5. Staff

Recruitment Checks

Obtaining references

As part of our commitment to safer recruitment we obtain references from applicants for roles in our setting. Robust recruitment checks are essential to ensuring that unsuitable persons cannot have contact with children through employment with us. 

Obtaining references is an essential element of our recruitment process. We will always obtain a reference prior to employment commencing in line with the requirements of the EYFS as follows:

•           Our application process requires candidates, including those applying for a nursery practitioner or assistant role, to supply us with the contact details of a suitable referee from:

• Their current employer, training provider or early years education and care setting
• A senior person within the organisation who is authorised to provide a reference.

If the applicant is not currently employed, or is not currently working with children we will:

• Obtain verification of the applicants most recent relevant employment if they are not currently employed
• Obtain a reference from the applicants most recent relevant employer from the last time they worked with children

If the applicant has never worked with children we will obtain a reference from their current employer, training provider or education setting.

•           We do not accept references from the following

• Family members
• A generic reference i.e. ‘to whom it may concern’.

Once a reference is received

• A reference received electronically will be checked to ensure that it originates from a legitimate source.
• We will compare the information on the original application form against relevant information given in the reference, for example, checking that dates align, and roles and responsibilities listed are consistent. Where this is not the case, we will take up any discrepancies with the applicant.
• If information is incomplete or we feel it is insufficient for us to make an informed decision about the applicant’s suitability, we will contact the referee for clarification.
• Before an offer of employment is made, we will ensure any concerns are resolved satisfactorily.

In line with best practice, we will seek to gain explanations for any gaps in employment.

Employment

We meet the Safeguarding and Welfare Requirements of the Early Years Foundation Stage, ensuring that our staff and volunteers are appropriately qualified, and The nursery carry out checks for criminal and other records through the Disclosure and Barring Service (DBS) in accordance with statutory requirements.

Procedures

Vetting and staff selection

We work towards offering equality of opportunity by using non-discriminatory procedures for staff recruitment and selection.

All our staff have job descriptions, which set out their roles and responsibilities.

We welcome applications from all sections of the community. Applicants will be considered on the basis of their suitability for the post, regardless of disability, gender reassignment, pregnancy and maternity, race, religion or belief, sexual orientation, sex, age, marriage or civil partnership. Applicants will not be placed at a disadvantage by our imposing conditions or requirements that are not justifiable.

We follow the requirements of the Early Years Foundation Stage and Ofsted guidance on checking the suitability of all staff and volunteers who will have unsupervised access to children. This includes obtaining references and ensuring they have a satisfactory enhanced criminal records check with barred list(s) check through the DBS. This is in accordance with requirements under the Safeguarding Vulnerable Groups Act (2006) and the Protection of Freedoms Act (2012) for the vetting and barring scheme.

Where an individual is subscribed to the DBS Update Service we carry out a status check of their DBS certificate, after checking their identity and viewing their original enhanced DBS certificate to ensure that it does not reveal any information that would affect their suitability for the post.

We keep all records relating to the employment of our staff and volunteers; in particular those demonstrating that suitability checks have been done, including the date of issue, name, type of DBS check, who obtained it and unique reference number from the DBS certificate, along with details of our suitability decision.

We require that all our staff and volunteers keep their DBS check up-to-date by subscribing to the DBS Update Service throughout the duration of their employment with us.   

Our staff are expected to disclose any convictions, cautions, court orders, reprimands and warnings which may affect their suitability to work with children – whether received before, or at any time during, their employment with us. 

We obtain consent from our staff and volunteers to carry out on-going status checks of the Update Service to establish that their DBS certificate is up-to-date for the duration of their employment with us.

Where we become aware of any relevant information which may lead to the disqualification of an employee, we will take appropriate action to ensure the safety of children. In the event of disqualification, that person’s employment with us will be terminated.

Notifying Ofsted of changes

We inform Ofsted of any changes to our Registered Person director and/or our manager.

Training and staff development

Our manager and deputy hold an approved Level 3 qualification with a minimum of 2 years’ experience and at least half of our other staff members hold an approved level 2 qualification. Approved qualifications are published on the Early Years Qualifications List on GOV.UK.Managers appointed on or after 4 January 2024 must have already achieved a suitable level 2 qualification in maths or must do so within two years of starting in the position.

We provide regular in-service training to all our staff - whether paid staff or volunteers - through the Pre-school Learning Alliance and external agencies.

