasks are done 'often' or 'very frequently' by nursery nurses in schools.

Fourteen of these tasks could be classified as 'welfare'; tasks 1,2,7,11,17,19,

23,25,26,28,32,34,36,38. The others are clearly more overtly 'educational', but as has

been discussed, this is a rather false dichotomy.

Some tasks were carried out 'quite often' or 'very frequently' by over 65% of the

respondents;

Task 9: label and stick work in children's books

Task 12: participate in supervising parents who come in to help

Task 16: ensure cloakroom area is kept tidy

Task 18: sit in assemblies with the 4+ children

Task 24: work with children on the computer

Task 37: mark children’s books and comment on the work

Task 41: assist in the training of students

Task 42: supervise children at lunch

A further 8 tasks, again a mixture of 'care' and 'education' are part of the job of a large

number of nursery nurses. Some 82.6% of the tasks listed are carried out often or

frequently by the majority of nursery nurses in the sample.

The tasks which appear to be carried out less frequently, or by a smaller percentage of

nursery nurses, present an interesting picture. Answers to the open ended questions

provided feedback such as, for task 31; liaise with local playgroups: and for task 46:

conduct home visits. 'I would like to do this, to go and see them'.

Perceptions of Others on the Job of the Nursery Nurse.

The section of the questionnaire which asked how aware different people are of the

nursery nurse's job, and how much these same people value what they do was very

interesting, (see Tables 5 & 6).

The perceived awareness of the nursery nurse's job varied enormously with 50%

of heads apparently being frilly aware of their role and tasks, but Key Stage Two

90

TABLE 5. TO WHAT EXTENT DO YOU THINK THESE PEOPLE ARE AWARE OF YOUR ROLE AND THE TASKS YOU DO?

PERSONNEL NOT VERY (%) PARTLY (%) FULLY(%)

HEAD 7.3 42.7 50

DEPUTY 12.7 51.8 33.6

KEY STAGE TWO STAFF 45 46.1 8.8

KEY STAGE ONE STAFF 18.2 53.6 28.2

SUPPORT STAFF 17.8 51.4 30.8

GOVERNORS 50 41 9

PARENTS 19.1 58.2 22.7

Where responses fail to total 100%, this results from a small non-response on that item. N=110

TABLE 6. TO WHAT EXTENT DO YOU THINK THESE PEOPLE VALUE WHAT YOU DO?

PERSONNEL NOT VERY (%) PARTLY (%) FULLY(%)

HEAD 10.1 33.3 56.5

DEPUTY 16.3 40.4 43.3

KEY STAGE TWO STAFF 26.5 59.8 13.7

KEY STAGE ONE STAFF 11.2 61.7 27.1

SUPPORT STAFF 15.5 50.5 34.0

GOVERNORS 43.0 46.7 10.3

PARENTS 9.1 47.3 43.6

Where responses fail to total 100%, this results from a small non-response on that item.

staff and Governors being only 8.8% and 9% aware respectively. Some 45% of Key

Stage Two staff, who do not work immediately with the nursery nurses concerned, and

are often physically remote from them in schools, are not very aware of the nursery

nurse's job. Fifty per cent of Governors are also apparently unaware. This latter group

is significant since it is the Governors' Pay Review Body (with the unofficial backing of

the head) which could grant the nursery nurse a pay rise. The maximum salary for a

nursery nurse working in education is £11,388, on the APT and C scale.

Table 6 is similarly interesting in that, again, heads appear to value what the nursery

nurse does. Key Stage Two staff again figure poorly, with 13.7% only valuing the

nursery nurses 'fully'. Some 10.3% of the Governors are seen as placing full value on

the nursery nurse's job. The parents' high value and awareness of them appears to be a

supportive factor, although some nursery nurses made critical comments on parents in

the open ended questions.

If, as reported, so many Heads and Deputies are aware of and value the nursery nurse’s

job , then it is interesting that so many of them still have an outdated and ill-fitting job

description. Forty seven nursery nurses have a school-specific job description, and 63

are referred to the 12 year old local authority one (see Table 7).

Table 7 - NURSERY NURSES* JOB DESCRIPTIONS

70

60

Number 50

of 40

Nursery 30

Nurses 2o

10

School Specific LEA JobJob Description Description

93

An outmoded job description was returned with some of the questionnaires and is the

one referred to in the Unison meetings. It is included here, (see pp.95-96) since its

outdated details are important and inform much of the data and opinions received for

this thesis.

The Chief Personnel Officer, who has been working in the County for six years, is aware

of this job description and was working, a year ago, on a more updated replacement. As

yet, this has not appeared.

The comments from the open ended questions were detailed on the job description.

Nursery nurses commented that "the LEA job description does not reflect the

professional status we deserve", and"I consider that the LEA job description to be very outdated and reflects the view that County Hall Personnel have of nursery nurses. It appears that nursery nurses are not credited with any intelligence or initiative and I feel it is an insult to experienced nursery nurses. I am thankful that I have a job description more suited to me and the school I work in."

The area of nursery nurses' job descriptions is very rich, in that as documentary

evidence, the picture is not always what it seems. Of the 21 schools which have their

own school specific job description, covering 47 nursery nurses, some appear to be

genuine, others are more of a 'political' document (see Appendix E for 15 job

descriptions received). One nursery nurse commented, in a phone call, "Our job

description had to be a medium way...it couldn't really reflect what we actually do,

because there is no pay or career structure., she [the Head] didn't absolutely want to put

down what we actually do". Two nursery nurses in answer to the question "What kind

of job description do you have? LEA/Other" wrote "What job description?" and "For

our OFSTED, a job description was put together, but we have never seen it". This job

description is included here since it is the worst received (see pp. 97-98). It is written

badly, and incorporates several mistakes, while talking of the nursery nurse's job as "to

work as a professional in a team providing quality care and education" (it is the 3rd job

description in Appendix E). Another nursery nurse wrote "I had both the LEA one and

the school's own. In 1994 the school one was revised in discussions with the Head

teacher. But not a lot was changed". She concludes " sorry for moaning on all the way

94

POST OF NUUSZPT NURSE IN A PRIMARY SCHOOL/SPECIAL SCHOOL

1. G eneral D e sc rip tio n o f Pose

N ursery Nurses in Prim ary Schools (NNPS) and N ursery Nurses l a S p e c ia l Schools (NNSS) a re ap p o in ted to work w ith c h ild re n in the c lassroom s i t u a t io n in c o -o p e ra tio n w ith c la s s te ac h e rs and under the g e n e ra l d i r e c t io n of the Head T eacher who w i l l be re sp o n s ib le fo r drawing up che t im e ta b le and fo r m a tte rs of c o n tro l and d i s c ip l in e w ith in th e a p p ro p r ia te A r t ic le s of governm ent.

2 . Q u a li f ic a t io n s re q u ire d

For work w ith c h i ld re n o f in f a n t age and fo r work a c ro ss the whole 3-11 age ran g e , and 11-19 in th e case o f S p e c ia l S chools, N ursery Nurses must be h o ld e rs of th e C e r t i f i c a t e of th e NNEB. For N ursery N urses in S p e c ia l S choo ls , w hile i t i s d e s i r a b le th a t they hold the q u a l i f i c a t i o n o f th e NNEB, i t i s re co g n ised ch a t ocher q u a l i f i c a t io n s (s e e p arag raph 4 ( i i ) of th e N a tio n a l Scheme of c o n d itio n s fo r N ursery s t a f f ) may be a c c e p te d .

.3 . The N ursery N urse in a P rim ary o f S p ec ia l School w i l l be a member of the c lassroom team under che g e n e ra l s u p e rv is io n of th e H eadteacher to work w ith in an e x is t in g s t r u c tu r e of c o n t in u i ty and p ro g ress determ ined by the te a c h e r in c o n ju n c tio n w ith ch e 'H ead teach e r; to l i a i s e and c o n su lt, w ith one o r more of th e te a c h in g s t a f f concern ing th e needs of c h i ld re n so th a t th e b e s t advantage can be made of a l l in d iv id u a l s k i l l s and t a l e n t s w ith in th e c o n te x t of th e sc h o o l.

(a ) T ra in in g - rem oval and rep lacem en t of c lo th in g and foo tw ear

T o i le t t r a in in g

Hygiene

M ilk and sch o o l lunch , cab le behav iour e tc .

Common c o u r te s ie s ( 'p le a s e * and 'th a n k you’ )

C o rre c t form of ad d re ss and t i t l e s

H elping c h i ld re n to know s t a f f , ocher c h ild re n e tc .

Use of e d u c a tio n a l coys, games, equipment ( e .g . s c is s o r s )

T ra in in g in t id y in g a p p a ra tu s .

N ursery d is p la y .

A rt, c r a f t , cookery ( a s s i s ta n c e )

V erbal d is c u s s io n s w ith in d iv id u a ls and groups

Heading to c h i ld re n

Rhyming and s in g in g games

95

- 2 -

(b ) O rg a n is a tio n

A s s is t in g t e a c h e r - s e l e c t i o n of s t o r i e s , rhymes e t c .p a r t i c i p a t i o n in e d u c a tio n a l a c t i v i t i e s p r e p a ra t io n of c r a f t m a te r ia ls m ix ing p a in t s , c u t t in g paper

L ia is o n w ith - c o l l e c t i o n / d i s t r i b u t i o n of books c l e a r in g a p p a ra tu s ,san d , e t c .

(c ) C o n tro l and S u p e rv is io n

E n try and e x i t o f c h i ld r e n O c cas io n a l s u p e r v is io n o f groups A tten d an ce a t assem bly O u ts id e p lay Day v i s i t sCloakroom., t o i l e t and w ashing f a c i l i t i e s

(d ) C le r i c a l

A s s is t w ith c l e r i c a l work in t e a c h e r 's absence in th e n u rs e ry and c la ss ro o m

D u p lic a t io n of w r i t t e n com m unication, e t c .

P la n ts and p e ts in term tim e o n ly .

(e ) P a s to r a l

R ep o rtin g a l l i n j u r i e s to th e te a c h e r .

A s s is t w ith t re a tm e n t o f m inor d is o rd e r s and a t t e n t i o n to s i c k c h i ld r e n

O b se rv a tio n and feed b ack to te a c h e r

C onfer w ith te a c h e r and o th e r p e rso n n e l

In v o lv e w ith l o s t p ro p e r ty

The d u t ie s l i s t e d above a re an i n d ic a t io n of what m ight be e x p e c te d o f an u rse ry n u rse and w i l l in c lu d e o th e r d u t ie s as a s s ig n e d by th e Head w ith in th epurview of th e p o s t and g ra d e .

S/ANL/PH

O ctober 1985. E .2038

X5DICJLBI7S DUTIES AGREED AIT "B121QE1L • LZVSL •

R e sp o n s ib le und er th e d ir e c t io n o f 'the head tea ch er o r a n o th e r d e s ig n a te d t e a c h e r f o r the care and w e lfa r e o f s p e c i f i e d c h i ld r e n w ith in th e ed u c a tio n e s ta b lis h m e n t and who a s s i s t the te a c h e r i n th e ed u cation p r o c e s s . -Hain d u t ie s ’w i l l in c lu d e l im ite d invo lvem en t w ith th e cu rr icu lu m ; j o in in g in w ith the a c t i v i t i e s o f the c h i ld r e n i n c la s s e s ; e u p e r v ls in g c h i ld r e n u s u a lly in th e p resen ce o f a te a c h e r ; c o n ta c t with- p a r e n t s ; p r o v id in g g en era l care and w e lfa r e ; a n d -m a in ta in in g a sa fe

35/1C en v iro n m en t.

96

Jo'o t i z I a : N u r s e y Nu r s e

1. to work as a p r o f e s s i o n a l in a team p r o v i d i ng q u a l i t y c a r e and e d uca t i on to pr omot e t b s p h y s i c a l , s o c i a l , e mo t i o n a l and c o g n i t i v e d e v e l o p me n t of each c h i l d and to meet t h e i r needs wi t h i n t he c o n s t r a i n t s of t he school e n v i r o m e n t .

2. To work in p a r t n e r s h i p wi t h t he c l a s s t e a c h e r to p r o v i d e and s u s t a i n an e n v i r o me n t which is s a f e , s t i m u l a t i n g and c h a l l e n g i n g to en-able each c h i l d to devel op a t t h e i r own pace - -

3 . To work c l o s e l y wi t h t h e c l a s s t e a c h e r to p l an and p r e p a r e programmes of work and a c t i v i t i e s t h r o u g h o u t each t e r m, t a k i n g each a c e a . o f Le a r n i ng i n t o account when p l a n n i n g t h e s e . progr ammes . .

4 . .To in r t i a t a r a n d : f a c t I L t a t e - t h e s e ^ p r o g r a mme s o f - wo r k ^ a n da c t i v i t i e s in t h e •. a p p r o p r i a t e way-and to organ i s e . - m a t e r i a L s *. equ i pmen t and r e s o u r c e s t o e n s u r e p r ope r de ve l o p me n t a c c o r d i n g to each chiLds s t a g e .

5 . To promote t he i mp o r t a n c e ' . o f l e a r n i n g t h r ough p l a y and to i n f o r m and e d u c a t e t h e p a r e n t s and c a r e r s a bou t t h e v i t a l ' r o l e i t p l ays in each c h i l d s devel opment and p r o g r e s s i o n .

S . To s h a r e t he r e s p o n s i b i L t y f o r t h e p r e s e n t a t i o n of c h i l d r e n s work a n d . f o r ' t h e c o m p i l a t i o n of d i s p l a y s and i n t e r e s t a r e a s .

7. To acknowledge and r e s p e c t t he i mpor t an t and v i t a l p a r t p l a y e d by t he p a r e n t s in t he p r o c e s s of t he c h i l d s l e a r n i n g bo t h p a s t and c o n t i n u i n g by formi ng a p a r t n e r s h i p and e n c o u r a g i n g t h e i r i n v o l v e me n t and p a r t i c i p a t i o n .

8 . To s h a r e wi th p a r e n t s i n f o r m a t i o n about t h e i r c h i l d s l e a r n i n g and t o encour age d i a i o u g e and c o - o p e r a t i o n . To be p r e s e n ta t p a r e n t s c o n s u l t a t i o n even i ng where p o s s i b l e .

9. To i i a s e and deve l op e x t e r n a l c o n t a c t s wi th o t h e r p r o f e s s i o n a i s and a g e n c i e s who r e l a t e to s chool or t he i n d i v i d u a l c h i l d i e ; s peech t h e r a p i s t , school n u r s e , h e a l t hv i s i t o r e t c and to excha nge i n f o r ma t i on and c o n t r i b u t et o t h e as sesment t a k i n g p l a c e . To ma i n t a i n c o n f i d e n t i a l i t y a t a i l t i mes .

1 0 . To p l a y an act i . ve p a r t in t h e o b s e r v a t i o n , m o n i t o r i n g and a s s e s me n t of i n d i v i d u a l c h i l d r e n and to work c l o s e l y wi t h t h e cLass t e a c h e r t o m a i n t a i n and upda t e w r i t t e n r e c o r d s o f c h i l d r e n s p r o g r e s s and b e h a v i o u r .

1 Uvjo ma i n t a i n and r e p a i r r e s o u r c e s and equi pment used f o r • ^ a c t i v i t i e s so t h a t t h e y may remain s a f e and h y g i e n i c f o r

use wi t h i n t he c l a s s r o o m or o u t s i d e .

1 2 . To s h a r e t he r e s p o n s i b i i t y of t h e s u p e r v i s i o n o f b r e a k t i m e s o u t d o o r or i n d o o r .

1 3 . To u n d e r t a k e s t o r y t i m e s , s i n g i n g and o t h e r gr oup a c t i v i t i e s as p l anned each week.

•_14.To encour age and h e l p c h i l d r e n to become as i n d e p e n d e n t ■ as p o s s i b l e d u r i n g t h e s choo l day and p a r t i c u l a r y a.t t i me s such as changi ng f o r PE,. o r g a n i s i n g t he ms e l v e s f o r l unch and home t i me , t i d y i n g away t ime and t o i l e t i n g .

97

I S. To m a i n t a i n n i gh s t a n d a r d s in t o i l e t i n g , h y g i e n e , t a b l e manner s and common c o u r t e s i e s such as p l e a s e , t hankyou and e xcus e me.

I S . To a d m i n i s t e r f i r s t a i d a t an a p p r o p r i a t e l e v e l and s h a r e t h e r e s p o n s i b i I t y o f r e c o r d i n g and r e p o r t i n g d e t a i l s of any a c c i d e n t t o t h e p a r e n t / c a r e r . To c a r e f o r a s i c k c h i l d in t h e a bs e n c e o f a p a r e n t or u n t i l p r o v i s i o n can be made f o r them.

1 7 . To p a r t i c i p a t e in' t h e t r a i n i n g of s t u d e n t s on p l a c e me n t and t o he l p t o s u r p e r v i s e t h e i r p r o g r e s s .

1 8 . To i mpl ement e q u a l o p p o r t u n i t i e s and pe r f or m a l l d u t i e s and a c t i v i t i e s t a k i n g i n t o a cc o u n t i n d i v i d u a l s s p e c i a l n e e d s , c u s t o ms , v a l u e s and b e l i e f s .

1 9 . To work wi t h a s e n s e o f humour and encour age each c h i l d t o be ; c o n f i d e n t , s e l f - m o t i v a t e d , happy and c o - o p e r a t i v e so t h a t t h e y can make m e a n i n g f u l c h o i c e s t o deve l op t h e i r ; * c o n c e n t r a t i o n , c o mp e t e n c e , c r e a t i v i t y and s e l f e s t e e m to h e l p them engage i n ; e x p l o r a t i o n , e x p e r i m e n t a t i o n , d i s cove r y , and pr obl em s o l v i n g so t h a t t hey may c o n s o l i d a t e s k i l l s t h r o u g h c o n t i n u e d p r a c t i c e and l e a r n i n g and a l ways t o be a war e of o t h e r s need-s as wel l a-s t h e i r own.

2 0 . To work as p a r i o f t h e whole s c hoo l and a t t e n d s t a f f and t eam me e t i n g t o d e v e l o p working p r a c t i c e s , s h a r e knowl edge and work w i t h i n t h e t eam v a l u i n g and r e s p e c t i n g a i l c o l l e a g u e s r o l e s w i t h i n t h e e s t a b l i s h m e n t .

2 1 . To c o n s t a n t l y r e - a p p r a i s e p r o f e s s i o n a l p e r f o r ma n c e and t o p a r t i c i p a t e in r e l e v a n t t r a i n i n g c o u r s e s and me e t i n g s whe r e p o s s i b l e .

98

through this questionnaire!". (This is the seventh job description in Appendix E). A pair

of nursery nurses wrote that their school specific job description "drastically needs up

dating !!" (This is the eighth job description in Appendix E). Three nursery nurses

attended the researcher's local support group in April 1997 partly because they wanted

to attend a support group, whether it consisted of teaching staff and nursery nurses, or

just the latter. They indicated that their job description (fifth in Appendix E) "looked

OK on paper, but needed updating and modernising".

The 13681' school specific job description received of the 15 in terms of most accurately

recognising a nursery nurse's role is included here;

PRIMARY SCHOOL

NNEB PERSONNEL JOB DESCRIPTION

To work under the supervision of the class teacher on the following tasks:

1. Supervising groups working on educational activities.

2. Keeping any working records that may be necessary.

3. Helping put out and put away classroom equipment.

4. Preparing activities for children (in consultation with the classteacher).

5. Helping prepare classroom displays.

6. Maintaining the general routine of the class.

To perform the following general duties:

7. To look after children who are sick or have accidents and to clean up the child and

area as necessary.

8. To supervise the children eating their lunch.

9. To talk to parents when this is necessary.

99

10. To undertake any other tasks that may reasonably be requested by the

Headteacher.

03.10.95

(This is the 15th job description in Appendix E.)

The reason for the final job description's inclusion here (see pp. 101-103; 10th in

Appendix E) is the comment received from the nursery nurse who sent it; when asked in

the questionnaire "Please make any additional comments", she wrote, "Not happy with

the attitude of Head and Deputy towards the staff in general. It is one of bullying and

intimidation at times."

100

Job Description

NAME :

POSITION : N.N.E.B. in Recaption Unit.

Job Aim

To be part of the professional team that works with children providing quality, care and education in co-operation with the class teacher and other professionals,under the general direction of the class teacher and Headteacher.

To work within the conditions of service as agreed by the LEA, Section 3 paragraph 28 (page 23 - purple book).

fe h.QS

To provide and sustain in conjunction with other staff an environment which isstimulating and challenging.

To promote the physical, social, emotional and cognitive development of eachindividual child within an existing structure of continuity and progress determined by the teacher.

To provide a caring environment and take the necessary action to ensure thewell-being of the children.

To establish and develop good relationships with parents and other staff in theschool.

To liaise and consult with other staff concerning the needs of children so thatthe best advantage can be made of ail individual skills and talents within theschool.

To take pan in the full life of the school.

To sensitively integrate children with special needs into the classroom.

To provide a role model and encourage children in the acquisition of spokenEnglish through verbal discussions with individuals and groups.

To help new children settle in and learn the appropriate ethos of ofrespect and responsibility, and good behaviour.

General Duties

Organisation and planning

1. Assisting the teacher to prepare work, activities, materials and equipmentincluding selection of stories, rhymes etc.

2. Together with the teacher to be involved in planning of activities whereappropriate.

101

3. To be responsible for children as required throughout the day, both inside and outside and provide the appropriate supervision and ensure the children learn common courtesies.

4 . In consultation with the teacher to be involved in setting up displays and interest areas.

5. To observe, monitor, assess children and keep records, if required by the teacher.

Communication

1. To attend staff meetings, and other meetings as required by the Headteacher.

2. To liaise with parents and other members of staff when required in a climate of mutual respect.

3. To help children to know other staff and children.

Professional Development

1. To keep up to date with developments in early years education especially knowledge and understanding of child development. .

2. To evaluate professional performance and be willing to develop new skills by suitable training.

Other duties

To be involved in dinner duties and encourage good social habits and behaviour.

TO' control and supervise children at the beginning and end of the morning and afternoon session.

To assist with treatment and minor disorders and attend to sick children.

To carry out any other reasonable requests by the Headteacher, Deputy Headteacher and Class teacher.

Responsible to:-

Class teacher.

Head and Deputy Headteacher.

This job description may be amended at any time after discussion but in any case will be reviewed annually.

