Contents Foreword How to use this Toolkit What is Childcare?

Contents
Foreword
How to use this Toolkit
What is Childcare?
Why have a Voluntary Management Committee?
What is a Voluntary Management Committee?
Recruiting Committee Members
Planning
The Structure of the Organisation
Building Better Meetings
The Committee as an Employer
Policy into Practice
Marketing and Media
Glossary
Where to get further help
1
Foreword
Clybiau Plant Cymru Kids’ Clubs exists to help communities in Wales by promoting,
developing and supporting quality, affordable, accessible out of school childcare clubs.
Clybiau Plant Cymru Kids’ Clubs is a partner in a major programme of childcare, playwork
and social enterprise support to provide stronger services for communities. The programme,
known as EQUIPE (EQUal In Play and Enterprise), is funded by the European Union and is
working with 11 partners. Clybiau Plant Cymru Kids’ Clubs has joined the EQUIPE
partnership in Action 3 and has adapted materials developed by 4Children, one of the
EQUIPE partners, to provide support to voluntary management committees and disseminate
the good practice arising from the EQUIPE project. The materials provide a toolkit that aims to
empower voluntary management committees who provide childcare.
Clybiau Plant Cymru Kids’ Clubs works with individuals and groups, including childcare
providers and entrepreneurs, to ensure that the support material will meet specific needs. We
are grateful to the Voluntary Management Committees and staff from the following clubs that
worked with our staff to help us get a clear understanding about the type of barriers they face:
Ogmore Jets
Peterston Super Ely
Clwb Mesen
Sennybridge Squirts
Little Darlings
BK Club
Tons Of Fun
Glan Cleddau
Thank you for your great commitment and support to the project. We would also like to
thank the development and support staff from Clybiau Plant Cymru Kids’ Clubs who have
worked on the pilot and their contributions to this final version.
Introduction
It has long been accepted that good management leads to a happy and effective workforce.
In the childcare sector though, service providers often face a number of particular
management challenges.
Childcare settings are run by a range of different management structures, many by a
Voluntary Management Committee. In Wales, around 70% of out of school childcare clubs
are managed by Voluntary Management Committees and the majority of committee members
are parents driven by their own need for sustainable childcare who may get involved without
knowing exactly what their roles and responsibilities will involve. The value of the work
undertaken by Voluntary Management Committees is crucial but to work effectively, they
need access to routes for development, such as fundraising, management, legal knowledge
and comprehensive training and information.
Clybiau Plant Cymru Kids’ Clubs, together with EQUIPE, are pleased to offer you this
resource to help you build and develop your Voluntary Management Committee. It aims to
help new members and those who are unfamiliar with the sector, to understand the context in
which management committees in childcare operate and it is also a useful reference tool for
those who are already committee members and keen to update their practice. It gives
guidelines on all aspects of managing a childcare setting with particular focus on employer
responsibilities.
In this guide, the following terminology applies:
•
•
•
VMC or Management Committee is used to describe the governance of any
voluntary-run childcare organisation, and ‘Committee Members’ to describe those
groups who have responsibility for governance of a voluntary setting
Setting is used to describe any childcare organisation
Childcare is used to describe all of the services that offer care arrangements for
children aged 0-16 through voluntary, private and public organisations
2
•
•
•
Senior Management is used to describe the senior paid member of staff in the
setting
CSIW Care Standards Inspectorate for Wales
Information about organisations mentioned in the further information boxes at the
end of each chapter is listed at the back of this toolkit.
EQUIPE Partnership
With funding from EQUAL (a European Social Fund Programme), the EQUIPE Development
Partnership has created a partnership of organisations that are working to:
•
•
•
Improve the services they provide by sharing knowledge and good practice on
the social economy
Drive the creation of sustainable social enterprise in the sector nationally
Carry forward the professional development of the workforce
Childcare and children’s play are significant growth areas with rapidly developing professions,
which face considerable challenges in the coming years in responding to Government
strategies to improve the quality and quantity of play and childcare provision. The EQUIPE
partnership addresses this, piloting a range of ways that social enterprise thinking and
approaches can inform the way the sector does business.
The Partnership aims to assist those who provide, or want to provide, services for children
and young people to develop sustainable businesses and community enterprises. We will do
this with technical support from organisations already providing advice and guidance to the
social economy and use its network of established partners working at neighbourhood level to
engage with communities, facilitate the development of their business plans and strengthen
infrastructure for providing services in this sector.
Clybiau Plant Cymru Kids’ Clubs joined the Partnership to pilot the toolkit throughout Wales.
Social Enterprises that provide services for children and young people are meeting
community needs: they enable parents who are restricted by childcare responsibilities to
develop careers and also help the people whose lives are enhanced by their participation in
these enterprises. This benefits not only the individuals, but their whole community. EQUIPE
seeks to exploit this ‘virtuous circle’ and disseminate its pilot results to policy audiences at
national and European levels.
3
How to use this toolkit
The toolkit provides tools in the form of activities to help voluntary management committee
members to develop, understand and make informed decisions about the childcare provision
that they are managing.
You will see references to “Stepping Out “ throughout the toolkit. “Stepping Out” is a detailed
guide to setting up and running an out of school childcare club. Where appropriate this toolkit
will signpost you to information in “Stepping Out”.
“Stepping Out” can be obtained from Clybiau Plant Cymru Kids’ Clubs.
The sessions in the toolkit do not have to be followed in the order set out. Each committee
has individual needs depending on the stage of development and the experience of its
members. Clybiau Plant Cymru Kids’ Clubs staff can hep you to identify which sessions
would be appropriate for your organisation.