Our budget allocates resources to training.

We provide our staff with induction training in the first week of their employment. This induction includes our Health and Safety Policy and Safeguarding Children and Child Protection Policy. Other policies and procedures are introduced within an induction plan.

We support the work of our staff by holding regular supervision meetings and appraisals.

We are committed to recruiting, appointing and employing staff in accordance with all relevant legislation and best practice.

Staff taking medication/other substances

If a member of staff is taking medication which may affect their ability to care for children, we ensure that they seek further medical advice. Our staff will only work directly with the children if medical advice confirms that the medication is unlikely to impair their ability to look after children properly.

Staff medication on the premises will be stored securely and kept out of reach of the children at all times.

If we have reason to believe that a member of our staff is under the influence of alcohol or any other substance that may affect their ability to care for children, they will not be allowed to work directly with the children and further action will be taken.

Managing staff absences and contingency plans for emergencies

Only a limited number of staff are allowed to take time off for holidays at any one time.  Where staff may need to take time off for any reason other than sick leave or training, this is agreed with the Manager with sufficient notice. 

Our manager organises our staff annual leave so that ratios are not compromised. 

Where our staff are unwell and take sick leave in accordance with their contract of employment, we organise cover to ensure ratios are maintained.

Sick leave is monitored, and action is taken where necessary, in accordance with the individual’s contract of employment.

We have contingency plans to cover staff absences, as follows:

We use a pool of bank staff 

The Area manager, manager are super-numeracy

In an emergency we may have to cancel sessions , you will be offered another session back if we have to cancel for any reason , meal charges will be rolled over onto that session so there will be no additional charges.

Induction of employees and volunteers

We provide an induction for all employees and volunteers in order to fully brief them about the setting, the families we serve, our policies and procedures, curriculum and daily practice.

Procedures

We have a written induction plan for all new staff, which includes the following:

• Introductions to all employees and volunteers [including management committee members].
• Familiarisation with the building, health and safety, and fire and evacuation procedures.
• Ensuring our policies and procedures are read and adhered to.
• Introduction to the parents, especially parents of allocated key children where appropriate.
• Familiarisation with confidential information in relation to any key children where applicable.
• Details of the tasks and daily routines to be completed.

The induction period lasts at least three months. The manager/senior management inducts new employees and volunteers. A member of the senior management team inducts new managers. 

• During the induction period, the individual must demonstrate understanding of and compliance with policies, procedures, tasks and routines.
• Successful completion of the induction forms part of the probationary period (which is 12 months).
• Following induction, we continue to support our staff to deliver high quality performance through regular supervision and appraisal of their work.

Staff deployment

Members of staff including assistants, bank staff and students (where eligible to be counted in ratios) are deployed to meet the care and learning needs of children and to ensure their safety and well-being at all times.

• Two members of staff are on the premises before children are admitted in the morning and the end of the day; one of which should be the manager or deputy.
• Only those staff aged 17 or over are included in ratios. Staff working as apprentices (aged 16 or over) may be included in the ratios if the setting manager is satisfied that they are competent and responsible. Except in the cases of apprentices, only those aged 17 and over may be included in the ratios and only if the setting manager is satisfied they are suitable, (staff under 17 should be supervised at all times).
• At least one Paediatric First Aider must be on site at all times when children are present, and at least one Paediatric First Aider must be present at children’s mealtimes. 
• The setting manager deploys staff to give adequate supervision of indoor and outdoor areas, ensuring that children are usually within sight and hearing of staff and always within sight or hearing of staff at all times. Whilst eating, children must be within sight and hearing of a member of staff.
• All staff are deployed according to the needs of the setting and the children attending.
• In open plan provision, staff are positioned in areas of the room and outdoors to supervise children and to support their learning. 
• Staff are responsible for ensuring that equipment in their area is used appropriately and that the area is tidy at the end of the session.
• Staff plan their focus on activities
• Staff inform colleagues if they have to leave the room for any reason.
• There are generally two members of staff outside in the garden when it is being used, one of whom supervises climbing equipment that has been put out.
• The setting manager may direct other members of staff to join those outside, if the numbers of children warrant additional staff.
• Staff focus their attention on the children at all times whilst having a wider awareness of what is happening around them.
• Staff do not spend working time in social conversation with colleagues.
• Staff allow time for colleagues to engage in ‘sustained shared interaction’ with children and do not interrupt activities led by colleagues.
• Sufficient staff are available at story times to engage children.
• Key persons spend time with key groups daily; these times are not for focussed activities but for promoting shared times and friendship.