November 1995

102

23 (Section 3, Para 28)

(3) N ursery Staffs in E d u c a t io n a l Esta bl ish m en ts

(a) This paragraph applies to nursery staff working directly with children in classrooms up to age 7 or working with children in a special school or with children with statements of special educational need. Grading is at local discretion. A levei of contribution which is representative and not comprehensive of the standard job undertaken by nursery staffs is typified below, together with the salary scale to apply. The grading of posts with ieveis of contribution substantially different from those set out below is to-be locaily determined by operation of the procedures normally adopted by the local parties.

Spinal Column Point Nwnber

Responsible under the direction of the head teacher or another designated teacher for the care and welfare of specified children within the education establishment and who assist the teacher in the education process.Main duties will include limited involvement with the curriculum; joining in with the activities of the children in classes; supervising children usually in the presence of a teacher: contact with parents; providing general care and welfare; and maintaining a safe environment.

(b) Nursery nurses will normally possess the Certificate of the National Nursery Examination Board or equivalent qualification. •(c) Nursery staffs whose work is wholly or mainly the care and supervision of children with statements of special educational needs will be paid a special allowance of £561.(d) Nursery staffs employed in educational establishments are to be regarded as full-time employees if regularly employed for ten sessions or more per week (including lunch break where worked) during the school term or, where a sessional basis is-inappropriate, for 32.5 hours (including lunch breaks where worked). The right of the employer to require further service outside the normal school hours is subject to payment at piain time rate (based on 1/32.5 of weekly salary) or at overtime rate 1.5/32.5 beyond 37 hours (36 in London). There is to be no abatement of salary in respect of days not required to be worked during school holidays.(e) Nursery staffs employed full-time should be available for work for 195 days in any year, of which 190 days shall be days on which pupil contact will be required.

(4) Reserved

PAGES 24, 25 AND 26 RESERVED

REVISED M ARCH 1989 (CIRCULAR N.O . 316)

789 (Minimum at age 21)

10/11 12131415 (to apply from 1.4.89)

103

Contented and Discontented Nursery Nurses.

Thirty eight per cent of the questionnaire respondents indicated that they were ’happy'

or ’fortunate in their job.' This group is described as the 'contented' group. Sixty two

per cent gave responses which showed that they are 'discontented'. Although there were

a few questionnaire responses which appeared to be marginal, they could still be

classified as 'contented' or 'discontented'

In the process of data reduction the qualitative researcher has to reduce the data mass to

a form suitable for analysis. There is a recognised difficulty in validating or even

agreeing that the findings from qualitative data are reasonable, credible and avoid

superficiality (Miles and Huberman, op.cit., p.277). One of the problems for the

qualitative researcher is that of maintaining self awareness and seeking corroboration for

the findings. It is being recognised that one can ask an informed, critical second opinion

to verify, confirm, disagree with or illuminate the researcher's findings (Robson, op.cit.,

p.371; Cohen and Manion, op.cit., p. 106; Johnson, 1995, p.204).

Miles and Huberman recommend that the qualitative researcher use "critical friends"

who can supportively counter approaches which may be taken for granted and suggest

alternatives (op.cit., p.310). They also advise that one use colleagues who are "familiar

with the settings you are studying but not your research," to check whether the

"emerging findings" are reasonable and credible (ibid., p.217). Robson advocates that

an experienced helper looks for categories, clusters, recurring patterns or themes

(op.cit., pp.377-401).

The researcher therefore asked a "critical friend" who had knowledge of the area, but

not of the findings to date, to study two thirds of the questionnaires. The conclusions of

this second opinion were definitive in providing confirmation that the questionnaire

respondents were clearly bipolar, in that they identified themselves as "contented" and

"discontented." She also commented on the way in which the two groups completed

the questionnaire, omitting some open ended questions or choosing to answer others in

detail.

104

The 'contented' respondents were noticeable in that they tended to leave blank the open

ended question, "Is there anything you do that you don't like?" and expanded in the last

two open ended 'sweeper' questions. They also gave a more positive indication on how

aware different people are of their jobs, and how much value those same groups ascribed

to their jobs and tasks (see Appendix D). A rough content analysis showed a

preponderance of words or phrases frequently used by this group such as "lucky",

"fortunate", "fair", "autonomy", "valued", "treated as an equal", "involved" and "very

happy" (ibid., p.401).

The 'discontented group similarly stood out as an easily identifiable group. They tended

to avoid the open ended question "Please add anything that you would like to be part of

your job." They gave detailed evidence in response to the question, "Is there anything

you do that you don't like?". These respondents also opened up more on the last two

open ended questions, giving freely of additional comments. The content analysis of this

group's responses showed a heavy occurrence of such words or phrases as

"frustrations", "second-class", "undervalued", "more acknowledgement", "difficult

role", "lack of respect", "underpaid", "more pressure", "being told", "being used", and

"no prospects". The 'discontented' group gave a more negative indication of how aware

different people are of their jobs, and how much value those same personnel ascribed to

their jobs and tasks (see Tables 8 and 9). The 'contented' group of 41 nursery nurses

wrote in very strong terms of factors which made them "happy" and feel "fortunate".

One of these factors, that of feeling "valued", "part of a team", and of "being consulted"

came through very strongly. They present a different profile from the whole group in

that they feel more school personnel are aware of what they do, and that more value is

put on their job (see Tables 8 and 9).

In the perceptions of the 'contented' group the Governors and Key Stage Two staff are

immediately noticeable. Twenty four per cent of Governors are perceived as being "not

very" aware of the nursery nurse's job. Fifty five per cent of this group are perceived as

being "partly" aware. Key Stage Two staff are similarly perceived, with 27% of this

group seen as "not very" aware. Sixty one per cent of Key Stage Two staff are

perceived by nursery nurses as being "partly" aware of their job. Only 21% of Governors

105

TABLE 8. HOW AWARE THE CONTENTED AND DISCONTENTED GROUPS OF NURSERY NURSES THINK PEOPLE AREOF THEIR JOB.

PERSONNEL NOT VERY(%) PARTLY (%) FULLY(%)

HEADCONTENTED 5 22.5 72.5

DISCONTENTED 7.5 55 37

DEPUTYCONTENTED 8 38 54

DISCONTENTED 15 60 25

C T 1 A 1717

CONTENTED 27 61 12cj l -------------------------------------------

DISCONTENTED 53 41 5

KS1 STAFFCONTENTED 10 54 36

DISCONTENTED 26 54 20

SUPPORTSTAFF

CONTENTED 11 53 36

DISCONTENTED 17.5 52 30

GOVERNORSCONTENTED 24 55 21

DISCONTENTED 57 37 6

PARENTSCONTENTED 2 61 37

DISCONTENTED 29 59 12

Percentages are of those who responded

TABLE 9. HOW MUCH VALUE THE CONTENTED AND DISCONTENTED GROUPS OF NURSERY NURSES THINK THATPEOPLE ASCRIBE TO THEIR JOB.

PERSONNEL NOT MUCH (%) SOMEWHAT (%) HIGHLY(%)

HEADCONTENTED - 18 82

DISCONTENTED 16 44 40

HIT PIT XVCONTENTED 6 33 61

LfSLr U 1 I

DISCONTENTED 22 50 28

KS2 STAFFCONTENTED 12 71 17

DISCONTENTED 40 53 7

KS1 STAFFCONTENTED 5.5 43 51.5

DISCONTENTED 16 65 19

SUPPORTSTAFF

CONTENTED 8 42 50

D ISCONTENTED 19 52 29

GOVERNORSCONTENTED 8 51 41

DISCONTENTED 37 53 10

PARENTSCONTENTED - 27 73

DISCONTENTED 14 52 34

Percentages are of those who responded.

and 17% of Key Stage Two staff were seen as being "fully" aware of the nursery nurses'

tasks and jobs. Parents and Support Staff, to whom the nursery nurses are probably

more 'visible', are perceived as being more aware. Thirty seven per cent of parents were

thought to be 'fully aware'; 36% of support staff received the same description. The fact

that this group perceived 82% of heads as 'highly' valuing their job and 51.5% of KS1

staff as according them 'high' value is reflected in their answers to the open ended

questions.

The 'discontented' group of nursery nurses revealed very different perceptions and felt

that there was widespread lack of awareness and low value ascribed to their jobs, (see

Tables 8 and 9). This group perceived that the Head is far less aware of their job than

the 'contented' group, as are the Deputy, KS1 and KS2 staff and Parents. Fifty three per

cent of Key Stage Two staff are perceived as 'not very' aware; while 57% of Governors

are similarly described by these nursery nurses. The 'contented' group also viewed the

Governors more favourably.

The 'discontented' group of 69 nursery nurses perceived that only 40% of Heads and

28% of Deputies put 'high' value on their job; a very different proportion from the

'contented' group. This group perceived KS1 staff and KS2 staff as ascribing even less

value to them than the first group. Only 10% of Governors are thought by the

'discontented' group to place 'high' value on their job.

The 'contented' group of respondents appeared to demonstrate no differences from the

'discontented' group, such as date at which they had qualified, see Table 10, whether

they worked in a Primary or Infant School, see Table 11, or whether they had their own

school specific job description, see Table 12.

108

TABLE 10. THE YEAR IN WHICH CONTENTED NURSERY NURSES QUALIFIED

NUMBER

OF

NURSERY

NURSES

65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95

Year o f Qualification - 1965 - 1995

109

TABLE 11. TYPE OF SCHOOL IN WHICH CONTENTED NURSERY NURSES

WORK

30 -i

25-

NUMBER 20 -

OF

NURSERY

NURSES

5 -

Primary Infant

TABLE 12. TYPES OF JOB DESCRIPTIONS HELD BY CONTENTED

NURSERY NURSES

35-

NUMBER 20 -

OF

NURSERY 25 -

NURSES2 0 -

15-

10 -

5-

L.E.A. SCHOOL SPECIFIC

Type of Job Description

Type of job description was commented on by a small group as a feature which

contributed directly to their contentment; "We have recently written our own job

description for the staff. This nursery nurse indicated that she felt everyone, except the

Governors, were ’fully aware’ of her role and tasks, and valued her highly. A comment

was made "Job Description for our school was written by the NNEBs and the

headmistress, it is appropriate for our school and the job we do".

Another nursery nurse with the LEA job description commented, "Recently our head

has been made aware that we should re-negotiate our personal job description annually.

I l l

There is also a new national job description in the pipeline (Informed by Unison)". (This

is still forthcoming). Comments were made by some of the Group of 41 on the limited

nature of their LEA job description: " I find the job description very open ended". "(I

do a lot of jobs that are not actually listed on my job description - but come under the

general heading of ’assisting teachers’)" and some reluctance to detail the real nature of

the job was indicated:"My job description is looked at each year with the head and although I state some, not all of the extras I am involved with we have not changed it a) not seen anyone else's b) if you change it to everything you cannot revert back to nursery nurse duties on the basic LEA"

Some showed a willingness to do more,"I think that I do far more than my job description but I enjoy what I do and it’s my choice to do all the 'extras’ ", because she is treated "as an equal, we both do the same work apart from the reports and the forecasts which the teacher discusses with me and then write them".

The contented group of nursery nurses emphasised their autonomy and room for

manoeuvre as a feature in making them feel "fortunate":

♦ "The part-time nursery is organised by myself and another nursery nurse so roles

are similar to that of teacher (who is team leader) and in charge of full time

nursery. . . I feel fortunate to work in a school where I have complete autonomy but

realise many people with the same qualification as myself are not so fortunate and are

still treated as glorified ancillaries, despite having much more to offer".

One nursery nurse who is in the position of "working with rising 5's and reception, 4-5

years" and has worked in her school for 8 years is "employed as an ancillary when

numbers drop" but wrote:

♦ "I work closely with the class Teacher and am included in all aspects of planning.

Each new "5's group" are seen as ’my' group - under the direction of the Teacher. . .I

feel fortunate in being able to develop the role of Nursery Nurse at my school. I am

included in all aspects of planning in the Infant Department".

112

A positive, sharing working relationship, which appears to lead to Mbeing included" and

"feeling valued" is referred to by many respondents in this group of 41 nursery nurses:

♦ "I am lucky in my job as I have a good working relationship with the teacher in

that I am never asked to do things I don't feel able to do or don't like to do";

♦ "As a team we ensure the area is tidy. Nursery environment is everyone's respon­

sibility - we share tasks - as fairly as possible.... I am fortunate in my role to be as

highly valued and respected as I am in this school, working as part of a team is high

on our agenda and we work towards a positive, equal team structure";

♦ "I have been very happy at this school. I love my job and know that I contribute a

great deal....I would like to point out that I am not always the one who does the

dirty jobs, the teacher that I work with does her fair share. I...know that my role is

valued highly. One very happy Nursery Nurse";

♦ "I am very happy in my job, even although it can be demanding and tiring. I am

part of a small staff group. We have all come into the nursery with different experi­

ences and value each person's contribution to the group";

♦ "Within Nursery I feel all of the staff work as a team, with no distinction be­

tween NNEBs and teachers. If you need to clean up a mess, whoever discovers it

first does the job. If an official report needs writing it's discussed with all staff con­

cerned and based on everyone's input. I also acknowledge that we are very lucky

and this is not the case in every school";

♦ " Since I started the staff have always treated me as an equal and part of the team,

this may be why I have stayed so long. Due to this the parents also treat me as an

equal and are quite happy to consult me on their child's progress, behaviour etc. I

always attend parents' evening and everything we do in the classroom is split down

the middle, the teacher would never ask me to do something that she wasn't prepared

to do herself';

♦ "Although staff which do not work in the reception class may not value or be

aware of our role and the tasks we do, the teachers we work with, I feel do - very

much so. I am very happy with the amount of responsibility I am given as a nursery

nurse and the participation as a team - 1 feel very much an equal with the teachers -

they are prepared to do everything we do and viser verser [sic]";

113

♦ "My present job has expanded my role greatly, and I enjoy the challenges this

presents. . .Unless you have worked in a nursery I think it's very hard for any member

of teaching staff to understand fully the role of any members of nursery staff. Having

done supply I know the vast differences between how individual schools value and

utilise their nursery nurses. I am very lucky to work where I do with such a suppor­

tive colleague, head and head of early years";

♦ "When I first started here the teacher did not use me to my full potential, I was

just an extra pair of hands. Since she retired I have been fortunate to work with

teachers who appreciate my worth and treat me as an equal partner and colleague...If

any of the teachers have not worked within early years I find they are unaware of

what happens within the nursery and early years but we are valued as part of the

school..I would just like to add I thoroughly enjoy my job and count myself fortunate

to have worked with several excellent teachers and some lovely children";

♦ "On parent evenings the parents talk to either me or the teacher. Often I feel not

adequately trained to do this, but I do carry out this task...In the 4+ unit the teacher

and I work together as a team, both doing any job that may need attending to. Each

day we both have an activity that all children take part in and when not working with

us they can choose their own activity (activities include Maths, reading, handwriting

etc.) ...The teacher and I plan all work together on a weekly and termly basis. Each

term a letter going out to parents to inform them of the work the children will be do­

ing during the term";

♦ "Since we had a new Head Teacher 5 years ago, the nursery nurses are involved in

everything, including all staff meetings".

Receiving approbation from outside agencies has made a difference in one nursery nurse

feeling valued;

♦ "Having a very good OFSTED report for the 4+. All staff reading the report were

made aware of quote "exceptional Nursery Nurses" I am an over-worked,

underpaid, but a very happy nursery nurse who loves her work!".

One nursery nurse in this group mentioned that efforts were rewarded financially:

114

♦ "One teacher was replaced with a nursery nurse. I have now been given an hono­

rarium of £350 per year to be in charge of a group of children, and do their base lines

and reports etc."

The reality of the nursery nurses’ working environment is further deepened by this

group's comments on how the job has changed in the last five years. The feelings of

being valued and incorporated, referred to above, were written with feeling and

appeared to be consistent with the feelings expressed at the two Unison meetings. These

positive feelings were expressed despite their listing "extra jobs" they do and the changes

in the nature of their job.

Extra jobs listed in the questionnaire were;

♦ "re-stocking First Aid equipment in the School."

♦ "I am a first aider and can be called on to administer first aid to the whole of the

school."

♦ "organising the part-time Nursery."

♦ "responsible for First Aid, Health and Safety throughout the whole school - my

choice."

♦ "liaise with parents and children - whose language is not English."

♦ "Each term both the teacher and I write out a flow chart of topic ideas... Also I buy

orange juice and biscuits for break time."

♦ "Nursery nurses have taken full responsibility for nursery nurse students within our

school after discussion with all nursery staff."

♦ "administer asthma inhalers daily. Take part in nursery planning meetings at least

2 hours of own time... pet care daily and weekly, prepare activities in own time

daily."

♦ "having our own groups and areas."

♦ "shopping for biscuits, cooking ingredients and other small items that is [sic]

needed in the nursery. Every week."

♦ "RE/PSE 1 session per group weekly (3 sessions)."

♦ "Set up toy library in nursery and help with fund-raising and management of it."

115

The picture of an apparent" job overload" was extended by these 41 respondents giving

details of how their jobs have changed in the last five years. The comments are

summarised by three respondents:"My present job has expanded my role greatly and I enjoy the challenges this presents;"

"It has become more of a partnership with the teachers we work with and more involved with nursery and whole school planning and development of policies;"

"We have taken on a lot more of the role of a ’teacher'. The Nursery Day is a lot more curriculum based".

Further details were concerned with nursery nurses teaching more of the National

Curriculum; more "formal" activities with large groups; more planning; more

participation in school life in general;

♦ "The emphasis has shifted towards the National Curriculum and I've found I've be­

come more aware of and carrying out more formal structured and educational activi­

ties as well as balancing this with structured play activities";

♦ "we have taken on a lot more of the role of the teaching staff. The Nursery day is

a lot more curriculum based";

♦ "much of the related skills to reading are pre-reading skills which I am involved

with";

♦ "we do home visits which have only just started in the last 12 months. More in­

volvement in planning and staff meetings. More involvement in administration.

Whole job seems more structured";

♦ " Responsible for a term's intake of children i.e. plan for the first day, every day.

More planning. More administration. More responsibility";

♦ "More formal teaching rather than through play";

♦ "Having moved from working in the private sector my job has become far more

concentrated on the social and educational care of children. Rather than including re­

sponsibility for cleaning the workplace as well e.g. dusting, mopping floors etc.";

♦ "More involvement in the curriculum";

♦ "Much more planning. Also the baseline assessment is now being introduced";

116

♦ "With a new nursery teacher, I no longer have to write end of year reports and be

responsible for my own group of children at parents evening";

Only 4 respondents in this group mentioned dislikes. Three nursery nurses were

concerned with supervision at lunch time, while one referred to her role as the constant

member of staff in the 4+ unit;

♦ "I don’t like having to do dinner duty with just V2 hr break - it is more tiring than

the whole of the day!";

♦ "Don’t like supervising children at lunch"; "Having to be responsible for alterna­

tive dinner times which is all lunch hour i.e. meal eating, coats and shoes and acci­

dents, sometimes having no break from the children";

and

♦ "I find it hard when a teacher moves out of the unit and new one comes in. It takes

a long-time to get use [sic] to someone else and hope they understand NNEB’s role."

One respondent pointed the way forward and answered " I would like to have courses

available, so we could acquire more knowledge on new developments." One nursery

nurse made a nice distinction;" I think KS2 and KS1 staff are not aware of nursery

nurse's role in particular but of the role nursery plays in the development of the children

they later teach".

The larger group of 62% of questionnaire respondents indicated greater levels of

discontent and reasons for alienation. Apart from the major difference discussed above

this group of 69 respondents appeared to demonstrate no significant feature from the

previous group of'contented' nursery nurses, such as whether they worked in a Primary

or Infant school, see Table 13; date at which they had qualified, see Table 14; or

whether they had their own school specific job description, see Table 15.

117

TABLE 13. TYPE OF SCHOOL IN WHICH 69 DISCONTENTED NURSERY

NURSES WORK

NUMBER

NURSERY

NURSES

PRIMARY INFANT

118

TABLE 14. THE YEAR IN WHICH DISCONTENTED NURSERY NURSES QUALIFIED

NUMBER

OF

NURSERY

NURSES

7

6

5-

4-

3

2

1

59 60 61 62 63 64 65 66 67 68 69 70 7172 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96

Year o f Qualification - 1959 - 1996

TABLE 15. TYPE OF JOB DESCRIPTIONS HELD BY 69 DISCONTENTED

NURSERY NURSES.

NUMBER

OF

NURSERY

NURSES

L E A. SCHOOL SPECIFIC

Type of Job Description

The fact that 45% of the 'discontented' group have their own school-specific job

descriptions seems at first sight confusing. A school-specific, mutually agreed job

description would appear to be a factor in contributing to contentment with one's job.

The answers to the open-ended questions provide some answer to this apparent

contradiction.

120

The existence of a school-specific job description can be the result of a hard fought

battle:"I take sole responsibility for pre-school children...they come into school to work with me in small groups of between 8-15!!! [I don't like this] that I am expected to take this responsibility with no salary increase in return for the extra work that I have to do e.g. planning, displays, monitoring children, room organisation etc... equivalent to what the Early Years teaching staff also do... without getting a "thank you"... I have been given more responsibility due to my experience....After a lot of discussion about my role the school has taken on the job description developed by Unison. I don't feel my head has any awareness with regards to my role and tasks I do...even though my weekly hours always exceed 32V£ (usually 38+). Thus I pointed out my hours - which he did not know about!!!!! - Thus I asked advice from Unison and eventually he took on board their job description which I feel is very fair and appropriate. But I do need to stick to it - so as not to be taken for granted".

Other comments centred on the school specific job description as a 'political' document

or as an unrealistic; ill-informed or unrecognised document;

♦ "no-body really knows the role of a Nursery Nurse....Before working in I

worked in two other schools. In both positions I was a member of a team...[now] I

have tried to explain my situation...I think people think quite highly of what I do but

I am not doing the job of a Nursery Nurse. I am the first Nursery Nurse the Head

and Teacher have worked with."

♦ "The fact that I'm a qualified NNEB working within a school environment but

don't receive correct salary even though the job stipulated that I had to have an

NNEB."

♦ "In the Early Years Department we work very much as a whole team. In the whole

school the role of the nursery nurse is not always recognised."

♦ "This job description was devised by my previous teacher."

♦ "We devised our own job description at a meeting with the Head Teacher. All the

staff are under pressure to justify everything they do, record and assess and have

something to show for it at the end of the day."

♦ "I had both the LEA one and the school's one. in 1994 the school one was revised

in discussions with the headteacher. But not a lot was changed."

