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All about the role of ... Baby room leader in a day nursery

Job Roles Birth to Threes Careers & Training
Day-nursery baby rooms cater for babies aged from six weeks to around 18 months, and are typically open from 8am until 6pm, Monday to Friday, throughout the year.

Baby rooms are Ofsted-inspected to ensure that the environment, procedures, routines and staffing fulfil the requirements of babies in the Early Years Foundation Stage.

At least one adult to three babies is the regulatory staff ratio for children under two years, and provision must meet the individual needs of babies' care, learning and development.

The role of the baby room leader (BRL) is to:

  •  create a warm, welcoming environment for babies and their parents/carers;
  • demonstrate good practice to the rest of the baby room team;
  • oversee the planning, practice and review of all aspects of the babies' care, learning and development;
  • ensure daily records are kept of feeds, sleep, nappy changes, play and any issues of concern, and that these are passed on to the children's parents;
  • promote the interests of the baby room at the setting's staff meetings; and
  •  report any concerns about individual babies, their families or staff to the manager.

Baby room practitioners and their managers in the Kent and Medway areas are assisting researchers at Canterbury Christ Church University to investigate the quality of care in out-of-home provision for babies, especially in day nurseries.

Funded by the Esmee Fairbairn Foundation, the Baby Room Project aims to identify what is actually happening in baby rooms. It is interested in the nature of the environments, interactions and resources in place to support babies' development and staff training. The project ends in February 2012.

QUALIFICATIONS AND TRAINING

A BRL should hold a recognised early years childcare qualification at Level 3 or above. It is also advantageous to have undertaken post-qualifying training focused on the particular knowledge and skills required to work with under-twos in a daycare setting. A paediatric first-aid certificate and a basic food hygiene certificate are required.

The new Level 3 Diploma for the Children and Young People's Workforce has now replaced all other Level 3 qualifications. Learners first complete the core units, which reflect the knowledge and skills that everyone who works with children and young people are expected to have.

Those wanting to work with young children then take the mandatory Early Years Pathway units. They then choose an option unit that reflects their special interest. Existing full Level 3 qualifications, such as the Diploma in Childcare and Education, are still valid qualifications.

A training day for those working as baby practitioners is offered at the Madeleine Lindley Training and Conference Centre, Oldham, on 10 November. It will focus on, and review, what is the most effective practice in working with under-twos in daycare settings.

The St John Ambulance 12-hour paediatric first-aid course meets the requirements of the EYFS statutory framework.

City & Guilds offers an online course that maps to the National Occupational Standards in Food Safety and Hygiene at Level 2.

All BRLs should have undergone an Enhanced Criminal Records Bureau check.

FURTHER INFORMATION

CASE STUDY: ANGIE MIDCALF

'I first began working at Barford Beehive Nursery, Warwickshire, in July 2009 as a bank staff member. I became a full-time member of the baby room team in November 2009, and was promoted to room leader in February 2010.

'Our room has two permanent practitioners and, when necessary, we call on regular bank staff who are familiar with the children and their routines.

'I think our team works very effectively. Each morning, we share ideas and pass on any messages that have come from parents when they drop off their children.

'We keep a whiteboard in our sleep room to record details of each child's needs at sleep time. On another, we write daily bottle times, and medicine if needed, so whoever is in the room is able to ensure the daily routine is consistent and meets children's individual needs.

I ensure that the children's learning journeys, planning and communication forms are up to date and shared with parents.

'When we have new babies, I book settling-in sessions and attend these, along with the child's key person. These meetings are an important means of developing a strong partnership with parents, getting to know about the child's family, culture and expectations, and sowing the seeds for a good ongoing relationship.

'I have other responsibilities in the nursery. I am involved in the induction of new staff, I encourage staff to think about professional development, and I ensure that they all read, understand and put into practice the nursery's policies and procedures. I also advise on equipment and materials requirements for the room.

'I lead by example and feel that I am a good role model. I am very proud to be a member of the Bright Horizons family. There are daily challenges in my job, but many daily rewards. I hope to carry on developing my skills and work towards further promotions.'