Staff children 

• Where members of staff have their own children with them at the setting, the age of the child must fall within the stipulated ages of the setting’s Ofsted registration.
• Where members of staff are likely to be working directly with their own children, this is subject to discussion before commencement with the setting manager.
• Where it is agreed that a member of staff’s child attends the setting, it is subject to the following:
• the child is treated by the parent and all staff as any other child would be
• the child will not be in the parent’s key group of children
• the key person and parent will work towards helping the child to make a comfortable separation from the parent to allow the parent to fully undertake their role as a staff member of the setting
• the key person will take responsibility for the child’s needs throughout the day, unless the child is sick or severely distressed
• time and space are made for the parent to breastfeed during the day, if that is their chosen method of feeding
• the situation is reviewed as required, to ensure that the needs of the child are being met, and that the parent is able to fulfil his/her role as a member of staff

If it is the setting manager’s child, then their line manager ensures the criteria above is met.

Deployment of volunteers and parent helpers

Volunteers and parent helpers are always under the supervision of a permanent member of staff. They are not included in staff ratios, or as the two members of staff needed on the premises before children are admitted in the morning or at the end of the day. (This can be removed for sessional settings, who operate with 2 or 3 members of staff where the volunteer helper enables the session to run, while the play leader in charge finds cover staff.)

• The setting manager ensures that volunteers and parent helpers are deployed to assist permanent staff.
• Volunteers and parent helpers assist staff in ensuring that the equipment in their designated area is used appropriately and that it is left tidy at the end of the session.
• Volunteers and parent helpers give additional support for busy areas or to track or observe children.
• Volunteers and parent helpers inform colleagues where they are going if they leave the room at any time.
• Volunteers and parent helpers do not have unsupervised access to children; they do not take them into a separate room for an activity or toileting and do not take them off premises.
• Volunteers and parent helpers are deployed in addition to two members of staff in the garden/outdoor area when in use.
• The setting manager can direct volunteers and parent helpers to join those outside if the numbers of children warrant additional numbers of staff available.
• Volunteers and parent helpers focus their attention to children at all times.
• Volunteers and parent helpers do not spend time in social conversation with colleagues while they are with children.
• Volunteers and parent helpers allow time for colleagues to engage in ‘sustained shared interaction’ with children and do not interrupt activities led by colleagues.
• Sufficient volunteers and parent helpers are available to support staff at story times.

Student placement

Qualifications and training make an important contribution to the quality of care and education. As part of our commitment, we may offer placements to students undertaking relevant qualifications/training. We aim to provide students experiences that will contribute to the successful completion of their studies and provide examples of quality practice in early years care and education. 

• The setting manager ensures that students meet the ‘suitable person’ requirements.
• The setting manager discusses the aim of the placement with the student’s tutor prior to the placement commencing. The expectations of both parties are agreed at this point.
• The good character of students under 17 years old is vouched for by the establishment that places them, the setting manager must be satisfied that all relevant checks have been made.
• Students do not have unsupervised access to children.
• Students and apprentices who are undertaking L3 or above may be counted in ratios if the setting manager is convinced that they are suitably experienced and hold a paediatric first aid certificate.
• Employed trainee staff over the age of 17 may be included in staffing ratios if deemed competent and responsible.
• Staff working as apprentices (aged 16 or over) may be included in staffing ratios if deemed competent.
• Public liability and employer’s liability insurance is in place that covers students and voluntary helpers.
• Students are aware of confidentiality.
• Student induction includes how the setting and sessions are managed, and policies and procedures, in particular safeguarding, confidentiality and health and safety.
• Appropriate members of staff co-operate with students’ tutors to assist them in fulfilling the requirements of their course of study.
• The setting communicates a positive message to students about the value of qualifications and training.
• The needs of the children and their families remain paramount at all times and students are only admitted in numbers that do not hinder the work of the setting.
• The setting manager ensures that students and trainees on placement are engaged in bona fide early years training, which provides the necessary background understanding of children’s development and activities.

Staff behaviour

At the nursery all staff members are expected to behave in a professional and respectful manner at all times. The Code of Conduct must be adhered to at all times while on duty and on the premises. 