121

♦ " [School job description] needs updating ASAP.”

Realistic school specific job descriptions were commented on again by this group as

sometimes reflecting the nursery nurses' myriad tasks;

♦ "Wording [of LEA job description] changed or headings to shared responsibility

with teachers in....and some statements have been dropped."

♦ "We (the nursery nurses) have recently written our own job description after dis­

cussion about what we each actually do."

This apparently successful situation is given another dimension by a comment from the

same nursery nurse; "A visiting parent/governor was amazed at the amount of planning

and organisation involved in class, she really had no idea how much work we do."

The LEA job description continued to be disparaged in terms of;

♦ "my job description is very basic and I seem to do more work alongside my job

description."

♦ "very broad and basic and much of what I do is not covered."

♦ "If I did only the items on my job description then I don't think my colleagues

would be very happy - the description is very bland."

♦ "Job descriptions are very generally described and its very much up to the Head-

teacher how this is interpreted."

♦ "Does not reflect the professional status we deserve."

This group of 69 nursery nurses made very few comments on autonomy and colleagues'

attitude being important factors in contentment or otherwise;

♦ "Job satisfaction and individual freedom depends entirely on the attitude and part­

nership of the teacher you are working with";

♦ "Overall we have a good Early Years' Team/Team Leader support";

♦ "I am very fortunate to be working with a teacher who, although she has ultimate

responsibility, considers me to be a partner. We have constant discussions about in­

dividual children and their needs. We share jobs and work as a team.

122

Communication, discussion, team work and respect means I can be an efficient and

effective Nursery Nurse."

This last view was unusual in this group who more often commented on lack of

autonomy, communication and knowledge of their job.

The comments from this group on the perceived reasons for their 'invisibility* cover a

variety of factors, which sometimes overlap. Lack of awareness, respect and

understanding contributes to their low status and confusion about their roles:

♦ "All the frustrations we experience are because of a lack of understanding from

senior management";

♦ "I feel that Nursery Nurses are very professional people equal to the teachers that

they work with but are often undervalued, often out of ignorance i.e. "you are

helpers" ";

♦ "I think this could be because they [KS2 staff, KS1 staff and Governors] don't ac­

tually see what we do during the day. I feel that sometimes the teaching staff treat

us as second class citizens and that we should be treated exactly the same as them";

♦ "The school nursery needs to be given a much higher profile. A lot of parents re­

gard us as the 'Playgroup' and have no idea of the amount of hard work, organisa­

tion, reports, planning and learning that goes on every day!!";

♦ "[I would like] More acknowledgement of our specialist training which covers the

area of curriculum and planning that many of the staff do not think is covered on the

NNEB course. ..We work the same amount of hours and work just as hard but it is

like we don't exist at times";

♦ "Our expertise should be more widely recognised and respected, and it should be

made clear that we are not ancillaries, just to do the more menial tasks of the

classroom. . . The Nursery Nurse should be treated as a professional working along­

side the teacher. More recognition should be given to the fact that the NN is a

specialist in Early Years";

123

♦ "Status for a Nursery Nurse is very low...cover for my absence has rarely been by

another qualified NN...it makes me feel undervalued as an ancillary has been asked to

fill my absences";

♦ "We feel it is very disappointing that Nursery Nurses are being replaced by ancil­

lary helpers. In the future will Nursery Nurses exist in schools?";

♦ "I feel that I am often thought of as an ancillary. The two years of training and

other relevant experience doesn't seem to be acknowledged";

♦ "When off sick....replacement is an ancillary. Which makes one feel undervalued";

♦ "I feel the NN role is a difficult role - with many staff and parents unsure of the

role - not sure whether to treat you as a teacher or ancillary";

♦ "I feel that the general attitude to Nursery nurses is that they play with children

and don't actually teach! This I feel is reflected in our pay!";

♦ "Nursery Nurses in general aren't valued for the hard work they do";

♦ "Sometimes...mums think we are a baby sitting service for their convenience";

♦ "I have worked in a Social Services Family Centre previous to Education - 1 have

found the roles vary considerably - with the role in Social Services being seen as

more professional";

♦ "[don't like] lack of respect/understanding within school, both staff and parents

e.g. referred to as NNEBs not nursery nurses. Although I'm proud of my qualifica­

tion it is not my professional job title. Would a 'teacher1 be referred to as a PGCE

for instance?";

This group of 69 nursery nurses wrote of extra responsibilities and changes to the job

which will be detailed later. The lack of an adequate pay and career structure was

commented on, particularly in light of their extra workload;

♦ "The daily responsibility/workload between teacher and nursery nurse in our

recep. unit is quite small, but the wage scale is getting even bigger";

♦ "In spite of doing everything that the teacher does, apart from having the ultimate

responsibility and accountability, I pick up a pay cheque for about half the amount

the teacher earns. It's about time Nursery Nurses were paid their worth!";

♦ "It is not made clear what we should not be expected to take on given the huge

difference in pay between teacher and nursery nurse";

124

♦ "I really enjoy my work except for the poor pay/salary. After 6 years of being a

NNEB I have now got to the top of my pay scale - only £5,000 approximately more

than when I started. Even the secretarial staff and premises officer gets paid more

than I do. But we work alongside teaching staff, often doing the same jobs as them

and the hours of the day and get paid such a lot less”;

♦ "Perhaps N Nurses’ salary should reflect the position they hold in the school";

♦ "Underpaid and I hope that we get the same % rise as the teaching staff. They al­

ways receive their pay before non-teaching staff';

♦ "[don't like] lack of career development. Poor pay structure. No incentives to gain

more status";

Specific extra jobs that these nursery nurses do in schools were listed as

♦ " sole responsibility for pre-school children.. .groups of between 8-15"

Other respondents mentioned this with "groups up to 20"

♦ "teaching children moral standards - right from wrong, manners etc. Constantly!";

♦ "responsibility for looking after the kiln and supporting IT in the Infant

department";

♦ "play the piano for nurseries, rising 5's, Infants. Take photos for records etc. Su­

pervise parents' newsletter";

♦ "assess and prepare children's assessments. I also use my bi-lingual activities";

♦ "daily planning";

♦ "We prepare drinks and chop up fruit every day, organise a book club every

week";

♦ "Giving inhalers to asthmatic children. Completing IEP forms for SEN children.

Attend all teacher days";

♦ "Photocopying. Ordering school sweatshirts. Reading workshop - parents work­

ing with our children. Looking after part-time children since Easter plus the other

4+ children";

♦ "Whole school First Aid. Pottery club 9+ Monday lunch. Reading work shop";

♦ "Child profiles on 2 groups of children (Approx. 15 children in each group) each

term and work for those childrens' record folders. Teach music to the full-time

children";

125

♦ "Planning, long, medium and short-term. Organising, buying books and running

the school book shop";

♦ "Health & Safety rep. for the school. I also run the toy library on Friday after­

noons with another n.n. also take responsibility for the rabbit - feeding, cleaning and

taking him home for the summer. I'm also a qualified First Aider".

♦ "Year group assembly on a rota - once every five weeks. Music/library sessions

daily - split groups in two. I take one half, teacher takes other half';

♦ "Toy library and creche each week";

♦ "Play dough maker all the time";

♦ "Observing children. Verbal input towards reports...Help other members of staff

when needed";

♦ "Art and craft activities and ideas which I set up every week....Look after and as­

sist students in their work and activities. Looking after the classroom pets....Painting

classroom windows...every V2 term...shopping...after school";

♦ "We do attend all out of hours social functions at all levels. 3-4 times a term";

♦ "Run school book fair while all other staff are at a meeting";

♦ "Take children to visit their new schools. Liaise with school's teaching staff.

Work and liaise with visiting specialists e.g. OTS, physios, Autistic/outreach

service";

♦ "Pre-school group - send out invitations and organise weekly parent group for

children due to start school the following term. Admissions - ascertain nursery va­

cancies and send letters to parents with starting dates. Liaise with colleagues in

other nursery";

♦ "For the past two terms I have been the only full time person in a class of 30 chil­

dren with two part-time nursery nurses and a teacher 2 days a week. I enjoy the re­

sponsibility and what I am doing but sometimes would like the role made a lot

clearer";

♦ "Most things are done by both myself and the teacher".

The variety of the extra tasks and the flexibility of the staff involved could be called

exceptional. The extent of the nursery nurse's job is further detailed by 69 respondents'

comments on how the job has changed over the last five years and their dislikes:

126

♦ "The changes have come about each time I have worked with a different teacher.

The attitude of the teacher and her view of the role of the Nursery Nurses dictates

just what that role is";

♦ "You are increasingly 'counciling' [sic] parents and children, also more children

come into school needing extra help with the basic skills you would expect parents to

teach at home";

♦ "I find that children’s behaviour is much more demanding and their attitude to

adults has changed and they are not so respectful";

♦ "I feel that my role has become more academic. My role is to share equally with

the class teacher in all areas";

♦ "With the implementation of the NC [National Curriculum] far more meticulous

planning, evaluation and assessment. Less flexibility. More emphasis on the educa­

tional developmental input than on the social, caring, aesthetic role of NNEB";

♦ "I think the job now involves more paper work and planning and stress levels has

really increased";

♦ "A lot more responsibility...Too much responsibility";

♦ "The 'fun' element has gone now it's just assessments, reports, paperwork. Every­

thing need justifying. There never seems to be any time to do things just for

enjoyment";

♦ "There are a lot more guidelines, policies and schemes of work to follow. The

nursery has to be a lot more structured and does not leave any room for off the cuff

activities, which usually are a lot more beneficial to the children in what they actually

gain";

♦ "Lot more pressure due to the National Curriculum. I feel that there isn't enough

time to really talk to the children. Too many children to staff ratio";

♦ "Much more responsibility. I now teach every area of the curriculum";

♦ "Yes. [work has changed] but not the money! Responsibility. Much more work

after school as well";

♦ "Recording, following curriculum, doing almost as much as a qualified

teacher...Time spent at staff meetings, how much time put into recording: how much

extra time after and before school we put in compared to a teacher";

127

Specific changes in the nature of the nursery nurse's job over the last five years

sometimes overlapped in these respondents' comments. Some dislikes have been detailed

previously, such as lack of pay; inadequate career structure; poor job descriptions; extra

work and ''lack of respect from other staff in school" which was a persistent theme in

this group's responses, and which was identified along with lack of communication:

♦ "[don't like] being used - expecting things from us, yet never really being asked.

Put on more than ever";

♦ "Sometimes you are not always put in the picture of current happenings";

♦ "I don't feel we are supported in our Early Years Department as there seems to be

a great lack of communication at times";

♦ "[don't like] Not being made aware of things that are happening more and having

the chance to discuss it! We are being told more and more of the sort of activities

to do rather than using our own brains!"

The increased amount of paperwork has been mentioned, but was specifically included in

"dislikes" by this group of 69 respondents:

♦ "far more written assessment that often has to be completed at home";

♦ "the paperwork gets on my nerves!";

♦ "amount of paperwork involved in planning etc. which has to be completed for

each day's main activities";

♦ "The paperwork in nurseries has probably trebled in that time [5 years]".

Misunderstanding of the nursery nurse's role and being taken for granted has been

extensively detailed, and can be summarised by this comment:

♦ "[don't like] Being known as just a classroom helper i.e. somebody who is just

there to clean paint pots, change pants and clean up sick. The fact that we are not

trusted to take care of the class if the teacher is to leave the room for V2 an hr. for

example. Even so, unofficially, this does happen very often!".

128

The need for more acknowledgement of the nursery nurse's job has also been

documented; comments on what these respondents would like to be part of the job and

their life in school included:

♦ "It would be nice if the class in which the children attend were referred to as 2

members of staff, including the Nursery Nurse not just Mrs class. We work the

same amount of hours and work just as hard but it is like we don't exist at times";

♦ "I think we should be actively involved in much more practical and 1st hand

experiences.. .we do far too much recorded work/activities";

♦ "more involvement in drawing up Early Years policies";

♦ "to plan or help to plan the activities i.e. sand, water, construction toys. I would

also like to have the children as a class for story times";

♦ "I would like to be more involved with the parents and take more responsibility for

planning";

♦ "There are no prospects for NNs I am doing the ADCE. which is the only further

qualification available to NNs There also seems to be fewer INSET courses for

NNs.";

♦ "I think there should be a career structure for nursery nurses in education and a

pay review to reward excellence and long service/experience";

♦ "I would like to see a Nursery Nurse group set up and more courses for Nursery

Nurses";

♦ "as a mature NNEB I just wish there was a structured career ladder. Having taken

the ADCE I feel ready for more responsibility within State Education but there is no­

where to go!".

129

Results from Group Interviews

Three group interviews were arranged with some of the 110 questionnaire respondents.

Three nursery nurses were telephoned at their schools, to thank them for the completed

questionnaires and to ask if the termly local support group meeting could be attended to

take further notes of their opinions and feelings. Three meetings were attended;

i) Meeting A on 3/6/97 with 14 nursery nurses at inner-city Primary School.

Meeting commenced 3.45 pm, finished 5.30 pm.

ii) Meeting B on 9/6/97 with 15 nursery nurses at suburban Primary School with a

predominantly "middle class" catchment area. Meeting commenced 3.30 pm,

finished 5.30 pm.

iii) Meeting C on 24/6/97 with 18 nursery nurses at suburban Primary School, with a

"mixed housing" catchment area. Meeting commenced 3.34pm, finished 5.00 pm.

The perceptions of these nursery nurses are illuminating and reflect the themes

previously revealed by other data. Their opinions, along with the questionnaire 'open

ended' responses and the feelings aired at the Unison meetings, "catch reality in flight".

The nursery nurses in the group interviews gave evidence of

♦ feelings of their professional competence or expertise, and enjoyment of their jobs;

♦ a variety of factors which leads to their feeling invisible, undervalued, misunderstood

and, in some cases, treated with a lack of respect;

♦ job overload with little consequent recognition or pay;

♦ confusion or lack of knowledge from colleagues about their training, jobs and

capabilities;

♦ regret that there is no adequate career structure for nursery nurses in education or

local extra training opportunities.

130

Group interviewees gave evidence of feelings of their professional competence or

expertise, and enjoyment of their jobs. They also gave details of their feelings when they

felt valued;

♦ "While I worked with her, a teacher who valued me, I got respect from everyone, the

head, deputy, governors. The teacher consulted me I felt like...wow... I'm an angel."

♦ "OFSTED were brilliant; I had an interview with the Registered Inspector...the report

said the nursery nurse should get recognition."

♦ "We don't want to be teachers... .we want to be recognised as nursery nurses."

♦ "The heads in have pooled some money to pay for visiting speakers to come to this

nursery nurse group after school, to cover their expenses, like the Art session, that's sup­

portive, isn't it?"

♦ "... things we're longing to do, like counselling parents if there are counsellors

needed in schools, why couldn't a nursery nurse be one ? - if you're willing to do it, and

it would cost the school less money than a teacher."

♦ "I am under 'support staff (in the school prospectus); he's (the head) very good, he

asked if I wanted Nursery Officer, I said, No, thank you, it sounds a bit cold,' I'm proud

of being a nursery nurse."

♦ "You're very lucky if you're happy in your school; we're respected throughout the

school."

♦ "We're just 4+ staff...in prospectus, in letters that go home - I'm happy with that, it in­

cludes us all together, teachers, nursery nurses."

♦ "Most nursery nurses are very dedicated - you wouldn't opt out and leave it."

♦ "I definitely feel responsible for the children's activities...if things go wrong the

teacher takes the flak, but we make sure we're responsible enough, and planned enough

for things not to go wrong....we're caring individuals."

♦ "These days, you don't have to have a teacher with you, you take 20 or 5 kids with

you...standards in the 4+ units are going up and up - thanks to nursery nurses."

♦ "At the end of the day, I love it I want parents to come to me....parents write notes

with the teacher's name on and mine on....when I go in the room the money is not an

issue - it's outside, when I think about it, like this."

131

There was some evidence of job overload, with again little consequent recognition. The

absence of an adequate pay structure, low wages and long hours were commented on;

♦ "I want to feel valued for who I am - our management tell us that they know what we

do, respect our role, but no real recognition. . . "

♦ "You feel a sense of responsibility - you're a professional, you feel responsible for

things like accidents to planning - they (teachers) get paid more."

♦ "I think a lot of this (nursery nurses' lack of status) has got to do with the course it­

self, the professional qualification....it's not a career, is it? At least in Social Services it

is and you can go up to £16,000 and get Officer in Charge."

♦ "Our teacher would say, 'You deal with things, we all work as a team, and you do

everything together...but at the end of the month when you get the pay ! Bilingual in­

structors get more money than us, and they're not qualified;....you're immediately made

to feel different as our salary is paid on different days - to save interest, we're lesser

mortals in a way."

♦ "The trouble is the more you do, the more you get expected to do."

♦ "I don't leave till about 5.00 pm most days - the Baseline is eight pages (this nursery

nurse's school has a 'rolling' intake) so 100 children come through unit. My head is

lovely, but she’s a workaholic, so it's very difficult to say 'No'."

♦ "It's down to the money situation. ..it would be nice to have the chance to have my

own room, and responsibility for it. ..but there's no recognition."

♦ "Lots of nursery nurses work on their own, they felt lost...dinner duties... salary... how

many hours you're working."

♦ "We cover lunchtime duty...the lack of employment of dinner ladies has downgraded

nursery nurses."

♦ "We have to eat with our children every day...we get 25 minutes break each day...no

playtimes...the children work right through."

♦ "She (head) puts us down as teaching in her eyes, but on paper (referring to OFSTED

inspection, prospectus and Governors' meetings) we're 'non-teaching' and you know

what that leads to."

132

♦ "They don't like you doing a lot.. .a friend is off...to Occupational Therapy...there's

not enough money in nursery nursing. One of the things that bugs me is you can't get a

grade for what you do - extra curricular or First Aid."

There was some regret that there is no adequate career structure for nursery nurses in

education or local extra training opportunities to further their professional development;

♦ "We can't get more qualifications it's very difficult."

♦ "We have a teacher who has INSET information, but he vets it, we don't hear about

it...it would have to be a free course for us to be considered as going."

♦ "Beaumanor was brilliant...you could pick up a workshop - it was excellent, even if it

was holiday, nursery nurses were prepared to give up a day of their holiday - they had a

cheek shutting it down."

♦ "I want more qualifications available, so it is financial recognition...and then you're not

walked on."

♦ "Can nursery nurses attend in-service training for Desirable Outcomes and Baseline

Assessment? as nursery nurses do a lot of Baseline."

The majority of the comments and opinions in the group interviews centred on a variety

of factors which led to the nursery nurses feeling invisible, undervalued, misunderstood,

and in some cases treated with a lack of respect. These comments also highlighted the

apparent confusion or lack of knowledge from colleagues, senior management and

Governors about their training, professional status and capabilities.

Various factors led to an occasional feeling of isolation; these were lack of

communication, poor avenues for consultation and lack of praise or thanks. Poor,

muddled or unreasonable expectations and lack of supply cover for an absent nursery

nurse also contributed to the respondents' feelings that there is sometimes a lack of 'fair'

treatment;

133

♦ "You feel responsibility, that’s why we do what we do...it's like a guilt thing, if you

walk out at 3.30 pm...one member of staff (in the nursery) frowns, if you do go at

3.30pm....you get presented with a list of jobs to do....it's a power thing - they want to

control you - it's too much for one teacher, so they do need extra help. But it's the way

they do it.”

♦ "We've even had a time too long on lunch, and a word was had with the head...we

were 'told', they wouldn't do that to teachers."

♦ "Teachers appreciate us, but they're not interested in raising our profile....Teachers

will allow you in on their terms - but they'll protect their job."

♦ "They (teachers and SMT) don't put you first, don't introduce you when someone

comes in the room, don't put money where their mouth is...if you were talking, and you

said it really hurts when a visitor comes, and so and so says, 'This is the teacher...' and

get walked past, they'd (teacher colleague) say 'Oh how awful', but they do it."

♦ "Supply is another minefield - in 4 days I had 3 different teachers....some teachers

don't know the age group."

♦ "We haven't had a supply teacher in who's "Early Years'.... one the other day said, 'I

can't sing, you'll do all the singing today'.. . .well! I can't, but you have a go... it's the job."

♦ "We've worked with a head teacher who didn't know my name."

♦ "The other issue is ancillaries - 1 do feel in many ways ancillaries are better thought of

and better treated than nursery nurses - nobody feels threatened by them."

♦ "OFSTED - we weren't recognised - we were invited to a meeting of office staff,

cleaners, dinner ladies.. .we thought 'We want some recognition; it's better than nothing'

but we got passed over."

♦ (Referring to being a trio of year 1 classes a few years ago) "First three weeks, Year

1 teachers didn't know what I was doing there you can sharpen pencils, put up dis­

plays, oh, but not the education. . .that's too difficult. It could come from heads.. . a lot of

it has to....head had to explain to the teachers who I was, what I should do, my qualifi­

cation, like professional... she said she was sorry, she should have done that first of all."

♦ "It's being given recognition for your expertise - 1 don't know how that can happen,

because people don't want to see your expertise...they want to milk it."

♦ "It's a power struggle, a threat.. .people (teachers) are not taught to work in a team,

value their team members for qualities different from yours."

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♦ "A lot of people are frightened of doing Early Years because of working in a team -

because of that lack of team work and valuing other people’s things, you can’t be

yourself ..you can become a clone, instead of developing your own qualities.”

♦ "We're bottom of the list in the prospectus; I asked if we could be removed from be­

neath the Premises Officer, so now we’re bottom."

♦ "They (teachers) don't know what we're trained to do - a new teacher given a nursery

nurse doesn't know what to do."

♦ "I've heard the expression 'my little helper' - it came from a person who came for

interview... she didn't get the job, she was out of there."

♦ "Our Key Stage Two staff won't come in (to the 4+ unit) - they run through it - they

say 'You must be mad to work there, we don't like four year olds' - they just don't want

to know."

♦ "My head's daughter is training as a nursery nurse, and he's looking at the job descrip­

tions she's applying for....and he says, 'These jobs you apply for are more like a

teachers'...teachers ought to be educated to know what we do."

♦ "I'm going to attend a Governors' meeting to report on my role...Governors had asked

'What do they do ? is she like an ancillary?'."

♦ "Nursery nurse title is misleading, sounds like you're a medical... if you're a Day Nurs­

ery Officer, or in hospital, then you get title like 'Play Specialist'."

