Coaching, Mentoring and Supervision within the Early Years Workforce - An Early Years Teacher’s Perspective

Whybourn, Leah and Holdgate, Hannah (2025) Coaching, Mentoring and Supervision within the Early Years Workforce - An Early Years Teacher’s Perspective. Early Education Journal, 106.

Text Coaching, Mentoring and Supervision within the Early Years Workforce - An Early Years Teacher’s Perspective.pdf - Accepted Version Restricted to Repository staff only Download (155kB) | Request a copy

Abstract

The Statutory Framework for Early Years Foundation Stage (EYFS) (2024) states that early years settings should provide appropriate supervision for all staff who have contact with children and families. It identifies that for supervision to be effective it should provide support, coaching and training for staff members and promote the interests of children. Supervision should also nurture a culture of reciprocal support, encourage staff to work as a team and promote ongoing improvement (DfE, 2024). Whilst the EYFS does not directly mention mentoring, mentoring and coaching go hand in hand and at times the words are used interchangeably. Mentoring also forms a fundamental aspect of both Initial Teacher Training and Early Years Initial Teacher Training. Both mentoring and coaching are viewed as a holistic approach to supporting staff members and should be supportive and foster two-way learning (Clutterbuck, 2014). Practitioners' past experiences of coaching, mentoring and supervision can impact how they feel about coaching, mentoring and supervision, and managers and supervisors therefore need to be aware of this.

Item Type:	Article
Depositing User:	JISCRouter
Date Deposited:	15 Jan 2026 15:47
Last Modified:	15 Jan 2026 15:47
URI:	https://marjon.repository.guildhe.ac.uk/id/eprint/18071

Actions (login required)

Edit Item