It is our aim to provide a friendly and respectful working environment for all staff where they are able to feel valued by their colleagues and be assured that any problems which might arise will be dealt with in an appropriate and professional manner. Staff conduct also has a big impact on the learning environment for the children and staff should be aware of this at all times.

In order for the above to be achieved all staff have a responsibility to conduct themselves in the following professional manner:

            -To respect their colleagues as individuals and be aware of their needs

            -To work as a team and support each other as much as possible

            -To sort out problems promptly so that they are not allowed to fester

            -Never to talk derogatorily about a member of staff to anyone behind that person’s back

            -To keep personal conversations to a minimum and for appropriate times – always putting the needs of the children first

            -To value the views of all staff so that they feel that their contributions will be listened to

            -To offer help if they see other staff members struggling and to ask for help if they need it themselves

            -To work in such a manner which promotes teamwork and support to the whole nursery team and not just the room in which they are working

While the nursery appreciates the fact that staff may at times experience difficulties in their personal lives, it remains imperative that the undertaking of the role of working in a nursery requires a positive attitude and approach at all times.  If it becomes apparent that this is not possible, the manager will discuss the situation with the member of staff and seek a way of helping to resolve the matter.

Staff should promote an open culture where small problems can be sorted out between themselves. However, if the situation is not resolved or the concern is of a more serious nature, the matter should be referred to the manager.

The nursery also aims to provide a positive environment for all parents and carers who use the nursery so that they feel respected, valued, supported and listened to.  We recognise that the way staff conduct themselves with parents plays a major part in achieving this.  Staff therefore have a responsibility to conduct themselves with parents and carers in the following way:

            -To be respectful and supportive of parents at all times

            -To be sensitive to the needs, stresses and concerns of working/studying parents

            -To be respectful and understanding of the differing cultures and beliefs of parents as long as they adhere to nursery policies and procedures and the current law of the land

            -To be respectful of information shared with them in their role as keyperson and understand that more sensitive information will only be shared with the further team on a ‘need to know’ basis in adherence with the confidentiality policy

The nursery believes that if the above points are adhered to the best environment will be created for both staff, children and their families.

Staff need to ensure that their behaviour does not inadvertently lay them open to allegations of abuse. All staff need to treat all children with respect and try, as far as possible, not to be alone with a child. When one to one situations are unavoidable, staff must take precautions to reduce the vulnerability of both the child and the adult, for example, informing colleagues of the situation and leaving room doors open where possible.

Racial incidents

At the Nursery we actively promote an inclusive learning culture where all are valued regardless of race or colour. We do this through:

• Having diverse images available through our provision of books, posters and displays
• Valuing all languages spoken, and teaching alternative key phrases such as ‘thank you’ or ‘hello’ in different languages
• Displaying samples of different languages in written form, for example, in number displays, labels and messages
• Providing experiences of music and songs from different countries
• Including multi-cultural resources and artefacts, such as relevant cooking implements, dressing up clothes etc

All members of our setting have a responsibility to challenge racism, and we recognise that action will only be successful if it forms part of a wider policy, which is embedded within all our practices. 

Definitions 

We take our definition of a racist incident from recommendation 12 of the Report of the Stephen Lawrence inquiry: “A racist incident is any incident which is perceived to be racist by the victim or any other person.”

Our definition of racial harassment is that of the Campaign for Racial Equality: “…verbal or physical violence which includes attacks on property as well as on the person, which is suffered by individuals or groups because of their colour, race, nationality, and ethnic or national origins, and where the victim believes that the perpetrator was acting on racial grounds and/or there is evidence of racism.”

A racist incident may include

• Racist language e.g. derogatory name calling, verbal abuse, threats, comments, including indirect racist inferences
• Ridicule based on difference of colour, race, ethnicity, nationality, culture, religion or language
• Physical assaults
• Refusal to cooperate based on difference
• Deliberate exclusion based on difference
• Stereotyping
• Incitement of others to act in a racist manner
• Provocative behaviour e.g. wearing racist badges
• Racist graffiti or written abuse
• Damage to property

Even if the victim does not complain, it should be treated as a racist incident if another person perceives it as such. For example, if a member of staff overhears a child being called a derogatory term by another she should record this as a racist incident even if the abused child does not complain to her. 

Dealing with Racist Incidents

Every member of staff has a responsibility to challenge or respond to any incident that appears to be racially motivated, making it clear that any form of racist behaviour is unacceptable and contravenes our policy, culture and ethos. If the member of staff is unable to resolve the issue it should be referred to the Manager.