♦ "Key Stage One staff think nursery nurses are there to listen to readers, and do art and

craft...they don't know what I can do."

♦ "We can't be trusted to do anything, except when they're (teaching staff or a nursery

nurse colleague) ill...then it's 'Oh, there's three of you to manage'....no supply cover is a

routine for nursery nurses."

These comments encapsulate one of the dilemmas of nursery nurses working in schools.

There appears to be a genuine need for more positive recognition of what they have to

offer. One nursery nurse in particular commented;

"The role I do isn't me...the way I want to work isn't the way I'm working now. (She had

previously commented that she now "politely refuses" to do tasks which she had done

but felt given no credit for.) I've withdrawn goodwill and I'm not so happy."

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The complexities of the nursery nurse's working life are clearly evident in the responses

given in the group interviews.

Nursery nurses perceive that there are barriers, some possible internal, some apparently

external, which impede or block their successful realisation of their professional training.

Themes from Ten Telephone Interviews

Ten nursery nurses were phoned at their schools to ask if they would be willing to

discuss issues raised in the questionnaires. They were not participants in any of the

group interviews. All agreed but most indicated they would prefer to speak privately and

agreed to be phoned later at home. They were prepared to speak in an explicit way

from the privacy of their own homes. They wanted to give detailed information, using

phrases like, "111 tell you on the quiet...", but at the same time, asked in various ways

for assurance on their anonymity and confidentiality of information. For these reasons,

themes from the telephone interviews are summarised below, as to quote one in its

entirety, or part of one, would run the risk of identifying a specific nursery nurse.

Further evidence was gathered in these interviews of the complicated, confused position

of some nursery nurses, who feel in a "cleft stick." Professionally, they feel competent

and want to do more, but other factors lead to their feeling exploited or undervalued.

On the one hand, although they are often happy in what they do, they feel some

inconsistencies or discontent. There are feelings that a nursery nurse should do less,

since her pay is low, but this leads to unhappiness. If a nursery nurse does more

professionally, she feels heightened job satisfaction, but this emphasises the economic

exploitation. The nursery nurse feels herself to be in a situation she cannot resolve.

Telephone interviewees gave evidence of the need for more communication :

♦ " [the head] came to me and said, "Someone’s been trying to phone you, but I

think I've put her off...He's not over friendly is ."

♦ "That's one area we can work on in some ways...speaking to the Governors - per­

haps I am being naive, but if our pay and conditions were nationally reviewed, based

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on our expertise... (another nursery nurse) and I put together a folder, on our

training, we gave a talk to the Governing body to raise our profile; they were

amazed, but nothing was forthcoming.”

[and for lack of communication' see further comments below ]

They also volunteered more information on the need for more recognition, since they

felt there was confusion or a lack of understanding about their status, their tasks and

their training:

♦ "nursery nurses' role shouldn't be janitorial - some places expect you to wash the

paint pots. (Head of Infants) expects a lot more; we know the areas of responsi­

bilities; our training leads us to recognise our professional areas, and we wouldn't

step over it into fellow professionals' expertise."

♦ "We are professional...it's a great barrier to get over; our recognition as profes­

sional. When we were OFSTEDed in March, the wording...they classed us 'support

workers'; it's horrifying to me...we support the children in their learning....we don't

support the work of the teacher... we complement the work of the teacher."

♦ "I don't know what a teacher's training is, but I do know it covers cognitive areas

more - but nursery nurse's training focuses more on the developmental; we study

child development more, so we know how to link our teaching in with the child's

stages. Early Years' teachers need this focus more - the 4 year BEd do it a bit; the 1

year PGCE hardly at all, but they hardly have time for anything, do they?.. ..I don't

know how we can get other people to know we are professional."

♦ "Teaching staff don't know what we do ...Sociology was part of our course - it

was enormous..."

♦ "Whereas and are very supportive [the two teachers who work with

nursery nurse], you can't say the same for the Senior Management Team...I don't

want to speak out of turn here...it's their management structures..the way they deal

with our organisation...or don't deal with it...leave us out.. .a general lack of

resoures....he [head] doesn't listen; he doesn't ask before he does things...it's a huge

school... I wouldn't take that away from him; it's not a job I would want; there is a lot

to see to, but things don't get done."

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♦ "The thing that's exercised my patience is that the previous Conservative Govern­

ment was going to spend millions of pounds for Classroom Assistants, training them

for a year...nursery nurses are far superior...what is going on...?"

♦ "Parents don't really know who's a nursery nurse, and who's a teacher we're

involved with reading/dinner money/ Parents' Evenings."

♦ "People don't realise what that year [year R] means to a child...even to say just

'Line up'...it means nothing; other people don't realise what it means. In school I am

referred to as an ancillary at staff meetings "

There was evidence of desire to gain more qualifications and the difficulties involved,

and the need for more money:

♦ "I haven't been able to get paid study leave."

♦ "As for what we.. .there's no money in the budget... .money talks these days."

♦ "I found the DPQS and wanted to do it. ..I did three units, I did that, but the

money failed...the course was stopped. There are three units left for me to complete.

I did SEN; one Multicultural, one Management...The school was getting a lot out of

me with this training.. .it's something you tend to be more fiery with at first - then

you let off.....but you get more recognition in Social Services."

Job descriptions featured again:

♦ "There are no hard and fast rules about what nursery nurses do from the

County . . .it's under the discretion of the head. . . this causes problems. . . am I doing what

other nursery nurses are doing? Some teaching staff and head think we're the best

nursery nurses in Leicestershire...they appreciate what we do - the head would like

us to command the respect we deserve."

♦"...we should have had an interview re our job descriptions (we have the old County

one) but it hasn't come up ...even though he had a nudge in the ribs, he hasn't done

anything...it hasn't come up."

♦ [referring to an offer made to the Local Authority to give information about the

nursery nurse's job] "We drew up a job description with Unison...reflecting our ex­

pertise and qualifications...he refused me and three colleagues...we were led to be­

lieve that he would welcome nursery nurses' feedback... colleagues and I offered our

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work which we had put together over several sessions...we had drawn up a job

description...not asking for more money...just a recognition of what we did...he re­

fused to see us.”

Telephone interviewees were concerned about the changing nature of contemporary

nursery nursing courses:

♦ "But what worries me about the NVQ is that they don't get any of it [sociology

and allied disciplines]...part of the problem now is the way that FE colleges are or­

ganised these days. . . we have stopped taking BTEC students - they're not committed

to the profession...they've been academically unsuitable; I felt ashamed of my de­

graded professional status...you're trying to hold up your professional head."

♦ "I'm working with a lady...she's doing an NVQ; she's doing 1 night a week for 1

year...she'll end up with a nursery nurse qualification in childcare."

Comments were made giving evidence of extra responsibility, extra tasks and extra time

spent:

♦ "We are doing teaching...the lot. Two days a week we're on the work side, 3 days

a week on art and craft side...it feels like we're doing an awful lot."

♦ "The children come in at age 3 now, and activities are more play centred, and it's

better ...lower expectations... no, proper expectations, and...language development

activities are involved more. It's very difficult...my job...I arrive at 7.30 am..I've got

so much to set up...to set up half a classroom... we're responsible for the planning."

♦ "If you work those hours [the 32V£ 'agreed' hours per week] you'd get nothing

done; we have so much to set up."

♦ "My old head [who left 4 years ago] was over committed to Primary Schools...she

hadn't got a life..we're not allowed to put up displays while the children are

there...our time has to be spent with them...developing their language."

♦ "I have responsibility for the group [the Voucher' children] and overseeing

the unit...there's always a group left to choose, and a group reading; there's not

enough staff for the amount of children... we cannot see to them all."

♦ "I do feel that the children are in my care. . .I do feel that the children are under my

care...I have my children; they are in my care. I have reports to write; parents to

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speak to. We work as a team in the 4+ unit, but I hear my children read ...I take over

science for them all. My little group...they're totally mine...they've got voice-

print matching...I've got 8...8 on top of 41 is a lot...I have responsibility for the 41 as

well. I do feel very responsible towards the children and their parents...the parents

have brought them out of playgroup with the vouchers to us...for results."

Feelings came through again that what clouds the issue is a strong sense of vocation

experienced by a lot of nursery nurses:

♦ "From a nursery nurse point of view, I don't want any more responsibility because

of my salary, but I am interested and I would like to do more, like we keep ongoing

profiles...nursery nurses do half a class, teachers do half a class."

♦ "I have to devise a maths activity...I was feeling probably I shouldn't do this, but I

care."

♦ "I don't know what we can do...nursery nurses feel they'll still continue to do it,

they'll give of their best - because of their love of children...you've either got it or

you haven't. No matter what the pay...I would still do the job."

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6. DISCUSSION OF RESULTS AND WAY FORWARD

In reviewing the substantive evidence produced in this study, it is clear that nursery

nurses working in schools suffer from invisibility and work overload. A combination of

factors causes them to be under-recognised, undervalued and underpaid. This study,

which looked into nursery nurses, not at them, reveals pervasive factors which do not in

any way meet the requirements of good practice for effective schools, as laid down in

educational management theory or in Early Years pedagogy.

The complexity o f school life, as noted by Bell (see p.21 above), certainly comes

through the data collected in this study. The best practice described here reflects some

of Bennett, Crawford and Riches' 'culture of collaboration' (see p. 22 above), but the

worst practice is the antithesis and does not place emphasis on the most mundane and

apparently insignificant details of staff behaviour, which should be consistent with the

values of the effective school. Torrington and Weightman (op.cit.) highlighted a number

of points regarding effective school culture, and concluded; ''There was nothing

dramatic, and no overriding formula, just particular, thoughtful attention to the small

things that make all the difference" (p.50). A successful educational management style

can be summed up as "it is the small things that determine our days and define our

personalities" (Charles Handy, 'Thought for the Day', Radio 4, Today, 16/10/97).

Nursery nurses in this study complain of not being introduced to visitors, and o f not

being addressed correctly, or even disparagingly. There is evidence of their being

omitted from school life in several ways, which adds to their perceptions of low esteem

and isolation within the school. Nursery nurses are usually not included in INSET, and

the majority have an out-dated, irrelevant LEA job description (see p.95-96 above).

They have no structure fo r professional development (see West-Bumham, p.27 above)

and no job appraisal system in place. The worst case reveals that a job description had

been 'drawn up' for OFSTED, but the nursery nurses involved had never seen it. It is

difficult for nursery nurses to find local, relevant courses to add to their training, and

there is some evidence o f it being considered inappropriate for a nursery nurse to do

this.

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The theoretical emphasis on staff development as evinced by Ainscow and Hopkins, and

Weindling (see p.23) is completely missing in most cases. It is very rare in the sample

of 110 nursery nurses who replied to the questionnaire to find evidence of a mutually

agreed, successful job description.

The ethos distinguishing Southworth's text (see p.26 above) that "all staff must feel

comfortable with the place they occupy as a member of the school community" is

noticeably absent from the majority of the nursery nurses questioned in this study. Their

professional training and the consequent contribution they could make to the school, is

in a lot of cases, overlooked or unrecognised. Some teachers clearly find it difficult to

use the nursery nurse's skills. It is common for teachers, Governors and Senior

Management to have little or no idea what the nursery nurses' two year course covered.

A common misconception is that nursery nurses "only study Child Development" (for an

overview of the course content which most of the nursery nurses in this study followed,

see Appendix B).

As 61.3% of the questionnaire respondents have worked in their present schools for five

years or more, their contribution to the school culture and ethos must be significant,

unless it is being disallowed. One telephone interviewee aptly commented, "The

richness of the culture of the school is being denied if you don't let everyone contribute."

The culture of a school needs to be understood, and there is some evidence in this study

of instances of mismatch of action and culture. The dismissive way in which some

nursery nurses are treated, which leads to their feelings of invisibility, can be partly

explained by one of Torrington and Weightman's findings."cultural norms for children are different from those of adults, and perhaps the greatest misjudgement of the cultural match is to develop procedures, practices and behavioural expectations for adults that areonly suitable for children A further variant is where there areseparate cultural assumptions about adults in the school who are not teachers"

(ibid., p.53).

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This merits further research and would extend Nias, Southworth and Yeoman’s point

that "Cultures lie within the control of those who participate in them; leaders and

members together make their own schools" (see p. 26 above). The data collected in this

study goes some way to illuminating Brighouse's view that "it is arguable that some of

the most vital members of the staff at a school are not teachers at all" (see p.26 above).

Nursery nurses complain of a lack of communication, or additionally of the oversight of

their position as someone who needs to be communicated with. Walklin (1992)

described the obvious, but clearly overlooked practice, when he stated that

communication is a vital part of the culture of an effective school. Clearly there is a need

to reduce fear throughout an organisation by encouraging two-way communications.

One of the telephone interviewees commented, "Nursery nurses want to offer

information, but they don't get the chance....Primary schools have such hierarchical

problems and can be oppressive; nursery nurses can know things and want to tell

Governors, but have to wait for the Governors to come to them."

Lack of awareness of the nursery nurse's actual job and potential, lack of respect and

understanding all contribute to a feeling of their low status and confusion about their

roles. There is some evidence, as Ferri et al. discovered (see p.3 5 above) of disparaging

attitudes towards nursery nurses and corresponding resentment on their part. Group

interviews reveal that they are sometimes treated with imperceptible interest or

ignorance. The fact that several heads, even more deputies, and the majority of KS2

staff and Governors were not very aware of the nursery nurse's job, and were seen as

placing 'not much' value on it, is intriguing and worrying. The deputies and KS2 staff

presumably are working away from the nursery nurses, are dealing with very different

issues (the majority of teaching deputies in Primary schools are at KS2) so do not get

much time or opportunity to develop their knowledge of what is involved in a nursery

nurse's job.

The perception of the questionnaire respondents that only 10.3% of the Governors

place 'full value' on their job is of concern, as is the lack of awareness that this

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same group is perceived as displaying. Governors in English primary schools are part of

the management and have considerable powers. The role of the Governing Body is

defined as providing a strategic view, and in all its work it"should focus on the key issues of raising standards of achievement, establishing high expectations and promoting effective teaching and learning."

It also has"responsibility for monitoring and evaluating the school's effectiveness,asking challenging questions, and pressing for improvement forensuring good quality education in the school"

(DfEE, 1995, and Leicestershire Governors'Training and Development Programme, Handbook and Diary 1996-1997).

How, it might be asked, can Governors be carrying out these duties and responsibilities

in any adequate way if they have very poor knowledge of some of the staff who are not

just caring for the youngest children, but educating them? It is these Governors who

have powers of staff employment and of paying them adequately. The best practice

seen in this data is of nursery nurses giving a presentation to the Governing Body on

their jobs and qualifications. It may not always result in financial reward, but it seems to

bring about a feeling of value and recognition, which diminishes invisibility and accords

some importance to the workload.

The evidence of the Governors' perceived lack of knowledge about the nursery nurse's

job merits further research. The situation in Leicestershire does not completely fit with

West-Bumham's belief that the "responsibility of management in schools is to define the

standard, to provide the resources and skills, and to measure and to improve" (see p.27

above). It would seem that Governors respond to the prevalent culture of the SMT, and

perhaps the situation as touched on in this study is as summed up by Cleave and Brown

(1994); "It is important that governors, who now hold the purse strings, understand the

needs of the youngest children so that they can make suitable provision for them" (p.3 7;

a point also made by Dowling, 1995, p.6).

The role of the headteacher in knowing about and valuing the job of the nursery nurse is

complex. The questionnaire respondents indicated that the head was aware of and

valued their job. However themes from the open-ended questions, the 2 Unison

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meetings and interviews indicate a more confused situation. Some heads, particularly

those recently appointed, are perceived as 'knowing about' the nursery nurse's job and

bringing about an up to date, relevant job description. There is some evidence of heads

not arranging supply cover for an absent nursery nurse, and so implying lack of value.

On the other hand, some nursery nurses are clearly expected to be the stable permanent

force in a 4+ unit or classroom, training a succession of new teachers and students. The

possibility of a trend for heads to employ nursery nurses in place of a teacher deserves

further investigation.

Heads in several cases expect or have allowed nursery nurses' tasks to extend, by stealth

or accretion, in all kinds of directions and to all sorts of levels throughout the school,

while still referring to them in prospectuses as 'non-teaching staff. More detailed

research would need to be carried out on the heads' uses of and their perceptions of

nursery nurses. The methodology would present a challenge, to ensure that the

researcher discovered something of reality, and not simply politically correct answers.

The 'insider perspective' gained from the methodologies used in this study has helped to

elicit the strong commonality of views and reveal the consensus in this group of nursery

nurses. There is evidence in this study that some heads feel about nursery nurses as

Cleave and Brown discovered they do of teachers;"It is important that teachers of the youngest children in the school do not feel isolated. They need the support and understanding of colleagues, headteachers and ancillary helpers. Adults working with this age group are often held in low esteem. HMCI agrees and indicates that 'difficulties arose when the head undervalued the work'"

(1994, p.58).

A possible factor, which needs further investigation, is that anxiety and stress about their

own work or role may present a reason why some heads and teachers are not relating to

nursery nurses adequately. You have to be sure of yourself to take on board another

professional and his/her skill base. There is ample evidence of rock-bottom morale in

some English schools, with disillusioned and demoralised staff feeling angry or carrying

out unpopular Government policies (Sutcliffe, 1997). If the SMT is suffering from

over-work, anxieties and anger, then it is perhaps easier to reject than accept. There is

also scope for further research into the hierarchical problems and 'top down' nature of

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English Primary schools, with the power relationships that may exist. The qualifications

and training of heads would provide an interesting research area. A few more in

Leicestershire now have an MA or MEd, but this could ironically account for some of

their lack of knowledge of nursery nurses' jobs, given the yawning gap of support staff in

educational management theory. A useful insight may be gained from discovering if,

and why not, serving heads have taught with support staff, and worked consistently

with three to five year olds.

Actually running a school does not seem to have increased most of the heads' awareness

of the nursery nurses' needs for an accurate job description, some support or INSET.

There is some evidence from this study that nursery nurses would very much like

support and information from colleagues in other schools, which develops themes found

by Cleave and Brown, Yeomans, and Pascal (see p. 37 above). The nursery nurses' need

for support and recognition appears to be strong, as is their need for INSET and further

training, as found by Gilkes and Hutchinson. Again, the practical situation would appear

to be very different from the theoretical;''There must be more networking of provision for people working with young children in different settings to meet together and discuss their observations of children's learning. Well educated educators is a right of young children which should be realised as we approach the millennium"

(Nutbrown, 1994, p. 155).

This last sentence draws attention to one of the conclusions of this study that the nursery

nurses in Leicestershire appear to be educated well in their professional field, and

demonstrate very good communication skills and a deep commitment to providing

children with the best quality of early experiences. This concurs with Bertram and

Pascal, and is in total disagreement with the sweeping statement made by Calder and

Fawcett (see p.40). Their sentiments certainly underestimate the skills of the nursery

nurses in this study, who discuss ably and use a very wide range of vocabulary. One

wonders if Calder and Fawcett's views, which then led to a plea to increase the number

of well educated workers with Early Years degrees, stems from the fact that both work

in institutions initiating such degrees. They may both have only had experience of some

of the most recently trained nursery nurses, who in the opinion of the staff in this study

146

(who qualified mostly before 1994 (see p. 84) ) are deteriorating in quality. There is

some current evidence that a number of nursery nurse students are only pursuing a

course owing to 'perverse incentives', such as continued Child Benefit for over 16 year

olds in full-time education. The changing nature of contemporary nursery nursing

courses would reward further research, and some investigation, in a few years time, on

the standards of nursery nurses since the introduction of BTEC and NVQ, would be

illuminating. One of the group interviewees commented ''The BTEC route isn't what they

thought a student at the moment in my school isn't getting into colleges to train as a

teacher. ..no one will have her, they don't think BTEC is good enough....she has to do a

degree and the PGCE."

One of the issues highlighted by this study is that the type of nursery nurse in this sample

will probably disappear. What she will be replaced by remains to be seen. Nursery

nurses feel the need to get recognition and value for the job they actually do. They are

suffering from conflicting messages as to whether they are 'professionals' and whether

their job is care or/and education. One telephone interviewee summed up the way

forward when she said, "Care and education must be forced together in the Early Years'

sector; there must a holistic approach." The debate as to whether nursery nurses are

theoretically professionals (see Etzioni and Stonehouse, pp. 31-32) is immaterial to some

extent, since self image based on their training reinforced by their Unions' advice (see

pp. 32-33) clearly indicates that they are. This message does not seem to be

communicated successfully enough to heads, Governors and other colleagues. One

problem, given the evidence in this study of job overload, could be that nursery nurses

themselves are so overworked that they find it difficult to, or too time consuming, to

manage anything else, such as 'getting advice'.

There is obviously a need for a better information flow with reference to the nursery

nurse's job. Wilkin (see p.34) and Page (see p.37) had noted the trend that nursery

nurses and teachers carried out very similar tasks. This study shows this to be veiy

much the case in Leicestershire, with the added factor that nursery nurses are carrying

out an exhaustive list of tasks. At this point, it should be noted that Blenkin and Yue's

seminal research on Early Year's practitioners did not include Leicestershire. The

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Unions' descriptions of the role of a nursery nurse in education (see pp.32-33) indicates

very wide ranging purposes and objectives of work.Evidence from this study indicates

that nursery nurses are carrying out a complicated mixture of 'welfare' and 'educational'

tasks, from "seeing to children's shoes and dressing" to "advising on the 4+ curriculum"

(see pp. 87-90 above).

The nursery nurses' tasks do not seem to be school specific. In this study 30 tasks

carried out "very frequently or quite often" were identified as common to over 70% of

the nursery nurses responding to the questionnaire. A further eight tasks were identified

as being carried out to the same degree by over 65% of the respondents. The 110

questionnaire respondents therefore indicated that 82.6% of the 46 tasks listed are

carried out 'very frequently' or 'often' by nursery nurses working in schools with three to

five year olds. The answers to the open-ended sections in the questionnaire and the

interviews yielded more data, which described even more tasks than the initial list of 46,

and the time which nursery nurses freely devote to them. Nursery nurses have taken on

a variety of responsibilities, from "being First Aider to the whole school," " having own

group and area", to "supervising parents newsletter and Reading workshops" (see pp.

113-116 and pp. 125-128 above). At its best, extra responsibilities were welcomed as

enriching the job and developing a nursery nurse's potential. In the worst cases, which

were the majority, this led to feelings of exploitation, lack of respect and having their

expertise undervalued or not recognised. One telephone interviewee commented,

"They want your expertise, but they don't want to see your expertise".

