In context…

Research has long shown the relationship between strong leadership and the quality of the setting.  We know that leadership is a driving force behind the experiences and outcomes for children and therefore there is a need to get it right.  This is what can make the role so rewarding – knowing there is an impact.  Leaders hold on to this as a motivational tool, especially in light of the many challenges associated with the leadership role in early years.

The challenges of leadership

Like all those employed in early years, leaders are accustomed to working long hours with poor pay and terms and conditions.  Unfortunately, their role simply does not come with the respect afforded to other leadership positions within education.  The lack of understanding and recognition of the sector means that morale can often be low, particularly evident throughout the pandemic.  With little appreciation of the leadership role and where the sector sits within education, policy makers further harmed the sector at a time when support and appreciation was greatly needed.  Leaders have buoyed up staff during these difficult times, acknowledging the amazing talents, skills and values held by those employed in the sector.

The leadership role is multifaceted and often misunderstood or misinterpreted.  There are many aspects to the role which have evolved over time, impacting on the challenges a leader faces.  Poor pay across the sector, the current recruitment crisis, COVID, workload, hierarchy factors and consistently poor funding rates influences the experiences of the leader.  These pressures can unfortunately impact on their wellbeing which, in turn, can impact on the quality of practice and provision.

To be a successful leader requires a drive and determination to do the best for children, families and staff. Early years professionals will experience emotional challenges related to their work and require support from their lead. In recent years, this has become even more noticeable, for instance with the closure of children’s centres, meaning settings are having to pick up some of the vital work these hubs did.  Educators are often having to have sensitive conversations with families which can lead to feelings of worry and stress. In these circumstances, a good leader will be listening and acknowledging the feelings of the team, in some ways becoming a container for the emotions of the staff.  They assure them that their feelings are valid and work to develop an environment where staff wellbeing is prioritised.  Not in a tokenistic way but through ongoing, thoughtful interactions whereby everyone feels valued and able to voice their feelings and concerns.

It is vital to appreciate the pressure leaders can feel when supporting the emotions of staff.  Leaders can become so consumed with managing others that their own wellbeing is impacted.  This leads us to question – who safeguards the leader? It’s a difficult question to answer.  Leaders can’t confide in others outside of the setting due to confidentiality.  Within the setting, the leader needs to maintain a professional stance which can often make it difficult to share feelings.  Similarly, offloading to an owner or committee member could lead to feelings of unease.  We all want to be seen to be preforming well.  Because of this, it can be challenging to communicate feelings about our emotions or workload to those we are reportable to.  This leaves few options, meaning leaders often struggle through the mental demands of the role on their own. 

Accountability

It is the leader who bears the brunt of the emotional strain.  They have many groups to whom they are accountable, and therefore need to ensure quality and systems are maintained.  Their role is such that stress, worry, apprehension and turmoil goes hand in hand with responsibility.  Firstly, there is the responsibility towards the children: ensuring the provision is meeting the needs of all children attending and that all children see themselves reflected in the provision, with diversity, equality and inclusion at the forefront of practice.

Families put complete trust in the setting and this needs to be respected, with staff understanding their role of ‘in loco parentis’.  Children need to be valued and have their voice heard within an environment which is safe, happy and meets their individual interests and requirements.  To achieve this, it is the role of the leader to ensure all staff have thorough inductions, ongoing supervisions and regular professional development opportunities to maintain the quality of the setting.  Families need to know that their children are at the heart of the culture and ethos of a setting.

Finally, leaders need to monitor the quality of the provision, ensuring all requirements of the Early Years Foundation Stage (EYFS) are met.  This incorporates learning and development, staff recruitment, safeguarding, ratios and more.  Without this, the setting would not be meeting Ofsted standards.

What can we do

Settings need their leaders to feel valued and supported in their role.  This enables them to be fully focused on their job of empowering staff and maintaining a high quality environment in which all children can thrive.

Early years leaders do need to be resilient.  This can be challenging for some who naturally overthink and worry – criticism of the setting, their leadership skills or the pressure of accountability can be difficult to manage.  In these situations, it is important to step back in order to gain some perspective.  To protect their own wellbeing, leaders need to remain objective rather than take things personally – easier said than done, of course.  As much as possible, the stresses of work should be left at the door, with clear definition between ‘home’ and ‘work’.

Having ways to wind down and relax help a leader to manage their own head space.  This could be reading a book before bed, watching a favourite tv programme, a hot bubbly bath or an evening walk.  It’s about finding what works for you.  However, the most important thing is for the leader to limit the pressure they put on themselves.  Rather than needing to be resilient, perhaps instead the sector needs to recognise that leadership is a diverse, challenging role, and different to other leadership roles in education.  Leaders still need support networks and time and space to share worries, concerns and pressures.

Finally…

Although the role of a leader does come with significant responsibility and factors which can cause emotional strain, it is still the most rewarding of roles.  Playing a part in the lives of young children, creating environments where they can thrive, should always be valued.