Where the perpetrator is a child, staff will empathise with the victim and explain why the behaviour is unacceptable. Parents and/or carers will be also informed of the incident and of the action taken.

Any form of racist behaviour from a member of staff will not be tolerated and will be dealt with as a serious breach of disciplinary procedures. We recognise the need for appropriate training and support for all staff.

In the case of an alternative perpetrator, staff may attempt to discuss the matter with them, if necessary, referring them to our policy, or refer the matter directly to the Manager.

Recording and Reporting Incidents

In line with our definitions of racial incidents or harassment, we record all racist incidents, including the following details:

• Date
• Name(s) of perpetrator(s)/victim(s)
• Ethnicity of individuals involved
• A description of the incident
• Action taken in response
• Name of the person reporting the incident

The racial incident report log is kept in the confidential filing cabinet in the office.

All recorded incidents will be reported to the Directors.

All incidents involving members of minority ethnic groups will be monitored to ensure that potentially racist incidents are not overlooked. Although some incidents may seem minor, it is important to log them as repeat incidents may reveal patterns of behaviour. The pattern and frequency of racist incidents are analysed in order to inform future planning. Details are regularly reported to the Local Education Authority via the Racial Incidents Database (RaiD), and we will advise the Police of any racist incidents that may constitute a criminal offence. 

Supporting the Victim

When dealing with racist incidents we:

• Remain calm 
• Listen attentively
• Reassure the individual reporting the incident that they are right to tell
• Acknowledge feelings
• Empathise with their difficulty in discussing the matter
• Establish whether the incident is part of a pattern
• Explain what action will be taken next
• Reassure that the matter will be taken seriously and investigated

 Staff Online Acceptable Use Policy 

New technologies have become integral to the lives of children in today’s society. The internet and other digital information and communication tools can stimulate discussion and promote creativity, helping towards effective learning.

Early years practitioners should be able to use ICT equipment to:

• Access age-appropriate resources for children at nursery.

• Carry out research into early years matters and education.

• Support their study and continued professional development.

All staff must ensure that they: 

• comply with current legislation 

• use the internet in an acceptable way 

• do not create unnecessary business risk to the company by their misuse of the internet

The Nursery aims to safeguard our children by promoting appropriate and acceptable use of information and communication technology (ICT). We will ensure that all ICT users have an acute awareness of risk, a clear understanding of what constitutes misuse and the sanctions that may be supplied.

The staff online acceptable use policy applies to all individuals who have access to and/or are users of work-related ICT systems. This includes children, parents and carers, early years practitioners, managers, volunteers, students and visitors. Parents and carers, and where applicable, other agencies, will be informed of any incidents of inappropriate use of ICT that takes place on-site, and where known, off-site.

Should it be alleged, that a member of staff or manager is to have misused any ICT resource in an abusive, inappropriate or illegal manner, a report will be made to the Safeguarding Lead Officer immediately. Should the allegation be made against the Safeguarding Lead Officer a report will be made to the Deputy Safeguarding Lead Officer. Procedures will be followed as appropriate, in line with Child Protection Policy and/or Disciplinary Procedures. Should allegations relate to abuse or unlawful activity, Children’s Social Care, the Local Authority Designated Officer (LADO), Ofsted and/or the Police will be notified as applicable. 

Inappropriate use of the network includes accessing or having possession of material that is thought to be offensive such as:

•           pornography

•           hate material

•           drug or bomb making recipes

•           sexist or racist jokes or cartoons

•           material used in any harassment

•           material that others may find offensive

•           defamatory, offensive, abusive, indecent or obscene materials

•           material used in breach of confidence, privacy or trade secrets

Unlawful or illegal use of the network includes accessing or having possession of material that contains:

•           direct threats of physical harm

•           child abuse images

•           incitement to racial hatred or violence

•           copyrighted, trademarked and other proprietary material used without proper authorisation

These are not exclusive categories and there may be other information that is deemed to be illegal.

All staff will be made aware that Internet traffic can be monitored and traced to the individual user. Discretion and professional conduct is essential.

All members of staff will be made aware that their online conduct out of the Nursery could have an impact on their role and reputation within the nursery. Civil, legal or disciplinary action could be taken if they are found to bring the profession or institution into disrepute, or if something is felt to have undermined confidence in their professional abilities.

Supervision meetings

All staff members will have a one to one supervision meeting with the nominated Supervisor. 