The job that the nursery nurse in education is doing, as detailed in this study, is not so

far removed from the roles and responsibilities of a nursery teacher, as described by

Nutbrown. She points out that for effective learning to take place, teachers need to do

the following:

" • Plan the curriculum and their own role....• Organise the learning environment ...• Observe regularly and frequently...• Interact with children... .with other members of the team....• Monitor all aspects of their role...• Assess children's learning, their developmental needs.• Record observations and assessments. ..

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• Communicate with the nursery staff team, parents...• Act upon their knowledge and experiences....• Reflect on all aspects of their work”.

(op.cit., pp. 143-144)It is not only interesting that nursery nurses in this study gave evidence that they are

consistently and increasingly fulfilling these roles, but that they are regularly carrying out

the role of communicator with parents. The nursery nurses in this study gave evidence

that they "very frequently" discuss a child’s progress/problems with the parents/carer;

participate in Parents' Evenings; supervise parents who come in to help, and would like

to counsel parents more. This detail of the nursery nurse's tasks shows how they can not

only complement the work of an Early Years' teacher, but in some ways extend it.

Kingston (1997b) reported that, in research on baseline assessments, "a significant

number of teachers found communication with parents difficult" (p.4). It also shows

how the nursery nurse's job has developed since the picture gained from earlier research,

when Ward (1982) described resentment of parental involvement (see p.36). It could

also illuminate a gap in teacher training programmes, since some could be "poorly

trained and supported for work with parents" (Hannon, 1995, p. 149).

The inadequacy of the nursery nurses' job descriptions in this study has been indicated.

With the exhaustive nature and complexity of the tasks they do, it is surprising that the

job descriptions are so poor. One feels that in the worst cases (such as the LEA job

description, see p. 95-96, and Number 3, see p. 101-103) the charitable view to take is

that they are metaphorical documents, not meant to be taken literally.

Part of the answer to the nursery nurses' general invisibility must be that they should

enhance their own position and 'find a voice'. Perhaps nursery nurses need to develop

their inter-personal and micro-political skills. Are they so diplomatic and tactful, that

they are too unobtrusive, which contributes to their being overworked and under

appreciated? Yet the majority of the nursery nurses in this study are working in a school

alone, or in pairs (see p86, Table 3). Feedback was received that this resulted in their

lacking in confidence to ask for financial recognition or to speak to the Governors.

Anecdotal evidence revealed that when a pair of nursery nurses asked to be included in

staff appraisal and requested to describe their job to the Governors, they were refused or

their request was not acknowledged (see correspondence in Appendix F). Although

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staff appraisal is only a legal requirement in England for teaching staff, good practice

would strongly indicate that it should be conducted for support staff; in particular, for

professionals like nursery nurses.

The knowledge of nursery nurses and their thoughts on education being offered to three

to five year olds in English schools is evident in this study. Nursery nurses believe that,

in the current educational climate, play is a casualty, as are opportunities to talk to the

children, to 'be' with them, and "off-the-cuff" activities. Several nursery nurses

comment that there are too many recorded activities expected of such young children.

They demonstrate that they "are conscious of and articulate about the educational as

well as the caring aspects of [their] role" (David, op.cit., p. 122). Nursery nurses

cannot be expected to demonstrate the educational knowledge of teachers, since they

have not been trained as teachers. They should not be criticised as 'inexpert teachers'.

They give evidence in this study that they are proud to be a nursery nurse, and very

much want recognition as such. The point was made, several times, that their

knowledge supports and, in the best instances, complements that of the teacher.

The nursery nurses in this study clearly demonstrate that they expect to, and have the

capacity to, work in a team. In the best cases, they enjoy working in one and receive

the approbation of other colleagues, as well as their immediate team members. Effective

team interaction in this study is characterised by genuine consultation and inclusion;

autonomy and room for manoeuvre; positive and sharing working relationships; and

support given by others in the school. When discussing the fact that two thirds of

teachers working with children under five have no specific training for this age group,

Pugh (1996a) expressed concerns about the appropriateness of teacher training, with its

continuing emphasis on subject specialism, neglect of child development and lack of

appropriate management training. A lot of teaching theory is cognitive; the social

dimension is forgotten or omitted.

Teacher training is not alone in needing to place more correct emphasis on the support

that other professionals can give, and that teachers in Early Years should come to

expect. Research on teaching still needs to encompass the fact that it is not only

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teachers who are working in Early Years classrooms and have developmental needs.

Bennett et al. (1997) in discussing Teaching Through Play only investigated teachers

and made the narrow recommendation that what"research in the wider area of teacher change attests to is the necessity of starting with the teachers' current practice, and enabling them...our aim...continues to be the improvement of practice and thus the next priority must be research on effective means of professional development"

(p. 132; and see Siraj-Blatchford, 1995, for a similar omission).

This study attempts to start with the nursery nurses' current practice. The findings are

based on data generated by a Leicestershire based case study and no claim is made

regarding these being representative of a wider national picture. However, it is unlikely

that the Leicestershire situation stands unique from and entirely unlike the national

situation, which is probably akin to something of a mosaic. Anecdotal responses from

professionals with national links indicate that much of what has been established in

Leicestershire is typical in some ways of the wider picture. Another study, with a

specifically designed methodology, is required to explore further and to establish

whether broad generalisations could be made.

In the likelihood of teacher shortages there must be an increasing recognition by Early

Years teachers and researchers that other professionals and 'semi-professionals' are on

board. A starting point for heads and Governors would be to assess where the nursery

nurse in the school 'is coming from'. Individual schools need an audit of nursery nurse

skills to assess what they can do to complement the work of a teacher, and to describe

what the nursery nurse can offer. Questions such as 'What range of skills, knowledge

and understanding has to be covered within the whole staff team? ' and 'What are the

needs of individual team members?' (National Early Years Network, 1997, p.3) are more

common in Family Centres than in schools. Although local colleges which offer initial

nursery nurse training are now also initiating part-time courses for extra professional

qualifications such as the Higher National Certificate in Early Childhood Studies,

nursery nurses in education should not always be expected to pursue these. Their

experience and expertise should be recognised and rewarded. Nursery nurses in this

study indicate that the comparison with Social Services is not favourable, where the

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allocation of a title Nursery Officer in Charge' offers recognition of the nursery nurse's

ability to manage a unit.

In discussing the contribution of nursery nurses, Barber and Brighouse (1992)

emphasised that"It is important that we are clear about both the qualities and the competencies essential in such people who will have regular and formative influences on pupils, and how they differ from those of the teacher"

(p-21).Too much attention has been paid to the sentiments in the latter part of this statement

and not enough to the guiding principles in the former part. The challenge for the

school sector of Early Years is the inclusiveness of ah staff, with the consequent

recognition and according of value that this will necessitate. Staff who feel valued and

supported will provide a better environment for children.

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7. CONCLUSION

It has been theoretically stated many times that one of the most important resources in

education is trained committed staff. In Early Years they are the most important

resource. This is being spasmodically but increasingly recognised in theory, but not it

seems, in practice. In the field it is difficult to implement an Early Years curriculum

without nursery style resourcing. The 'rule of thumb' identified by Ball (op.cit.) suggests

that there should be one adult to eight children for four year olds. Teachers working

with young children are not always trained to work with this age group. The importance

of employing and valuing qualified trained staff cannot be ignored. HMCI (1993) found

that''standards were usually better in classes with two adults..." and "non-teaching assistance made an important contribution to standards and quality. This was inevitably better where the assistant had suitable qualifications"

(p. 10).

One of the main conclusions of that report was that high quality provision and good

standards of work were associated with staff who were well qualified by training and

with experience for work with reception class children.

In Britain and America it has become axiomatic that the earlier education starts, the

better. Studies appear to show that children who start some sort of formal education

early, benefit educationally and socially. The evidence is ambiguous and confusing,

especially when set against the experience of other European countries. A recent study

(Sharp, 1997) by the National Foundation for Educational Research suggested that an

early start was no advantage; it found that children admitted to school at four or soon

after do no better at seven than those who started at almost five. One of the

fundamental issues has largely been ignored. Parents and educators should perhaps be

concerned not so much with the age at which children start school, but with the sort of

schooling they receive and with the quality and type of staff delivering it. There is some

contemporary concern with the appropriate teaching methods for young children, but

again, the issue of the nature of the staff involved is largely ignored. Tyk, a literary

specialist and head of Holland House School, believes that the earlier formal structured

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learning begins, the better. She adds "The teacher must be teaching. Not facilitating not

supervising but teaching" (cited by Driscoll, 1997). She perhaps unconsciously echoes

the emphasis that educational management, both in theory and in practice, gives to the

teaching staff, while ignoring the vital contribution of other professionals or support

staff.

Quality in Early Years is beginning to be addressed, but usually only in theory. The ten

dimensions of quality defined by Pascal et al. (1996) draw attention to deceptively

obvious points such as knowing the qualifications, deployment and functions of all staff,

and so being able to plan for staff development. This knowledge would then inform the

successful implementation of their seventh dimension; relationships and interaction.

Informed deployment of Early Years' staff inevitably involves some successful

relationships and interaction. If teaching staff really care for and are fostering the

personal and social development of young children, then it would seem that a

prerequisite should be a similarly caring approach to other colleagues. If young

children should receive respect and recognition, then these values should permeate the

behaviour of all the professionals involved at all levels, and in all situations. Emphasis

is beginning to be placed again on the notion that 'curriculum' should mean "what we do

in school" (Nutbrown, op.cit., p. 120). Drummond et al. (1989) have drawn attention to

the fact that 'curriculum' is the whole set of experiences from which children can learn;

which staff provide consciously and unconsciously (p.l). Pugh (1996a) has more

recently developed these concepts, but her views tend to be implemented in Family

Centres. Schools need to focus more on the premise that children are affected by the

context in which learning takes place, the people involved in it, and the values and

beliefs which are embedded in the learning process. In pleading for 'quality indicators'

which should be implemented in all Early Years setting, Pugh draws attention to

" • An atmosphere in which every child and adult feels secure, valued and confident.

• Good relationships between adults and adults.• A staff development plan, which ensures access to regular support,

supervision and training of all staff..."(ibid., p.24).

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Governors, senior management and classroom teachers should develop an awareness of

the nursery nurse's professional self image and contribution to school life and culture.

They should ensure some professional development for nursery nurses and evolve a

realistic job description. However, since 'words come cheap', some financial recognition

should also be offered to experienced, hard-working nursery nurses who are educating

as well as caring for young children in schools. Nursery nurses currently working in

education are a particularly valuable resource, since they have the training, motivation

and dedication to work with young children, but they are being consistently undervalued

and unrecognised.

It is perhaps naive to expect individual schools to deal in isolation with these myriad

issues. Each setting exists in an environment determined by the cultural norms and

values of society. Effectiveness is a value laden concept. The values of the LEA ,

OFSTED and the Government contribute to evaluating and rewarding the effectiveness

of Early Years' workers such as nursery nurses. Nursery nurses will need help in finding

a voice, and their unions should be consistently doing more. The media is beginning to

recognise the nomenclature and status of nursery nurses, starting with the dreadful

incident of Lisa Potts in the West Midlands machete attack. More recently , a case has

been reported of a deaf nursery nurse receiving a grant to enable her to continue

working (Daily Telegraph, May 22, 1997).

Three nursery nurses in Gloucestershire have been correctly described and reported as

winning recognition from an industrial tribunal of their undervalued role and are about to

receive financial recognition under the Sex Discrimination Act (Daily Mail, August 2,

1997, and Nursery World, September 25, 1997 and Unison Private Papers on the

Industrial Tribunal). The Gloucestershire case may be a useful precedent for other

nursery nurses in education to argue their case for equal pay and value. A Unison

spokesperson has just commented "From what I've read, Leicestershire isn't unique;...it's

a case of how do we keep these people screwed down" (personal communication,

13/10/97). In their worst situations, nursery nurses in education are working in a

flexible labour market which exploits them. Employers are taking advantage of some

Early Years workers. The Labour Government is bringing out a White Paper, Fairness

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at Work, early in 1998, to address minimum standards of employment and to sort out

"situations which bad employers could take advantage of' (Government spokesperson,

Radio 4, Today, 11.9.97. The employee profiled in this radio feature was a 'nursery

assistant'.). The Government cannot legislate for every single eventuality, so one

wonders what the reality of employment rights for low paid workers will be.

Parents, Governors, colleagues and society in general must understand that nursery

nurses are Early Years educators and carers who have a valuable contribution to make

to the young child's learning and development. The complexity of their contribution

should now be recognised, and genuinely valued. Future studies and current practice

should take into account the diversity of nursery nurses, and should recognise the

complexity of the contexts which shape their work (a point made by Swann and Loxley

of classroom assistants, 1997, forthcoming). Good practice must ultimately depend on

the expertise and dedication of qualified individuals. While changes are being made in

the field of Early Years' education, if commitment is to be sustained it is essential that

these individuals receive as much support and recognition as is commensurate with their

'edu-care' roles and responsibilities as revealed in this thesis.

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Appendix A.

The Changing Membership of the National Nursery

Examination Board in 1992.

157

Until 1992 the NNEB had consisted of:

Association of County Councils.

Association o f Directors o f Social Services.

Association o f Education Committees.

Association o f Metropolitan Authorities.

Association o f Nursery Training Colleges.

British Association for Early Childhood Education.

British Association of Social Workers.

British Paediatric Association.

Central Council for Education and Training in Social Work.

Council o f LEAs.

Health Visitors Association.

National Union o f Teachers.

Regional Health Authority.

Residential Care Association

Royal College o f Nursing.

Royal Society o f Health (2 representatives).

Society of Community Medicine.

Society o f Education Officers.

Welsh Joint Education Committee.

National Association of Certified Nursery Nurses.

National Association of Head Teachers.

National Association of Inspectors and Educational Advisers.

National Association of Nursery Matrons.

National Association o f Teachers in FE and HE.

National Association of Tutors in Education and Health.

National Council o f Voluntary Child Care Organisation

With thanks to Hutchinson (1992)

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It then changed in 1992 to:

Chairman: Maurice Hawker (Director of Social Services, Essex County Council)

Organisational Members

The Association of County Councils

The Association o f Directors o f Social Services

The Association of Metropolitan Authorities

The Association of Nursery Training Colleges

The Association o f Principals of Colleges

The Association of Professional, Executive, Clerical and Computer staff

The Federation o f Recruitment and Employment Services

The National and Local Government Officers Association

The National Association of Nursery Nurses

The National Association of Head Teachers

The National Association of Health Authorities and Trusts

The National Association of NNEB Tutors

The National Association of Nursery and Family Care

The National Association of Inspectors and Education Advisers

The National Association of Teachers in Further and Higher Education

The National Joint Council for Local Authorities APT & C Services -

Employees' side

The National Joint Council for Local Authorities APT & C Services -

Employers' side

The National Union o f Public Employees

The National Association of School Masters Union

The National Association of Women Teachers

The National Union o f Teachers

The Royal College o f Nursing

The Society o f Education Officers

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The Welsh Joint Education Committee

Assessors

The Department of Education and Science

The Department of Education (Northern Ireland)

The Department of Health

The Welsh Office (Education Department)

With thanks to the Council for Awards in Children's Care and Education

(CACHE)

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Appendix B.

An Overview of the NNEB's Course Content in 1988.

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2.3 The Syllabuses for Vocational Studies, Social Studies and Pracdcal Workplace TrainingSUBJECT AREA 1—CHILDREN’S GROWTH AND DEVELOPMENT

TOPIC 1.1—THE STAGES OF DEVELOPMENT

Candidates will be expected to give evidence of the ability to1. Describe the process of concspdon and development in utero.2. Describe the particular needs of the low birth weight baby and the effeos of this on subsequent development.3. Describe the parricular needs of mulriple birth babies and the possible effect of this on subsequent development.4. Describe normative development by reference to observable behaviour, throughout the age range 0-7.5. Recognise the wide variation, within the range of normality, in the chronological age at which stages of developm ent

are reached and in the sequence of development.6. Describe physical, environmental and genetic factors affecting the attainment of normative stages of development.7. Describe the emotional factors commonly accepted as affecting such attainment.3. Identify failures in attainment of stages of development falling outside the range of normality.9. Describe the ways in which adults can positively contribute throughout the child’s development.10. Identify the likely effect on the process of development of deficits in physical, environmental or emotional factors at

any stage.

TOPIC 1-2—CHILD OBSERVATIONS'

Candidates will be expected to give evidence of the ability to

1. Accurately observe the behaviour of individual children and groups of children under normal working conditions.2. Discriminate significant behaviour, and, where appropriate, record this concisely and accurately.3. Make reasoned assessments of the extent to which a child’s physical, intellectual and social development accords with

the norm, based on observations.4. Make reasoned assessments of the extent to which a child’s emotional development accords with the norm, from

observed behaviour, and knowledge of commonly accepted theories of emotional development.5. Identify failure to develop within the range of normality, and make reasoned judgements as to the likely cause of such

failure..6 . Recognise, where relevant, the need for assessment lying outside personal competence, demonstrate knowledge of

how this can be made available, and take appropriate action to promote this.7. Make realistic and appropriate suggestions for meeting identified needs, identify their own part in such action, and

competently undertake activities involved.” NB This section should be read in conjunction with the Board’s current Notes of Guidance and Regulations

concerning Child Observations.

SUBJECT AREA 2—PHYSICAL DEVELOPMENT AND KEEPING CHILDREN HEALTHY

TOPIC 2.1—THE PROMOTION AND MAINTENANCE OF HEALTH

Candidates will be expected to give evidence of the ability to1. Describe the principles and practice of ante-natal care and the importance of such care to the mother, baby and family

unit.2. Describe the immeftiafg care of the child at birch including routine examinations and tests.3. Organise daily routine care of the child from birth to 7 years.4. Identify the principles for the promotion and maintenance of personal health in children and adults.3. (a) Identify the factors important in creating a healthy indoor environment for children.

(b) Describe the ways in which hygiene can be maintained within such an environment.6. Describe the on health and normal physical development of deficits in any of the above.7. Describe and competently nwderwirw action appropriate to the Nursery Nurse in cases of such deficit.3. Identify the factors important in the promotion of community health and Health Education.

TOPIC 2.2—SURVEILLANCE PROGRAMMES

Candidates win be expected to give evidence of the ability to1. Name and briefly describe the condition which the commonly encountered programmes are intended to identify,

including a brief description of the effects of the condition if untreated.2. Identify the professional responsible for administering the test and the age at which the child wifi be tested; to briefly

describe the activities involved in the administration of the test.3. Give a brief description of the action likely to follow where any such test indicates that further action is necessary.

TOPIC 2_3—SAFETY IN THE ENVIRONMENT

Candidates will be expected to give evidence of the ability to1. Identify the factors important in the creation and maintenance of a safe environment

settings, both indoors and outdoors.2. Describe hazards specific to the age group birth to seven in these settings.3. Correctly identify and competently undertake activities through which the Nursery

hazards.

TOPIC 2.4—CLOTHING AND FOOTWEARCandidates will be expected to give evidence of the ability to1. Identify the factors to be raicen into account in selecting appropriate clothing and footwear for children from birth to 7.2. Make balanced judgements on the weighting of these factors in selecting individual items.3. Describe the ill effects likely to follow from the use of inappropriate dothing or footwear.4. Competently undertake normal care and maintenance of dothing and footwear.

4

in both home and institutional

Nurse can minimise any such

162

TOPIC 2.5—BABY EQUIPMENT

Candidates will be expected to give evidence of the ability to1. Identify the factors to be taken into account in selecting equipment appropriate to the care of young children.2. Make balanced judgements on the weighting of these factors in selecting individual items.3. Identify the major hazards likely to be presented or ill effects likely to follow from the use of inappropriate equipment.4. Correctly describe and competently undertake any action necessary and possible to minimise the identified hazards,

or ill effects, where use of inappropriate equipment is unavoidable.5. Competently undertake normal care and maintenance of baby equipment.

TOPIC 2.6—NUTRITION

Candidates will be expected to give evidence of the ability to1. Identify those items which must be present in diet to ensure adequate nutrition, and the appropriate balance of items.2. Identify the contribution which commonly used foodstuffs make to ensuring the presence and proper balance of

essential items.3. Recognise the pan that less commonly used foodstuffs may play in contributing to, or ensuring, adequate diet, and

make realistic suggestions as to the ways in which the contribution of such foodstuffs could be identified.4. Describe the results of dietary deficiencies in children.5. Describe the symptoms of the more common dietary deficiencies, identify possible causes and take appropriate action.6. Identify those diseases of children which have pam'miar dietary implications.7. Identify the factors by reference to which items for inclusion in diet can appropriately be chosen, in both home and

day care settings, and make balanced decisions.8. Identify the advantages and disadvantages of breast and bottle feeding.9. Describe and competently undertake the activities involved in the preparation of feeds for bottle fed babies and in

the administration of such feeds.10. Describe and competently undertake the introduction of mixed feeding.11. Describe and competently undertake the activities involved in the preparation of simple meals for children in home

and day care settings.12. Describe and competently undertake appropriate action in dealing with commonly encountered feeding/eating

difficulties in babies and young children.13. Identify, and take appropriate action to deal with, die problems of ensuring adequate nutrition for children with special

needs.

TOPICS 2.7 AND 2.8—CHILDHOOD ILLNESSES AND AILMENTS

Candidates will be expected to give evidence of the ability to1. Describe mode of transmission, incubation, onset, symptoms and cause of common childhood illnesses and ailments,

together with the treatment likely to be prescribed and the complications which may arise.2. Identify instances of such conditions. Describe and where appropriate, competently carry out the activities necessary

to minimise spread of infection.3. Describe and competently cany out the activities involved in the care of the affected child in the home, including

action to minimise the possibility of complications.4. Identify and briefly describe immunisation programmes.5. To understand sudden infant death syndrome and the possible risk factors attributed to this.

TOPIC 2.9—FIRST AID

Candidates will be expected to give evidence of the ability to1. Describe and competently undertake the activities necessary to ascertain the nature and likely extent of the injuries

or damage sustained in accidents involving children.2. Identify the range of First Aid activities appropriate to such accidents, describe the indications and contra-indications

for each, arrive at a balanced decision and competently carry out the appropriate activities.3. Identify further action necessary or desirable after the administration of First Aid in relation to any such occurance

and competently carry out the activities involved.