These sessions will discuss training; provide supervision and support appropriate to roles. The supervision is compulsory and must take place every 6 months ( we hold performance reviews every 3 months), however a member of staff can ask to have a supervision meeting at any time during the year if they feel they need to do so.

The supervision session must:

• Be planned and the employee must be aware of the objectives
• Have time set aside and appointments must be made at a time and place agreeable to the Supervisor and Supervisee 
• Not be interrupted unless absolutely necessary. 

During the sessions the Supervisor and Supervisee will work through a supervisory form. 

The aim of these sessions is to support the ‘Supervisee’ and to encourage reflective practice and development. To discuss personal development plans. It also enables the Supervisee to raise any concerns. 

Functions of supervision 

The four main functions of supervision are:

1. Management
2. Learning and Development
3. Support 
4. Negotiation 
5. Management

This function is to ensure that the work for which the supervisee may be held accountable is carried out to a satisfactory standard. Discussion during supervision should include:

• The overall quality of the supervisee’s performance and work output/outcomes
• The policies and procedures relating to their work and that these are understood and followed 
• The role and responsibilities of the supervisee and that there are clearly understood, including the boundaries and limits of their role
• The development and monitoring of action plans/targets and objectives
• Monitoring of the supervisee’s workload.

1. Learning and Development 

This function is to encourage and assist staff in reflecting on their own performance, identify their own learning and development needs and develop plans or identify opportunities to address those needs.

The learning and development function will be achieved through:

• Helping supervises identify their preferred learning style and barriers to learning, 
• Assessing development needs and identifying learning opportunities
• Giving and receiving constructive feedback on performance
• Encouraging the supervisee to reflect on learning opportunities undertaken and applying that learning to the workplace. 

1. Support

This function recognises that, from time to time, supervisees may require support to carry out their role; this may be because of particular situations, specific incidents or personal issues that may temporarily impact on their work performance. By offering support within the supervision context supervisees should be given the opportunity to reflect on the impact of the work upon them and prevent issues adversely affecting them and their work.

This will be achieved through:

• Creating a safe environment within supervision where trust and confidentiality are maintained 
• Clarifying the boundaries between support and counselling
• Enabling and empowering expression of feelings in relation to the work role
• Monitoring to occupational health or counselling when appropriate.

1. Negotiation

This function is to ensure that the relationship between the supervisee, their team, the organisation and other agencies with whom they work are effective. The will be achieved through:

• Briefing senior managers about key issues
• Dealing sensitively but clearly with concerns and complaints about colleagues and others whom they work
• Consulting and briefing staff on changes and developments that affect their area of work
• Consulting and briefing staff on changes and development that affect their area of work
• Advocating between worker or team and other parts of the agency or with outside agencies 

Supervision records

The recording of supervision sessions is the responsibility of the supervisor. The supervisor must adhere to the following standards of recording.

Recording standards:

• The detail included in the supervision record is a matter of judgement for the supervisor. In general the record should be detailed enough so that the issue can be revisited, if necessary, at a later date and still be understood. A short summary of the discussion and the decisions or action points arising from it should be sufficient in most cases. 
• Supervisor’s should aim to give a copy of the record to the supervisee for signature within two weeks
• Records should clearly detail any decisions that been made, and the reasons for these, any agreed actions including who will take responsibility and the timescale for carrying out these actions 
• The records should be signed and dated by both parties. If there is disagreement as to the content of the record this should be recorded by the supervisor. A copy should be retained by both parties 
• Whilst it is recognised that many staff prefer to keep records on computer systems, in the case of supervision records hard copies must be taken. This is both to safeguard the supervisor and supervisee in the case of investigation (e.g. disciplinary or complaints investigation) and to ensure that records are not altered in any way. 

Confidentiality and Access

Supervision is a private but not a confidential process. This means that the records are the property of the organisation, not the individual. From time to time supervisors will need to discuss the content of supervision sessions with others e.g. their own line manager, this should always be with the knowledge of the supervisee. 

Access to supervision records should be controlled and all records should be locked away so that others who do not have a legitimate right to see the records cannot access them. Supervisees should be aware, however, that other than themselves and their supervisor others will, from time to time, access records. 

Storage and Retention

The individual Supervision Agreement and the supervision records will be kept on the supervisee’s file held by the supervisor or in an agreed place, in a locked cabinet. It is a matter for the supervisor what other documents are held with the supervision records.