TOPIC 2.10-C A R E OF THE SICK CHILD

Candidates will be expected to give evidence of the ability to1. Describe the physical effects directly arising from the more commonly encountered acute or chronic illnesses, together

with likely complications; where appropriate give a brief accurate account of the causation and likely course of the condition.

2. Describe briefly die likely form of treatment, the part likely to be played in this treatment by other professionals, the appropriate physical care of the child and the activities through which concommitant physical effects can be minimised.

3. Describe the major possible effects of such conditions on the emotional, social and intellectual development of the child; describe the ways in which parents or carers can attempt to minimise these effects, and the sources of help likely to be available to them.

4. Describe the particular contribution which non-residential settings other than the home may make to the physical, social, emotional and intellectual development of children with such conditions; competently undertake the activities appropriate to a Nursery Nurse in these settings.

5. Describe the possible additional effects of hospital or other institutional settings on emotional social and intellectual development.

6. Describe the activities through which in such settings the Nursery Nurse can appropriately contribute to the physical, social, emotional and intellectual development of the child sad competently undertake these activities.

7. Understand die emotional and physical problems likely to be felt by other members of the child's family; discuss these appropriately with parents; identify the sources of further help likely to be available and take appropriate action to mobilise such help.

5

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TOPIC 2.11—CHILDREN WITH SPECIAL NEEDS

Candidates will be expected to give evidence of the ability to1. Describe briefly causation, course, and unavoidable effects on physical, emotional, and intellectual development of

commonly encountered developmental abnormalities.2. Describe briefly the likely form of treatment (if any) and the pan likely to be played by other professionals.3. Describe the major possible effects on the social and emotional development of the child with such an abnormality

living within the family; describe the ways in which parents or parent substitutes can minimise these effects and maximise the child’s physical and intellectual potential; identify the sources of help likely to be available to them.

4. Describe the particular contribution which non-residential settings outside the home may make to the physical, social, emotional and intellectual development of the children with such abnormalities; competently undertake the activities appropriate to a Nursery Nurse in these settings.

5. Describe the possible additional effects on emotional, social and intellectual development for children with such abnormalities living in institutional settings.

6. Describe the activities through which in these settings the Nursery Nurse can appropriately contribute to the physical, social, emotional and intellectual development of die child, and competently undertake these activities.

7. Show realistic awareness o f the emotional, social and physical problems likely to be felt by other members of the child’s family; give evidence of the ability to discuss these appropriately with parents or parent substitutes; identify the sources of further help likely to be available and take appropriate action to mobilise such help.

SUBJECT AREA 3—COGNITIVE DEVELOPMENT AND LEARNING THROUGH PLAY

TOPIC 3.1—STIMULATION

Candidates will be expected to give evidence of the ability to1. Identify die stages of cognitive development from 0-7 years.2. Describe the range of play materials and equipment necessary to develop cognitive skills from the first few weeks of

life.3. Describe the role of the adult in providing a stimulating environment in and out of doors to promote normal cognitive

development.4. Understand the effects on cognitive development of failure to provide the necessary stimulation.5. Competently undertake the activities appropriate to a Nursery Nurse in any setting in promoting such development.

TOPIC 3.2—SENSORY DEVELOPMENT

Candidates will be expected to give evidence of the ability to1. Identify the importance of providing the opportunity to explore natural and synthetic materials and to experience the

nature and capacity of these materials.2. Identify the connection between intellectual development and the provision of stimulating experience and to recognise

the needs for increasing opportunities from birth onwards.3. Describe the ways in which this need can be catered for in all situations where young children are cared for.4. Competently undertake the activities appropriate to a Nursery Nurse in any setting in promoting such development.

TOPIC 33—THE DEVELOPMENT OF CHILDREN’S SKILLS

Candidates will be expected to give evidence of the ability to1. Identify the contribution of play in die process of cognitive development.2. Describe the relationship of cognitive development to all round development from 0-7 years.3. Identify the role of the adult in fostering die skills of young children.4. Identify the effects of interaction with other children.5. Competendy undertake the activities appropriate to a Nursery Nurse in any setting in promoting such development.

TOPIC 3.4—SPEECH AND LANGUAGE DEVELOPMENT

Candidates will be expected to give evidence of the ability to1. Identify the normal stages of speech and language development from 0-7 years.2. Understand the part played by language in the development of cognition.3. Describe the range of experiences from birth onwards which will stimulate and encourage development.4. Identify the range of communication *lriTk that should be offered to young children and the role of the adult in

developing communication skills.5. Identify the possible reasons for delay in such development in young children and describe how these might be

overcome.6. Describe the possible effect of language delay upon the intellectual growth of a young child.7. Describe current policies and strategies relating to children who speak heritage languages.8. Competently undertake the activities appropriate to a Nursery Nurse in any setting in promoting such developments.

TOPIC 33—THE DEVELOPMENT OF CONCEPTS

Candidates will be expected to give evidence of the ability to1. Describe the importance of providing play experiences whiqji will develop divergent thinking skills.2. Describe the ways in which young children should be encouraged to explore this environment, to discover the

properties of a wide range of materials and to develop positive attitudes to problem solving.3. Competently undertake the activities appropriate to a Nursery Nurse in any setting in promoting such development.

6

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TOPIC 3.6-—ACTIVITIESCandidates will be expected to give evidence of the ability to1. Describe the experiences, activities and materials necessary to promote all round development from birth to 7 years.2. Identify the areas of intellectual growth which are promoted by the provision of specific activities.3. Account for the lack of development which may be caused by the failure to provide activities necessary to promote

intellectual growth.4. Describe the daily activities in and outdoors, individually and in groups, which should be provided within the child’s

programme to supply the need for a balanced day.5. Undertake the planning of and play a full part in such a balanced programme.6. Identify the value of adult involvement and interaction in children’s activities.

TOPIC 3.7—THE ORGANISATION AND PROVISION OF MATERIALS AND EQUIPMENT

Candidates will be expected to give evidence of the ability to1. Describe the role of the adult in planning, organising and caring for materials and equipment at all stages of

development.2. Assess the quality of equipment and identify appropriate criteria for choice.3. Describe and competently undertake the care and organisation of equipment within the home and group settings.4. Describe the value of using different types of materials and equipment in stimulating intellectual growth.5. Recognise the value of appropriate equipment in the development of independence.

TOPIC 3.8—LEARNING DIFFICULTIES

Candidates will be expected to give evidence of the ability to1. Recognise when children are experiencing learning difficulties.2. Identify the special needs of such children.3. Recognise children who may be gifted and be aware of the need to provide for these children.4. Recognise the value of play in helping children to overcome learning difficulties.5. Identify and competently undertake action necessary to mobilise appropriate help for children with learning

difficulties.

TOPIC 3.9—WIDER EXPERIENCES

Candidates will be expected to give evidence of the ability to1. Describe the influences that affect cognitive development in the home, outside the home and in the immediate

experiences of young children.2. Recognise the importance of co-ordinating children’s experiences in different environments.3. Recognise the importance of extending children’s experiences beyond the immediate environment of home and group

provision.4. Describe and competently undertake activities involved in the planning and organisation of wider experiences.

SUBJECT AREA 4—EMOTIONAL DEVELOPMENT

TOPIC 4.1—STIMULATION

Candidates will be expected to give evidence of their ability to1. Identify the conditions necessary to develop healthy and balanced emotional growth and the importance of stability

and consistency in the child’s environment.2. Identify those conditions which may adversely affect healthy emotional growth.3. Describe the role of the adult in fostering healthy emotional development, and play an appropriate part in this process.4. Describe the ways in which children display and contain emotion at each stage of development and play an appropriate

part in helping children cope with their emotions.5. Recognise the importance of developing self-confidence and independence in young children and ways in which these

can be encouraged.

TOPIC 4.2—BONDING

Candidates will be expected to give evidence of their ability to1. Describe the process of bonding and its importance.2. Identify the difficulties which may arise from failure of bonding.

TOPIC 4.3—THE ADULT/CHILD RELATIONSHIP

Candidates will be expected to give evidence of their ability to1. Recognise the importance of a secure, stable and loving relationship between adult and child.2. Identify the differing influences of adults upon young children.3. Identify the range of relationships which may exist in society today, recognise that there are many different ways of

people living together which may all be successful.4. Identify the range of social relationships which young children develop beyond their family and the importance of

these.

TOPIC 4.4—FAMILY RELATIONSHIPS

Candidates will be expected to give evidence of the ability to j*1. Describe the different patterns of family life in society today.2. Display understanding of the needs of children from differing family circumstances, and play an appropriate part in

meeting these needs.

7165

TOPIC 4.5—EMOTIONAL EXPRESSIONCandidates will be expected to give evidence of their ability to1. Recognise the strengths of children’s emotions and the ways in which children learn to control their feelings.2. Understand the importance of providing for the expression of emotions both in individual activities, and in contact

with adults and peers.3. Recognise behaviour which may be symptomatic of emotional problems.4. Play an appropriate part in helping where such problems exist.

TOPIC 4.6—SELF AWARENESS

Candidates will be expected to give evidence of their ability to1. Understand the importance of developing self-confidence and a positive self image in the early years of childhood.2. Provide the conditions which will encourage development of a child’s self identity.

TOPIC 4.7—LOSS AND GRIEF

Candidates will be expected to give evidence of their ability to1. Give an account of the effects of loss or grief upon the normal healthy growth of a young child.2. Identify ways in which a young child may be helped to overcome the difficulties encountered by separation (including

hospitalisation) from a parent or other dose adult.3. Understand die special circumstances caused by family breakdown and how these may affect emotional development.4. Understand the effects that the loss or death of a person may have on a child.5. Understand the effects that the loss of a pet or other object of attachment may have upon a child.6. Play an appropriate part in helping children experiencing loss or grief.

TOPIC 4.8—DISADVANTAGED CHILDREN

Candidates will be expected to give evidence of the ability to1. Describe the possible effects on healthy emotional development of social conditions induding poverty, housing,

lengthy illness and violence.2. Identify the special needs of children in residential care.3. Identify the special needs of terminally ill children and identify their own needs in this situation.4. Play an appropriate part in helping children experiencing such deprivations.

SUBJECT AREA 5—SOCIAL RELATIONSHIPS

TOPIC 5.1—ROLE AND ROLE CONFLICT

Candidates will be expected to give evidence of the ability to1. Make use of the concept of role in understanding the behaviour of individuals and groups.2. Make use of the concept of role set and role conflict in understanding the behaviour of individuals and groups.

TOPIC 5.2—THE FAMILY AS A SOCIAL INSTITUTION

Candidates will be expected to give evidence of the ability to1. Understand the development of the family as a social unit, with particular reference to developments in western society

in the 20th Century.2. ’Framing critically the functions of the family vis-a-vis its members, with particular reference to its value and its

limitations.TOPIC 5 3 —THE FAMILY IN THE COMMUNITY

Candidates will be expected to give evidence of the ability to1. Understand the extent to which the family affects and is affected by the community at large, with particular reference

to the effects on family functioning of:(a) economic and social policy,(b) the institutional framework of services,(c) the physical and social environment.

2. Examine critically the values and limitations of different forms of intervention aimed at helping families in the community.

TOPIC 5.4—DIFFERENT PATTERNS OF FAMILY FUNCTIONING

Candidates will be expected to give evidence of the ability to1. Appreciate the wide range of ways in which families can function successfully with particular reference to religion,

culture, class and regional variations.2. Show an awareness of

(a) the need for the individual to value their own religion and/or cultural background and to feel that it is valued by others.

(b) the ways in which this sense of value can be encouraged.3. Show an awareness of the situations that could lead to a conflict of values within a family.4. Recognise the wide range of conflicts facing families within society and identify appropriate sources of help.

TOPIC 5.5—DISADVANTAGED FAMILIES

Candidates will be expected to give evidence of the ability to1. Recognise the existence of disadvantage in family functioning with particular reference to

(a) physical violence.(b) emotional deprivation and exploitation.(c) child abuse.

2. Identify the effenrs of such disadvantage on children and take appropriate action.3. Identify the effects of such disadvantage on adults and take appropriate action.

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166

SUBJECT AREA 6—THE RIGHTS AND RESPONSIBILITIES OF CHILDREN AND THE FAMILY

TOPIC 6.1—THE RIGHTS AND RESPONSIBILITIES OF INDIVIDUALS IN SOCIETY

Candidates will be expected to give evidence of the ability to1. Show an informed awareness of

(a) the extent of individual liberty in our society, and the limits imposed on such liberty, whether by law or social pressures.

(b) the legal obligations of the individual towards the state.(c) the legal obligation of the state towards the individual.

2. Identify and discuss, commonly occurring issues involving the rights of the individual and those of society at large.

TOPIC 6.2—THE LEGISLATIVE AND ADMINISTRATIVE FRAMEWORK

Candidates will be expected to give evidence of the ability to1. Give a general account of the law governing

(a) relationships between husband and wife.(b) marital breakdown.(c) relationships between parents and children.

2. Give an informed account of(a) statutory provision in the fields of housing, income and support.(b) fire nature and structure of fire organisations responsible for fire provision of each of these services.

3. Obtain, with regard to either of the above, further detailed information and guidance from appropriate sources when the need arises.

TOPIC 63—THE STATUTORY AND VOLUNTARY SERVICES AVAILABLE TO FAMILIES WITH YOUNG CHILDREN

Candidates will be expected to give evidence of fire ability to1. (a) identify fire organisations responsible for fire provision of fire statutory services specifically provided for, or likely

to be needed by, families with young children in the fields of health, education and social services.(b) describe briefly fire powers and duties conferred by law on the providers of such services, with particular reference

to any powers of compulsory intervention.(c) describe the range of services and facilities which in practice are likely to be made available by the relevant

statutory organisations.2. (a) Describe the services provided for young children and families by major national voluntary organisations.

(b) Show an awareness of the particular values of such services, and of their limitations.3. (a) Describe the major services provided by the private (ie profit making) sector for families with young children.

(b) Describe the functions of Local Authorities in relation to such services.(c) Show an awareness of the particular values of such services and their limitations.

4. Play an appropriate part in enabling children and families to make use of any such services.5. In relation to young children who are, or may be, cared for by the Local Authority to

(a) describe briefly the circumstances under which children may be cared for by a Local Authority with the parents consent, and the rights and responsibilities of parents and the Local Authority in such cases.

(b) describe briefly the circumstances under which, and the means by which, children may be compulsorily removed from the care of their parents, and the rights and responsibilities of parents and the Local Authority in such cases.

(c) describe, differentiate and discuss the merits of the arrangements which may be made for the care of young children in the care of the Local Authority, with particular reference to residential care, boarding out and adoption.

6. In relation to any service to families and young children, identify realistically, sources from which more detailed information and guidance can be obtained when necessary.

TOPIC 6.4—VARIATIONS IN SOCIAL BEHAVIOUR

Candidates will be expected to give evidence of the ability to1. Recognise the ways in which behaviour comes to be regarded as socially different.2. Identify the pressures on individuals and families which may lead to variations in social behaviour.3. Describe commonly encountered variations in social behaviour and their likely effects on families with young children.4. Discuss the possible reactions of the wider community to socially different behaviour in families.5. Show an informed awareness of the likely sources of help for such families and an understanding of the difficulties

likely to be encountered in enabling families to make use of such help.

SUBJECT AREA 7—THE NURSERY NURSE IN EMPLOYMENT

TOPIC 7.1—THE MEANING OF PROFESSIONALISM

Candidates will be expected to give evidence of the ability to1. Discharge the responsibilities of a professional worker towards those to whom service is provided. In particular

(a) to respect the principle of confidentiality of information gained in the course of employment.(b) in all dealings with children to demonstrate an overriding commitment to meeting their needs, within the

appropriate limits of the particular work role, irrespective of personal preferences or prejudices.(c) in dealings with parents and an other adults to respecttheir legitimate freedoms of action and choice and their

dignity as individual human beings.2. In work with other professionals, both to recognise and respect their particular knowledge and skills and equally to

require and obtain from them recognition and respect for the knowledge and of the Nursery Nurse.

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TOPIC 7.2—RELATIONSHIPS BETWEEN OCCUPATIONAL GROUPSCandidates will be expected to give evidence of the ability to1. Recognise the factors which promote the effective functioning of multi-discipiinary groups and the factors which inhibit

such functioning.2. Communicate effectively as part of a multi-disciplinary group.3. Recognise the particular factors influencing relationships between the members of dominant and minority occupational

groups in any organisation, with specific reference to the impact of these factors on the individual Nursery Nurse.A Recognise the ways in which the impact of these factors can be ameliorated.

TOPIC 7.3—WORKING WITH MANAGERS

Candidates will be expected to give evidence of the ability to1. Recognise the wide range of constraints within which management decisions are made and the appropriate ways of

influencing such decisions.2. Recognise the differing and complementary responsibilities of the manager and the managed.3. Recognise the strengths and weaknesses of different management styles, with particular reference to authoritarian

and participative styles.

TOPIC 7.4—THE RELATIONSHIP BETWEEN EMPLOYER AND EMPLOYEE

Candidates will be expected to give evidence of the ability to1. Recognise the responsibilities of a good employer, with particular reference to statutory responsibilities.2. Identify appropriate sources of advice and assistance where any doubt arises as to the performance of such

responsibilities.3. Recognise the responsibilities of the employee, with particular reference to contractual responsibilities.4. Describe the respective roles of Trade Unions and Professional Associations in regulating relationships between

employer and employee.5. Recognise the means by which the individual member can influence the activities of Trade Unions and Professional

Associations.6. Recognise the importance of self-presentation in dealing with employers, particularly in the process of obtaining

employment.

TOPIC 7.5—THE ROLE OF THE NURSERY NURSE IN THE PUBLIC SECTOR

Candidates will be expected to give evidence of the ability to1. Accurately differentiate the appropriate role of the Nursery Nurse from that of other staff with whom they are likely

to work.2. Recognise the factors affecting the employment, duties and salary of Nursery Nunes with particular reference to

(a) Central Government policy (including general economic policy and specific policies relating to children as expressed by Circular).

(b) Policy of the employing organisation.(c) Nationally and locally negotiated agreements.

3. Apply the skills of a Nursery Nurse in any role in the public sector in which Nunery Nunes are normally employed.

TOPIC 7.6—THE ROLE OF THE NURSERY NURSE IN THE PRIVATE SECTOR

Candidates will be expected to give evidence of the ability to1. Describe the appropriate duties of a Nursery Nurse employed in the private sector.2. Identify the particular demands of work in the private sector with particular reference to

(a) the need for competence in vocationally oriented home economic skills.(b) the demands of 24 hour care.(c) the demands of handling the potentially difficult relationship between Nunery Nunes and parents.

3. Recognise the particular stress imposed by work in the private sector with particular reference to(a) the likely loneliness, particularly since the houn of duty limit social life.(b) the lack of professional guidance and support.(c) the adaptability needed to live with a family.

4. Take sensible and responsible action to obtain suitable employment.5. Recognise the responsibilities of employen and employees in the private sector, with particular reference to

(a) written contracts of employment and pension schemes and their enforcement.(b) the respective responsibilities of employer and employee vis-a-vis PAYE, National Insurance and professional

indemnity insurance.6. Identify and take appropriate action to obtain heip in dealing with such difficulties where they arise.

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168

Appendix C.

The Pilot Questionnaire

169

THE TASXS OF AH NHE3 IN THE 4+ UNIT

In your e x p e r ie n c e , hov much o f your jo b i s made up o f th e fo llow ing casks? P le a s e ra c e che fre q u en c y o f each ca sk , c i r c l in g "1” co in d ic a te h ard ly ev e r, and "5" co in d ic a c e very f r e q u e n t ly . Use che numbers in between to in d ic a te in c re a s in g d e g re ss o f f re q u e n c y . P le a se c i r c l e "n" fo r " to n -a p p lic a b le " i f che cask i s n o t done by you.

1 p re p a re th e c la ss ro o m i n che m orning 1 2 3 4 5 n

2 p a r t i c i p a t e in d e v e lo p in g hom e/schoo l r e l a t io n s 1 2 3 4 5 n

3 do p layground du ty 1 2 3 4 5 n

4 m o tiv a te and i n t e r e s t th e c h i ld r e n 1 2 3 4 5 n

5 keep o rd e r 1 2 3 4 5 n

6 develop c h i l d r e n ’ s s o c i a l s k i l l s 1 2 3 4 5 n

7 do sew ing w ith c h i ld r e n 1 2 3 4 5 a

8 d eve lop c h i l d r e n 's m inds and c r i t i c a l a b i l i t i e s 1 2 3 4 5 a

9 r e p a i r equipm ent 1 2 3 4 5 a

10 h e lp te a c h in PE /M ovem ent/M usic/S inging 1 2 3 4 5 n

11 see to c h i l d r e n ’ s sh o e s and d re s s in g 1 2 3 4 5 n

12 te a c h c h i ld r e n in s m a ll g roups i n a l l a sp e c tso f che c u r r ic u lu m 1 2 3 4 5 n

13 l a b e l and s t i c k work i n c h i l d r e n 's books 1 2 3 4 5 a

14 d eve lop c h i l d r e n 's lan g u a g e 1 2 3 4 5 a

15 c l e a r th e A rc /C ra f t t a b l e and wash up equipm ent 1 2 3 4 5 a

16 p a r t i c i p a t e in s u p e r v is in g p a re n ts who come in to h e lp 1 2 3 4 5 a

17 g e t o u t and pu t away PE a p p a ra tu s .1 2 3 4 5 a

170

13 disci?line children 1 2 3 4 5 a

19 make s u r a ap ro n s a r e washed 1 2 3. 4 5 a

20 e n su re c loakroom a r e a i s kepc cidy 1 2 3 — 5 n.

21 our cue and c id y away o u ts id e p lay equipm ent 1 2 3 4 5 a

22 s i c in a s s e m b lie s v ic h che 4+ c h i ld re n 1 2 3 4 3 a

23 c o l l e c c money e .g . d in n e r s / s c h o o l c r ip s 1 2 3 4 5 a

24 c o n t r i b u t e co b a s e l in e asse ssm e n c /en c ry p r o f i l e 1 2 3 4 5 a

25 make c e a / c o f f e e 1 2 3 4 5 a

26 d ev e lo p c h i l d r e n 's p la y 1 2 3 4 5 a

27 keep eq u ip m en t and cu p b o a rd s c id y 1 2 3 4 5 a

28 work w ith, c h i ld r e n on che com pucer 1 2 3 4 5 a

29 change w et p a n e s , c le a n up when c h i ld i s i l l andcend co m inor i n j u r i e s 1 2 3 4 5 a

30 puc up d i s p la y s 1 2 3 4 5 a

31 a d v is e on che 4-r c u r r ic u lu m 1 2 3 4 5 a

32 c id y up and c le a n u p ' e . g . san d /w e t f lo o rs /p la y d o u g h 1 2 3 4 5 a

33 r e a d / c a l l a s to r y 1 2 3 4 5 a

34 w r i t e and p u t up n o t i c e s f o r p a re n ts 1 2 3 4 5 a

35 l i a i s e 'w ith l o c a l p la y g ro u p s 1 2 3 4 5 a

36 cake che r e g i s t e r 1 2 3 4 5 a

37 p a r t i c i p a t e i n w hole s c h o o l s t a f f m eetings 1 2 3 4 5 a

38 s u p e r v is e m i lk /d r in k cim e 1 2 3 4 5 a

39 p a r t i c i p a t e i n p la n n in g che 4-r veek 1 2 3 4 5 a

171

£.0 see co children in the toilet

41 mark c h i l d r e n 's books and comment on che work

42 h e lp c h i ld r e n co wash and d ry t h e i r hands

43 p a r t i c i p a t e in P a r e n ts ' Evenings

44 h e lp : to o rg a n is e s c h o o l t r i p s

45 a s s i s t i n th e t r a i n i n g o f s tu d e n ts

46 s u p e r v is e c h i ld r e n a t lu n ch

47 ta k e p a r t i n I n d u c tio n Day *

48 d is c u s s an in d iv id u a l c h i l d 's p ro g re ss /p ro b le m s w ith t h a t c h i l d 's p a r e n t s / c a r e r

49 te a c h re a d in g and r e l a t e d s k i l l s

50 'co n d u c t home v i s i t s

Thank you.

I sh o u ld be g r a t e f u l i f you would in d ic a te your a;

When d id you q u a l i f y ? ....................................................................

How many y e a rs have youworked w ith 4+- c h i ld r e n ? .............................................................

P le a s e t i c k th e r e l e v a n t box

1 2 3 4 5 n

1 2 3 4 5 a .

1 2 3 4 5 a

1 2 3 4 5 a

1 2 3 4 5 a

1 2 3 . 4 5 a

1 2 3 4 5 a

1 2 3 4 5 a

1 2 3 4 5 a

1 2 3 4 5 a

1 1 3 4 5 a

HNEB

172

Please add here anything else that you feel is parr of jour job

o r 70u would l i k e to be p a r t o f your jo b

F e e l f r e e co make any o c h e r comments abouc your jo b o r ab o u t c h is q u e s t io n n a ire

TFT A NT TOO FOR COMPLETING 'THIS QUESTIONNAIRE

V iv ien R o b in s,4-i* C u rricu lu m C o o rd in a to r , The Meadow C.P-. S c h o o l, Meadow Way,W ig sto n ,L e ic e s te r

P hone: 0116-2SS7227

173

Appendix D.

The Questionnaire

174

The Tasks and Role of a Nursery Nurse in a School

1 should be grateful if you would indicate your qualification and experience.

CACHEBTEC

Othenpiease specify ............................................. ..............................

When did you qualify?.................................................. ...................................................

How many years have you worked in your current school?...........................................

What age children are you currently working with?.........................................................

How much of your job at the moment is made up of the following tasks? Please rate the frequency of each task, circling “1* to indicate never, “2" , hardly ever, “3" occasionally, “4" quite often and “5" to indicate very frequently.

prepare the classroom in the morning 1 2 3 4 5

do playground duty......................... 1 2 3 4 5

motivate and interest the children......................................................... 1 2 3 4 5

develop children’s social skills................................................................. 1 2 3 4 5

repair equipment 1 2 3 4 5

help teach in P.E. / Movement / Music / Singing 1 2 3 4 5

see to children’s shoes and dressing..................................................... 1 2 3 4 5

teach children in small groups................................................................. 1 2 3 4 5

label and stick work in children’s books 1 2 3 4 5

develop children’s language 1 2 3 4 5

clear the Art / Craft table and wash up equipment 1 2 3 4 5

participate in supervising parents who come in to help 1 2 3 4 5

get out and put away P.E. apparatus.................................................... 1 2 3 4 5

discipline children.................................................................................. 1 2 3 4 5

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make sure aprons are washed................................................................... 1 2 3 4 5

ensure cloakroom area is kept tidy 1 2 3 4 5

put out and tidy away outside play equipment 1 2 3 4 5

sit in assemblies with the 4+ children 1 2 3 4 5

collect money e.g. dinners / school trips 1 2 3 4 5

contribute to baseline assessment / entry profile.........; 1 2 3 4 5

make tea / coffee for others 1 2 3 4 5

develop children’s play 1 2 3 4 5

keep equipment and cupboards tidy 1 2 3 4 5

work with children on the computer........................... ; 1 2 3 4 5

change wet pants, clean up when child is ill and tend to minorinjuries......................... 1 2 3 4 5

put up displays................ 1 2 3 4 5

advise on the 4+ curriculum 1 2 3 4 5

tidy up and clean up e.g. sand / wet floors / playdough 1 2 3 4 5

read / tell a story 1 2 3 4 5

write and put up notices for parents 1 2 3 4 5

liaise with local playgroups.................................................................. 1 2 3 4 5

take the register................................................................................... 1 2 3 4 5

participate in whole school staff meetings ................................ 1 2 3 4 5

supervise milk / drink time.................................................................... 1 2 3 4 5

participate in planning the 4+ week. ....................... 1 2 3 4 5

see to children in the toilet................................. 1 2 3 4 5

mark children's books and comment on the work............................... 1 2 3 4 5

help children to wash and dry their hands.......................................... 1 2 3 4 5

176

participate in Parents' Evenings................................................................. 1 2 3 4 5

help to organise school trips...................... ........................................ 1 2 3 4 5

assist in the training of students.......................................................... 1 2 3 4 5

supervise children at lunch.................................................................. 1 2 3 4 5

take part in Induction Day................................................................. . 1 2 3 4 5

discuss an individual child’s progress / problems with thatchild's parents / carer...................................................................... . 1 2 3 4 5

teach reading and related skills........................................................... 1 2 3 4 5

conduct home visits ......................................................... ........ 1 2 3 4 5

Thank you.

Please add anything else that you feel is part of your job and how frequently you do i t .......................................................................................................................................

or that you would like to be part of your job.......................................................................

Is there anything you do that you don’t like?.

Has the nature of your work as a Nursery Nurse changed in the last 5 years?......................................................................If so, how?.................................................. .......................................................................

What kind of job description do you have? L.E A ...Other.,

Please comment...........................................................

177

[If you have time, couid you enclose a photocopy of your job description, if it is other than the LE.A. one.]

For each of the following, please indicate, by ringing the appropriate number, the extent to which you think a) they are aware of your role and the tasks you do; b) they value what you do.

a) Aware b) ValueNot

veryPartly Fully Not

muchSomewhat High

Head 1 2 3 1 2 3Deputy 1 2 3 1 2 3 -KS2 staff 1 2 3 1 2 3KS1 staff 1 2 3 1 2 3Support staff 1 2 3 1 2 3Governors 1 2 •3 1 2 3Parents 1 2 3 1 2 3

Please make any additional comments............................. .

Please feel free to'add any other comments about your job

Tnank you for completing this questionnaire.

Vivien Robins,4-r Curriculum Coordinator,The Meadow Community Primary School,Meadow Way,Wigston, phone: 2887227 [ school ]Leicester. .« 2706631 [ home ]LE8 1QZ.

178

Appendix E.

15 Nursery Nurses' Job Descriptions

179

NURSERY

N.N.E.B.

■ PRIMARY SCHOOL _

Primary School serves a social priority area with children drawn mainlyfrom the _________ : City Council Estate. The school has 320 pupils ofstatutory school age and a 90-place nursery.

The main building was extensively modernised in { —The nursery is housed in two purpose-built nursery mobiles.The school has 20.6 full time equivalent teaching posts including the Head.

EMPLOYMENT

The responsibility of the post is to be performed in accordance with the L.E.A. agreements on the role of the Nursery Nurse in Primary Schools.

1. To work as part of a team contributing to the curriculum planning.

2. To maintain the discipline and High Scope routines, along with other team members.

3. Assist in providing a safe, stimulating, caring environment.

4.' To be responsible for the development of a group of children, promoting physical, intellectual, social, emotional and moral skills and keeping appropriate records.

5. Assist the team in caring for an maintaining equipment and resources.

6. Support parents in the education of their children.

7. Implement school policies and attend both departmental and school stafT meeting, as appropriate.

Special Responsibilities

A Overall responsibility for the maintenance of books in the Nursery whichwill involve - Advice to the Head on ordering and organising stock.

signed............•I ^ * 4- date:..... 1...... .717.

180

INFANT SCHOOL JOB DESCRIPTION NURSERY NURSE

Responsible for.- The care and education of nursery pupils in partnership with the nursery teacher and other members of the nursery team.

Responsible to:- Head, Governors, LEA.

GENERAL

— :-----------Infant School has three nursery classes:-2 full time classes of 30 pupils 2 part time classs of 30 pupils (a.m. and p.m.)

The children are aged between three and a half and five years, and are admitted to part time nursery in order of age only. They move to full time nurseries at the beginning of the Spring or Autumn term as places become available.

There are three nursery teachers and three nursery nurses. The nursery nurse is a valued and valuable team member and, as such, works in close. liaison with all other members of the nursery team, to ensure that all pupils get the maximum benefit from their nursery education.

The nursery nurse works in partnership with the nursery teacher to ensure the smooth running of the class by planning, organising, implementing and evaluating classroom activities for individuals and groups of children. S/he also makes continual contributions to record keeping through assessment and observation of all pupils.

SPECIFIC DUTIES

EDUCATIONAL

1) To be involved in planning and evaluating termly, fortnightly and daily activities with the class teacher, and to ensure that all pupils have equal opportunity of access to ail activities.

2) To assist the teacher in completing pupil’s records and help with the development of record keeping sysems.

3) To tell stories both to the class and the whole nursery group.4) To assist the teacher to display pupils’ work in a creative and interesting

way.5) To assist the teacher in planning and delivering asemblies to both full

nurseries and the whole school.6) To attend staff meetings, take part in INSET work and help with

curriculum planning on a whole school basis.7) To assist and support students in the purseries (P.G.C.E., school

students etc.)8) To take responsibility for N.N.E.B. and B. Tech. students.

181

9) To welcome parents/carers into the classroom and liaise with them in any areas concerning their child.

10) To treat all communication with external agencies with confidentiality.

PASTORAL

1) To assist the teacher in preparing for home visits and to accompany the teacher on the visits.

2) To supervise children during dinners and be involved with serving meals and teaching manners.

3) To assist with the treatment of sick children, including cleaning them when necessary and making arrangements for them to be collected and taken home.

4) To have constant regaard for the health and safety of all pupils in the nursery, and to report all accidents to the teacher.

5) To mark attendance registers, collect dinner money and collect other monies as may be necessary in the daily running of the nurseries.

PROFESSIONAL DEVELOPMENT

1) Be prepared to attend courses run by the LEA or private companies.

To take part in ail normal school duties and meetings and carry out any other

tasks as may be reasonably directed by the Head, Governors or LEA.

cb

182

M u r s e y -M u r s 5

1. To work as. a p r o f e s s i o n a l in d team p r ov i d i ng q u a l i t y c a r s and e d u c a t i o n to pr omot e t he p h y s i c a l , s o c i a l , emot i ona l and c o g n i t i v e d e v e l o p me n t of eacn c h i l d and to meet t h e i r needs w i t h i n t he c o n s t r a i n t s of the school e n v i r o me n t -

2. To work in p a r t n e r s h i p wi t h t he c l a s s t e a c h e r to p r ov i de and s u s t a i n an e n v i r o m e n t wnich is s a f e , s t i m u l a t i n g ana c h a l l e n g i n g to e n a b l e each c h i l d to develop a t ' t h e i r own p a c e . -

3 . To work c Los e l y wi t h t h e c l a s s t e a c h e r to p l an and p r e p a r e programmes of work and a c t i v i t i e s t h r o u g h o u t each t e rm, t a k i n g each a c e a . o f Lea r n i ng i n t o account when p l a n n i n g t h e s e . pcagcamraes . .

4 i .To rn r t i a t e n a n d t t a c i i i. t a t e^- these-programmes of -work randa c t i v i t i e s in t h e *.a p p r o p r i a t e way and to o r g a n i s e . - ma t e r i a Ls ». e q u i p m e n t - and r e s o u r c e s t o e n s u r e p r ope r deve l opment a c c o r d i n g t o each c h i l d s s t a g e .

5 . To promot e t h e i m p o r t a n c e ' o f l e a r n i n g t h r ough p l a y and to i n f o r m and e d u c a t e t h e p a r e n t s and c a r e r s a b o u t ' t h e v i t a l - r o l e i t p l a y s in each c h i l d s devel opment and p r o g r e s s i o n .

6 . To s h a r e t he r e s p o n s ib i Lty f o r t he p r e s e n t a t i o n of c h i l d r e n s work a n d . f o r ' t h e c o mp i L a t i o n of d i s p l a y s and i n t e r e s t a r e a s .

7. To acknowl edge and r e s p e c t . t h e i mpor t an t and v i t a l p a r t p l a y e d by t h e p a r e n t s in t he p r o c e s s of t he c h i l d s l e a r n i n g bo t h p a s t and c o n t i n u i n g by for mi ng a p a r t n e r s h i p and e n c o u r a g i n g t h e i r i n v o l v e me n t and p a r t i c i p a t i o n .

8 . To s h a r e wi t h p a r e n t s i n f o r m a t i o n about t h e i r c h i l d s l e a r n i n g and t o encour age d i a l o u g e and c o - o p e r a t i o n . To be p r e s e n ta t p a r e n t s c o n s u l t a t i o n even i ng where p o s s i b l e .

9 . To i i a s e and d e v e l o p e x t e r n a l c o n t a c t s wi t h o t h e r : p r o f e s s i o n a i s and a g e n c i e s who r e l a t e to school o r t he i n d i v i d u a l c h i l d i e ; s peech t h e r a p i s t , s chool n u r s e , h e a l t hv i s i t o r e t c and t o e xcha nge i n f o r ma t i o n and c o n t r i b u t et o t h e a s s e s me n t t a k i n g p l a c e . To ma i n t a i n c o n f i d e n t i a l i t y a t a l l t i m e s .

1 0 . To p l a y an a c t i v e p a r t in t h e o b s e r v a t i o n , mo n i t o r i n g and a s s e s me n t of i n d i v i d u a l c h i l d r e n and to work c l o s e l y wi t h t h e c l a s s t e a c h e r t o m a i n t a i n and upda t e w r i t t e n r e c o r d s o f c h i l d r e n s p r o g r e s s and b e h a v i o u r .

1 V*Jo m a i n t a i n and r e p a i r r e s o u r c e s and equi pment used f o r • *ra*ct iv i t i e s so t h a t t h e y may remain s a f e and h y g i e n i c f o r

u s e w i t h i n t he c l a s s r o o m or o u t s i d e .

1 2 . To s h a r e t he r e s p o n s i b i l t y of t he s u p e r v i s i o n of b r e a k t i me s o u t d o o r or i n d o o r .

1 3 . To u n d e r t a k e s t o r y t i m e s , s i n g i n g and o t h e r group a c t i v i t i e s as p l anned each week.

• 1 4 . To e ncour age and h e l p c h i l d r e n to become as i n d e p e n d e n t * as p o s s i b l e d u r i n g t h e s choo l day and p a r t i c u l a r y a t t i mes s uch as chang i ng f o r PE,, o r g a n i s i n g t h e ms e l v e s f o r lunch and home t i me , t i d y i n g away t ime^and t o i l e t i n g .

183

15. To ma i n t a i n h igh s t a n d a r d s in to i L sc mg , h y c i e n e , cabl e ma nne r s and common c o u r t e s i e s such as p l e a s e , thankyou and e xc u s e me.

1 6 . r o a d m i n i s t e r f i r s t a i d a t an a p p r o p r i a t e l e v e l and shar e t h e r e s p o n s i b i L t y of r e c o r d i n g and r e p o r t i n g d e t a i l s of any a c c i d e n t to t he p a r e n t / c a r e r . To ca r e f o r a s i ck c h i l d in t h e a b s e n c e of a p a r e n t or u n t i l p r o v i s i o n can be made f o r t hem.

1 7 . To p a r t i c i p a t e in t h e t r a i n i n g of s t u d e n t s on p l acement and to h e l p to s u r p e r v i s e t h e i r p r o g r e s s .

1 8 . To i mpl ement e q u a l o p p o r t u n i t i e s and per f or m a l l d u t i e s and a c t i v i t i e s t a k i n g i n t o acc oun t i n d i v i d u a l s s p e c i a l n e e d s , c u s t o m s , v a l u e s and b e l i e f s .

1 9 . To work w i t h a s e n s e o f humour and encour age each c h i l d t o b e ; c o n f i d e n t , s e l f - m o t i v a t e d , happy and c o - o p e r a t i v e so t h a t t h e y can make me a n i n g f u l c h o i c e s t o deve l op t h e i r ; * c o n c e n t r a t i o n , c o mp e t e n c e , c r e a t i v i t y and s e l f e s t eem to h e l p them engage i n ; e x p l o r a t i o n , e x p e r i m e n t a t i o n , di scovery, and p r ob l em s o l v i n g so t h a t t hey may c o n s o l i d a t e s k i l l s t h r o u g h c o n t i n u e d p r a c t i c e and l e a r n i n g and a lways t o be a wa r e of o t h e r s needs as wel l a*s t h e i r own.

2 0 . To work as p a r t o f t h e whole s choo l and a t t e n d s t a f f and t e am me e t i n g t o d e v e l o p worki ng p r a c t i c e s , • s h a r e knowledge and work w i t h i n t h e t eam v a l u i n g and r e s p e c t i n g a l l c o l l e a g u e s r o l e s w i t h i n t h e e s t a b l i s h m e n t .

2 1 . To c o n s t a n t l y r e - a p p r a i s e p r o f e s s i o n a l p e r f o r ma n c e and t o p a r t i c i p a t e in r e l e v a n t ‘t r a i n i n g c o u r s e s and me e t i ngs wh e r e p o s s i b l e .

184

Infant School

Job Description

Job Titie: Nursery Nurse

Responsible to: Head Teacher through the class teacher

Job Purpose: To assist in the smooth running of the Nursery and the provision of a quality learningenvironment.

Duties and responsibilities

• To work alongside the Nursery class teacher

• To work collaborativeiy as a member of a team in the planning and carrying out of activities.

• To help develop a quality learning environment where the emphasis is on the recognition of positive achievements and where children and staff work co-operatively on purposeful activities.

• To liaise with the teachers to provide learning experiences which cater for the emotional, social, physical and intellectual needs of individual children.

• To work with parents and encourage their participation in the education of their children.

• To be involved in the delivery' of the curriculum under the supervision of the class teacher and to join in with classroom activities.

• To supervise children, generally, but not always, in the presence of the teacher.

• To do daily playground duties.

• To provide general care and welfare; to foster independence and to assist with all aspects of pastoral care.

• To maintain a safe environment.

• To make and record observations of the children.

• To maintain, in co-operation with other Nursery Nurses, the shared Nursery resources.

• To take part in staff meetings / INSET relevant to the Nursery / Reception age group and to the general day to day running of the schooL

• Any other duties that may reasonably be required by the Head Teacher

Amended February 1996

signed................................. NNEB Eleadteacher

185

' INPAiNT sc h o o l

Title of P ost: Nursery Nurse

Name of Staff:

Scale/Grade* of Pay:

Responsible to : Headteacher, Deputy Headteacher,Early Years Co-ordinator

Job Responsibility: The Nursery Nurse in an Infant School will be a member of(purpose) the classroom team under the general direction and super-.

vision of the Headteacher to work within an existing structure of continuity and progress determined by the teacher in conjunction with the Headteacher, to liaise and consult with one or more of the teaching staff concerning the needs of children so that the best advantage can be made of all individual skills and talents within the context of the school.

Main Duties

To take full part in the life of the Early Years Department

To help with the planing of programmes by offering ideas and strategies.

To show a caring approach to all children and enrich their Early Years experience and promote development.

To assist in the daily preparation and organisation of the learning environment

To be involved in maintenance and care of equipment regularly.

To encourage children to become independent by having a positive and caring altitude towards all resources and the learning environment

To show sympathy and understanding to the needs of children whose difficulties may include toileting needs, sickness, emotional upsets and accidents.

186

To report and record all injuries and accidents and to deal with any disciplinary matters.

To treat with, confidentiality all records and discussion with staff and parents.

To have a positive and caring approach towards all parents.

All job descriptions are reviewed regularly

i

Implementec . from 1993

ReviewDates

Autumn 1994Autumn 1996

187

JOB BZSCBIrTION FOR A NURScRY NURSS IN THZ NU?.SZ?>Y AT

QUALIFICATIONS BBOUIP.ZB

N ursery Nurses must b e h o ld e rs of th e C e r t i f ic a te of the N .N .s.B .

The N ursery Nurse w i l l be a meaner of the_ classroom team under the general su p e rv is io n o f the Head T eacher to work w ith in an e x is tin g s t ru c tu re c f co n tin u ity and p ro g re ss determ ined by th e te a c h e r in conjunction w ith the Head Teacher.T here w i l l be th e n e c e s s i ty to l i a s e and co n su lt w ith a l l members o f the classroom s t a f f concern ing the needs o f th e c h i ld re n .

ORGANISATION

The N ursery Nurse w i l l be r e a d i ly a v a ila b le f o r : -

(a ) p re p a ra tio n o f c r a f t m a te r ia ls - m ixing p a in t , c u tt in g paper(b) p a r t i c ip a t in g in a l l e d u c a tio n a l a c t i v i t i e s

(c ) c o n tro l and su p e rv is io n a t e n try and e x it of ch ild ren(d) a tten d an ce a t Assembly(e ) su p e rv is in g o u ts id e p la y( f ) su p e rv is in g cloakroom , t o i l e t and washing f a c i l i t i e s(g) h e lp in g w ith day v i s i t s o u ts id e school

The N ursery Nurse ap p o in ted w i l l be re sp o n s ib le f o r : -

(a ) T ra in in g in rem oval and rep lacem ent o f c lo th in g and footw ear

(b ) T o i le t t r a in in g i f n ec e ssa ry(c ) G eneral hygiene and a t t e n t io n to in ju r ie s and i l l c h ild re n(d) S u p erv is in g o f mid—morning d rin k s and snacks and h e /sh e may

be c a lle d upon to do lu n ch -tim e su p e rv is io n i f the need a r i s e s .(e ) Teaching of common c o u r te s ie s (p le a s e and thank you), c o r re c t

form of ad d ress and h e lp in g c h ild re n to p lay and work w ith each o th er

( f ) H elping c h ild re n to u se th e ed u c a tio n a l games, toys and equipment in th e n u rse ry e f f e c t iv e ly .

(g) T ra in in g in t id y in g o f ap p a ra tu s(h ) C o n tr ib u tin g to th e d is p la y s i n th e nu rse ry and o cc as io n a lly

th e main school( i ) O rgan ising and s u p e rv is in g a r t and c r a f t and o th e r a c t i v i t i e s( j ) V erbal d is c u s s io n s w ith in d iv id u a l ch ild re n and groups.(k) P rep a rin g and re a d in g s to r i e s to an assigned group of ch ild re n

and le ad in g th e say in g and s in g in g o f rhymes and songs

188

Primary and Nursery School

Job Description for a Nursery-Nurse

Name: r Date appointed:

Tide and Grade of Post:

Nursery Nurse (NNEB qualified)

Scope of Functions, Duties and Responsibilities

t. To teach pupils within the school and to carry out such other associated duties as are reasonably assigned by the Headteacher.2. To plan, prepare and to set out in an appropriate way, in co-operation with other staff programmes of work, activities, materials, equipment and resources for groups and individual children.3. To share and, at times, take sole responsibility for children working in areas, inside or outside, where a variety of activities are available, facilitating and enabling them by providing appropriate levels of support and interaction.4. To take responsibility for the planning, initiating and facilitating of programmes of work and activities for groups of individual children.5. To take responsibility, as required, for any activity under the authority and direction of the Headteacher, including visits, parents' meetings, maintaining registers and providing appropriate cover for colleagues.6. To establish and develop a good relationship with parents and carers, encouraging dialogue, co-operation and partnership. To provide a listening ear and maintain confidentiality. To provide a parental model for the child in the absence of the parent or carer. To share with parents and carers information about the child.7. To administer first aid, at an appropriate level, and be responsible for reporting details of accidents to the parent or carer and the Local Education Authority as required.S. To share responsibility for the presentation of children's work and for the compilation of interest areas and displays.9. To attend and participate in meetings as required by the Headteacher.10. To constantly reappraise professional performance, to participate in training courses and to encourage the Local Education Authority to provide relevant courses... To keep informed of current childcare legislation and practices.11. To maintain and service resources and equipment used for play and social activities.12. To participate in reviews of the school, its polities and philosophy, and in the production of development programmes.13. To share responsibility for the supervision of nursery children at lunchtime.

189

APPOINTMENT OF FULL TIME NURSERY NURSE

. J COUNTY PRIMARY SCHOOL

JOB DESCRIPTIONPlease include a letter of application. The closing date is ________

~ .The Nursery Nurse will work in partnership with the teacher of the 4+ unit, and as part of the infant and whole school teams.

* • ̂' While the teacher is responsible for the planning and execution of the

academic programme of'the 4+ unit, it is envisaged that the Nursery Nurse ; will be fully involved in and contribute to this process.

. * \ •

In partnership with the 4+ teacher the Nursery Nurse will:-

Contribute to the daily and long term planning of the 4+ unit,infant department and whole school.

Be welcoming and available to parents.

Organise and supervise educational and art and craft activities.

In general promote the development of language, listening and social ; skills. '

Prepare and read stories and.lend rhyme, singing and discussion _' sessions with individuals, groups and the whole class.i

Assist in the recording of the baseline assessment and Records of i, Achievement, evaluate and monitor their effectiveness and revise if

necessary.

Contribute to the National Curriculum records of each child.* ( * •

1 Attend staff meetings, parent interviews and educational evenings.

•*: Supervise cloakroom, toilet and washing facilities and promotepersonal hygiene.

¥

Supervise outside play and lunch times (with provision for an adequate lunch break).

iAttend to injuries and ill children in the 4+ class.

Contribute to the displays in the classroom and the main school.jj Train the children in the proper use and tidying of apparatus andi equipment.* •\ Prepare and lead movement sessions.

/

‘ ̂ Prepare and supervise raid-morning and mid-'a^ter.noon drinks.

The staff of ._____ : • are an extremely hard working, dedicated andmutually supportive team of professionals who have created a friendly, welcoming and stimulating environment. ' „

iThe Nursery Nurse is a valued m̂ pjp̂ er of this team.

C. E. PRIMARY SCHOOL: JOB DESCRIPTION

• • JOB TITLE: NURSERY NURSE. - INFANT DEPARTMENT - 4+UN1T

NAME: . •

The Nursery Nurse will work alongside and under the direction of the teacher of the 4+ Unit, and under the general direction of the Headteacher.

The duties involve a commitment to the belief that parents have an important role to play in educating their children and there is a responsibility to foster and cement good relationships with them.

The Nursery Nurse will support the work of the class teacher in a number of areas:

1. the social integration of children - hygiene, table behaviour common courtesies, dressing, building confidence and encouraging co­operation.

2. the learning process - use of educational toys, games and equipment; language development through discussions, singing, games, reading; the development of numerical and scientific concepts; art, craft and cookery; physical activity; classroom displays.

3. classroom organisation - liaise with the teacher to plan the work within the classroom and provide practical support in preparing and main­taining books and equipment.

4. control and supervision of the children - on entry and exit, in small groups, outside play and day visits, within the classroom and other areas of the building.

5. clerical/administrative - assist with any administrative work, including the maintenance of the children’s records.

6. Pastoral - observation and feedback to teacher, assist with injured or sick children, observe safety regulations, lost property, involvement in end of term concerts and other school events.

The nursery nurse is an important member of the whole school team and will be encouraged to take part in all aspects of school life.

DURING 1996-97

In addition to these general duties, Mrs ________will also takeresponsibility for.

1. the kiln and organising clay work throughout school.

191

2 . sup porting IT in the Infant departm ent.

S igned...............................................Date............

H eadteacher................................... Date............

\ \» i A. 0=1 "P A(No i ; 0n“ j yV I

JOBDESC/96/D1SC2/25/27

192

Job Description

NAME :

POSITION : N.N.E.B. in Reception Unit.

Job Aim

To be pan of the professional team that works with children providing quality, care and education in co-operation with the class teacher and other professionals, under the general direction of the class teacher and Headteacher.

To work within the conditions of service as agreed by the LEA, Section 3 paragraph 28 {page 23 - purple book).

Ethos

To provide and sustain in conjunction with other staff an environment which is stimulating and challenging. ’

To promote the physical, social, emotional and cognitive development of eachindividual child within an existing structure of continuity and progress determined by the teacher.

To provide a caring environment and take the necessary action to ensure thewell-being of the children.

To establish and develop good relationships with parents and other staff in theschool.

To liaise and consult with other staff concerning the needs of children so that the best advantage can be made of all individual skills and talents within the school.

To take pan in the full life of the school.

To sensitively integrate children with special needs into the classroom.

To provide a role model and encourage children in the acquisition of spoken English through verbal discussions with individuals, and groups.

To help new children settle in and learn the appropriate ethos of ofrespect and responsibility, and good behaviour.

General Duties

Organisation and planning

1. Assisting the teacher to prepare work, activities, materials and equipmentincluding selection of stories, rhymes etc.

2. Together with the teacher to be involved in planning of acdvities whereappropriate.

193

Ul

з. To be responsible for children as required throughout the day, ccth inside andoutside and provide the appropriate supervision and ensure the children leam common courtesies.

и. In consultation with the teacher to be involved in setting up displays andinterest areas.

To observe, monitor, assess children and keep records, if required by theteacher.

Cnmmu.nic3.zi0n

1. To anend staff meetings, and other meetings as required by the Keadteacher.

2. To liaise with parents and other members of staff when required in a climateof mutual respect.

3. To help children to know other staff and children.

Professional Development

1. To keep up to date with developments in eariv years education especially knowledge and understanding of child development. .

2. To evaluate professional performance and be willing to develop new skills by suitable training.

Other duties

To be involved in dinner duties and encourage good social habits and behaviour.

To- control and supervise children at the beginning and end of the morning and afternoon session.

To assist with treatment and minor disorders and attend to sick children.

To carry out any other reasonable requests, bv .the Keadteacher, Deputy Keadteacher and Class teacher.

Responsible to:-

Class teacher.

Head and Deputy Keadteacher.

Tnis job description may be amended az any time after discussion, buz in any case will be reviewed annually.

November 1995

194

12 ’S e a o n 2. Pzra IS)

'.'3) N u r s e r y S t a f f s i n E d u c a t i o n a l E s t a b l i s h m e n t s

(a) This paragraph applies to nursery staff working directly with children in classrooms ao to age 7 or working with children in a special school or with children with statements of special educational need. Gracing is at local discretion. A level of contribution which is representative ana not comprehensive of the standard job undertaken by nursery staffs is typified below, together with the saiary scaie to appiy. The grading of pests with levels of contribution substantially different from tnose set out below :s ;c-ce iocaily determined by operation of the procedures normaiiv adopted by the iocai panes.

Spinal Coiunm Point Number

Responsible under the direction of the head teacher or 7another designated teacher for the care and welfare of gspecified children within the education establishment ^ (Min;mum at a°e 1I)and who assist the teacher in the education process. 10/11 * = **Main duties will include limited involvement with the pcurriculum; joining in with the activities of the children pin classes; supervising children usually in the presence ^of a teacher:'concact with parents; providing general 15 , ,v f ( 4 g9-care and welfare; and maintaining a safe environment. *

(b) Nursery nurses will normally possess the Certificate of the National Nursery Examination Board or equivalent qualification.(c) Nursery- staffs whose work is wholly or mainly the care and supervision of children with statements of special educational needs will be paid a special allowance of £561.(d) Nursery staffs employed in educational establishments are to be regarded as full-time employees if regularly employed for ten sessions or more per week (including lunch break where worked) during the school term or. where a sessional basis is-inappropriate, for 32.5 hours (including lunch breaks where worked). The right of the employer to require further service outside the normal school hours is subject to payment at piain time rate (based on 1/32.5 of weekiv saiary) or at overtime rate 1.5/32.5 beyond 37 hours (36 in London). There is to be no abatement of salary in respect of days not required to be worked during schooi holidays.(e) Nursery staffs employed fuil-time should be available for work for 195 days in any year, of which 190 days snail be days on which pupil contact will be required.

(4.) R e s e r v e d

PAGES 24, 25 AND 26 RESERVED

REVISED MARCH i W (CIRCULAR N.O. 3161

195

LEICESTERSHIRE EDUCATION COMMITTEE

Headtaacher Talechone No.

JOB DESCRIPTION FOR POST OF NURSERY NURSE (TEMPORARY)

;— - i s a p l e a s a n t , l a r g e l y r e s i d e n t i a l area a d j o in in g th e C i t y o fL e i c e s t e r . There i s some in d u s tr y , in c lu d in g l i g h t e n g in e e r in g , p r i n t i n g ands p o r t s w e a r . The s c h o o l i s s i t u a t e d on th e o u t s k i r t s o f - — — • on the

E s t a t e , and s e r v e s t h i s a rea o f p r i v a t e h o u s in g . The la r g e p la y in g f i e l d a t th e rea r o f th e s c h o o l a d jo in s open c o u n t r y s id e .

The s c h o o l was o p en ed in A u g u s t r th e p r e s e n t r o l l i s 2 1 4 . I t i s an a l l -through prim ary s c h o o l b u i l t t o accommodate boys and g i r l s from th e ages o f 4t o 10. There i s a o n c e - a - y e a r e n tr y p o l i c y in A ugust . C h i ld r e n a re adm itteda t 4+ and le a v e to go to High School a t 10+.

✓

The s c h o o l d e s i g n i s o p e n -p la n w ith th r e e t e a c h in g a rea s ( r e c e p t i o n , lower sc h o o l and upper s c h o o l ) , a working R e feren ce L ib r a r y , th r e e w ithdraw al rccms, c l a y and k i l n rccm s, a s t u d i o and h a i l . Each a rea i s w e l l eq u ipped fo r the t e a c h in g o f academ ic s u b j e c t s and the range o f a c t i v i t i e s a s s o c i a t e d w ith the primary c u r r ic u lu m . Equipment in c lu d e s a t e l e v i s i o n , v id e o and aud io equipm ent, s e v e r a l com p u ters , p r i n t e r s and a te a c h in g k i t c h e n . We have a plaining f i e l d s u i t a b l e f o r many s p o r t s w i th nearby changing room. A lso a ccr.d and w i l d l i f e c o n s e r v a t i o n a r e a .

■ POST : NURSERY NURSE (Temporary)

T h is temporary p o s t i s to cover m a te r n ity lea v e com m encing------------------------• . I :i s hoped th e s u c c e s s f u l c a n d id a te can take up the p e s t b e f o r e th e le a v e c f ab sen ce s t a r t s to f a c i l i t a t e the smooth running o f the c l a s s .

A p p l ic a n t s are i n v i t e d to submit the e n c lo s e d forms w ith a l e t t e r o f a p p l i c a t i o n b y ;------ 1------ 1994.

I n te r v ie w s to be h e l d u p o n - ------------------- — 1994.

JOB DESCRIPTION

1. G eneral D e s c r i p t i o n o f Post

N ursery N u rses in Primary S c h o o ls a re a p p o in ted to work w i t h c h i ld r e n in th e c la s sr o o m s i t u a t i o n in c c - o p e r a t i c n w i th c l a s s t e a c h e r s and under the g e n e r a l d i r e c t i o n o f the K eadteacher .

2 . QuaIi f j c a t t e n s

For work w i t h c h i l d r e n o f in fa n t age and fo r work a c r o s s the whole 4 to 10 age ran ge , th e c a n d id a te must have a minimum q u a l i f i c a t i o n o f N .N .E .B . C e r t i f i c a t e , or e q u iv a le n t .

196

3 . R e s c o n s i b i 1 i t i e s / D u t i e s

To p r o v id e a se c u r e and s t im u la t in g environm ent fo r the c h i ld r e n th ro u g h u s e o f p la y m a t e r ia l s and t e a c h in g aids', which enhances t h e i r s o c i a l , i n t e l l e c t u a l , p h y s i c a l , e m o t io n a l and c r e a t iv e d ev e lo p m en t w i t h in the aims and e th o s o f th e s c h o o l .

To c o n t r i b u t e to the e v a lu a t io n o f th e c h i l d ’ s p ro g ress through m o n ito r in g o f agreed programmes o f work.

To m a in t a in a c c u r a te w r i t t e n record s o f a c h i l d ’ s development and o f s p e c i f i c p i e c e s o f work.

To d e v e lo p p o s i t i v e r e l a t i o n s h i p s w ith p a r e n t s and o u ts id e a g e n c i e s .

To ta k e p a r t in an o n go in g e v a lu a t io n o f a l l p r a c t i c e s , p o l i c i e s and p r o c e d u r e s w i t h i n th e s c h o o l to e n su r e th e co n t in u ed d ev e lo p m en t o f e d u c a t io n a t

P a r t i c u l a r T a sk s t o in c lu d e

A s s i s t i n g t h e te a c h e r in th e o r g a n i s a t i o n o f th e c l a s s and the a c t i v i t i e s w i t h i n .

L i a i s i n g w i t h o th e r s t a f f over care o f c h i l d r e n .

C o n tr o l and s u p e r v i s i o n o f c h i ld r e n a t a l l t im e s , in c lu d in g entry o r e x i t , a s s e m b l i e s , o u t s i d e p la y , e x c u r s io n s and during school lu n ch .

T r a i n i n g o f c h i l d r e n in t h e i r p e r so n a l and s o c i a l development, eg h y g i e n e , manners, s a f e u se o f equipment e t c .

A s s i s t t h e t e a c h e r in a s p e c t s o f t h e i r c l e r i c a l work.

To h e l p in th e trea tm en t and care o f c h i l d r e n t h a t are unw ell, w i t h i n t h e g u i d e l i n e s l a i d down by th e s c h o o l .

197

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PRIMARY SCHOOL.

Job Descriotioa

Title of Post : Nursery Nurse Grade/Scale of Pav : A.P.T. & C. Scale Pt (9-16)

Job PurnoseTo work along side the class teacher in the 4+/Reception area and play an active part in facilitating children's learning.

Main Duties

1) Work with the class teacher to: -- organise the classroom- plan activities- promote learning within the framework recommended by H.M.T. (6

areas of learning)

2) Display children's work.

3) Promote children’s Social and Emotional Development.

4) Help keep apparatus and equipment tidy.

5) Promote the Ethos of the school.

6) Support other members of staff when appropriate.

7). In cases of emergency supervise children in class areas for short periods in absence of the teacher.

8) Any other duties as directed by the class teacher Headteacher or her Deputy.

Resnonsible to:

Class teacher for management. Headteacher and Deputy.

Signed Date ( o u R T -

( ' -•

200

J o b T ittje*” N u k s e r y N u b s e / E a r l y 1 e a r s E d u c a t o r

1. To work as a professional in»a team providing quality care and education. To promote the physical, social, emotional and cognitive development of each child and meet their needs within the constraints of the school environment.

2. To work in partnership with the class teacher to provide and sustain an environment which is safe, stimulating and challenging. To enable each child to develop at their own pace.

3. To work closely with the class teacher to plan and prepare programmes of work and activities throughout each term, taking each area of learning into account when planning these programmes.

4. To initiate and facilitate these programmes of work and activities in the appropriate way and to organise materials, equipment and resources to ensure proper development according to each child's stage.

5. To promote the importance of learning through play, and to inform and educate parents and carers about the vital role it plays in each child's development and progression.

6. To share the responsibility for the presentation of children's work and for the compilation of displays and interest areas.

7. To acknowledge and respect the important and vital part played by parents in the process of the child's learning, both past and continuing, by forming a partnership and . encouraging their involvement and participation.

8. . To share with parents information about their child's learning, and to encouragedialogue and co-operation. To be present at parents consultation evening where possible, assuming the appropriate remuneration or TOIL can be accommodated.

9. To liase and develop external contacts with other professionals and agencies who relate to school or the individual child i.e.. speech therapist, school nurse, health visitor etc. and to exchange information and contribute to the assessment taking place. To maintain confidentiality at all times.

10. To play an active part in the observation, monitoring and assessment of individual children and to work closely with the class teacher to maintain and update written records of children's progress and behaviour.

11. To maintain and repair resources and equipment used for activities so that they may remain safe and hygienic for use within the classroom or outside.

12. To share the responsibility of the supervision of breaktimes - outdoor or indoor - with other team members, whilst respecting everyone's right to an appropriate lunch break.

Ofo .

201

13. To undertake story times, singing and other group activities as planned each week.

14. To encourage and help children to become as independent as possible during theschool day and particularly at times such as changing for PE, organising themselves for lunch and home time, tidying away time and toileting.

15. To maintain high standards in toileting, hygiene, table manners and common courtesies such as please, thank you and excuse me.

16. To administer first aid at an appropriate level and share the responsibility of recordingand reporting details of any accident to the parent/carer. To care for a sick child in the absence of a parent or until provision can be made for them.

17. To participate in the training of students on placement from agreed training courses,and to help to supervise their progress.

18. To implement equal opportunities and perform all duties and activities taking intoaccount individuals special needs, customs, values and beliefs.

19. To work with a sense of humour and encourage each child to be: confident,self-motivated, happy and co-operative so that they can make meaningful choices to develop their, concentration, competence, creativity, and selfesteem. To help them engage in; exploration, experimentation, discovery and problem solving so they may consolidate skills through continued practice and learning and always to be aware of others needs as weil as their own. *

20. To work as part of the whole school and attend staff and team meetings. To developworking practices, share knowledge and work within the team, valuing and respecting colleagues roles within the establishment.

21. To constantly re-appraise professional performance and to participate in the relevanttraining courses and meetings where possible.

202

PRIMARY SCHOOL

N.N.E.B. PERSONNEL JOB DESCRIPTION

To work under the supervision of the class teacher on the following tasks:

1. Supervising groups working on educational activities.

2. Keeping any working records that may be necessary.

3. Helping put out and put away classroom equipment.

4. Preparing activities for children (In consultation with the classteacher).

5. Helping prepare classroom displays.

6. Maintaining the general routine of the class.

To perform the following general duties:

7. To look after children who are sick or have accidents and to clean up the child and

area as necessary.

8. To supervise the children eating their lunch.

9. To talk to parents when this is necessary.

10. To undertake any other tasks that may reasonably be requested by the

Headteacher.

03.10.95

203

Appendix F.

Correspondence between 2 Nursery Nurses and the School's Governing Body.

204

Leicester

21 May 1997

For the attention of the Chairman of Pav Review Committee

Dear Sir

While we are happy with our jobs and enjoy working at th e -------------------- PrimarySchool, we would like to apply for extra financial recognition of our roles and tasks.

Following 2 years of training, achieving NNEB qualifications and having worked in the same employment for 12 years we have reached the maximum salary scale for the post of £11,109.

Our responsibilities include supporting the teaching of all subjects to both national curriculum and desirable outcome standards, contributing to the discipline, planning and assessment of both trainee nursery nurses and teachers, home visits, liaison with local playgroups and attending staff meetings. We also attend parents evenings, voluntarily, in our own time, in order to develop good relationships with parents and thus enabling a better understanding of the children’s requirements.

With effect from August this year, there will be one teacher and two nursery nurses in the 4+ unit with a current expectation of 46 children. This will inevitably lead to occasions where one of the nursery nurses will be carrying out the role of nursery nurse in charge of the room as the teacher will be with groups elsewhere.

Since commencing our employment, the expectation of the nursery nurse has risen. Unfortunately salaries have not increased in line with responsibility.

I hope the above will provide enough of a insight for you to make a decision on this application but, should you now, or at any time in the future, like us to give a short talk to the governors to explain the role in more detail, we would be happy to do so.

In the mean time, both I and look forward to your reply.

Yours sincerely

21/05/97 Chairman of Pay Review Committee

205

Page 1 of 1

From the Chairman of Governors

Leicester

Dear M rs. 050697

Thank you for your letter of May 21st 1997 stating that you wish to apply for extra financial recognition of your role and tasks.

This letter was presented to the Pay Review Committee on the 4th June, and the Governors wish you to know, that due to Budgetry constraints, they are unable to offer any increase in saiary at this moment in time.

Yours sincerely,

Chairman

206

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