The glossary of terms towards the back of the toolkit will explain many of the terms that are
used in the toolkit.
4
What is childcare?
This session provides an introduction to childcare for groups who may be considering
establishing childcare provision. It briefly outlines the responsibilities of childcare
providers. The other sessions in this toolkit are aimed at developing the provider’s
skills and will give more detail on the areas addressed in this session.
Childcare
• Provides a safe and enjoyable place to be
• Provides play/informal learning opportunities for children
• Enables parents to work and train
• Helps families to achieve work/life balance
How does childcare work?
•
•
•
•
Parents/Carers pay a fee for the service
Qualified staff are employed to look after the children
Premises are rented or bought
Opportunities for child-led and child centred play are provided
Who can provide childcare?
Private Business
Local Authorities
Voluntary Management Committees
Cooperatives
Types of Childcare Provision
Pre-School
Nurseries
Playgroups
Crèches
Wraparound Care
Out of School Hours Childcare
After School Clubs
Breakfast Clubs
Holiday Clubs
Play Schemes
Day nurseries: provide care and education for children sometimes aged from around six
weeks up to when they go to school at four or five years of age. Opening hours vary, but
tend to match an average working day of 8.00am to 6.00pm, though children can attend
part-time
Pre-schools and playgroups: offer sessions of play and education during term time for
children aged between two and a half and five years old, though some do take younger
children. The sessions, which provide learning experiences through structured play, are
about two to three hours long, and playgroups run between two and 10 sessions per
week
Out-of-school hours childcare: provides care for school-age children based around a
programme of well-planned activities suitable for the ages of the children or young people
involved. This type of provision includes:
5
o
o
o
o
Out-of-school childcare clubs providing term-time care and play
opportunities for four or five days a week, either before school (breakfast
clubs) or after school (after-school clubs) or both. These may be run from
schools or other premises such as church halls, community centres etc
Holiday play-schemes, which offer holiday activities and often day care
during some or all of the school holidays.
Wraparound care, which provides childcare which more closely matches the
working day, for example by ‘wrapping’ a breakfast club and after-school club
round the school day or by providing childcare in addition to a free, earlyeducation place
All-year services, which combine out-of school or wraparound care with
holiday care.
A Childcare Provider is responsible for
ensuring that the service they provide meets legal requirements and that it is:
•
•
•
•
Managed properly
Child centred
Uses suitable premises
Is staffed suitably
How does a childcare provider meet legal requirements?
•
•
•
By meeting the National Minimum Standards required by law and enforced by the
Care Standards Inspectorate for Wales
By ensuring that the organisation is structured appropriately and registered with the
relevant bodies according to its structure e.g Charities Commission, Inland Revenue,
Companies House, Environmental Health
By ensuring that those managing the organisation and those employed to provide the
childcare are aware of their duties regarding Child Protection, Health and Safety
legislation, Food Safety etc.
This may seem daunting but there is support available from childcare organisations such
as Clybiau Plant Cymru Kids’ Clubs to guide and signpost providers. Clybiau Plant Cymru
Kids’ Clubs guide to setting up and running an out of school club, “Stepping Out”, should
be used in conjunction with this toolkit as a development and reference resource to
ensure that your organisation can achieve its aims.
The staff from Clybiau Plant Cymru
Kids’ Clubs have provided support and
training for our committee and staff and
signpost us to where we can find
information and training.
Registration
The Care Standards Inspectorate for Wales is responsible for the registration of all
childcare in Wales. Any childcare setting operating for more than two hours a day and six
or more days a year is required to register. Registration requires that the setting meets all
of the standards in the National Minimum Standards. There are twenty standards to meet
for out of school childcare.
6
Quality
It is essential that the childcare provided is of a high quality and this must be combined
with a well-structured, well-planned business foundation.
A successful childcare business will centre on the needs of the children and parents by
continually monitoring its service and quality once it has reached registration
requirements.
A Successful Childcare Business needs to:
Understand the Needs of Parents and Children
Plan to meet these needs
Monitor uptake of childcare places and performance of staff
Meet Registration requirements
Out of School Childcare Clubs
Provide childcare for school age children. Typical opening times may be
7:45 am until 8:55 am for breakfast clubs
3:30 pm until 6:00 pm for after school clubs
8:00 am until 6:00 pm for holiday clubs
What happens in the clubs?
Activity 1
What do you think children do after a day at school in an
out of school club?
What do they need before school?
And during the holidays?
Think about the things that you got up to outside school
hours when you were
5 years old
8 years old
10 years old
7
Feedback
Do you think that today’s children should be doing the same type
of activities that you did?
Did the activities that you did change as you got older?
Out of School Childcare can provide a child with opportunities for
play and informal learning. Registered clubs have to ensure that
half of all staff are appropriately qualified to understand a child’s
need to play and develop and for their activities to be childcentred.
Developing the Voluntary Management Committee
When you are forming a voluntary management committee to run a childcare setting you will
need to attract people who are enthusiastic but you will also be seeking certain skills.
Activity 2
Take copies of the Find Someone Who ….. … handout on the next page.
Talk to everyone on the room and find if any of them have these skills. If you can
tick every box then BINGO you have the makings of a strong committee.
Don’t worry, however, if you cannot tick every box ; you can be supported in
developing these skills.
8
print
Find Someone Who………………………….
Talk to everyone in the room and find out if any of them have done the following. When you
have ticked each box shout “ BINGO !”
Has been a member
of a committee
Would love to run a
business
Wants to set up an
out of school club
Knows how to write
a letter
Knows how to
organise paperwork
into files
Knows something
about working in
childcare
Has bags of energy
and enthusiasm
Is a good listener
Knows how to
handle a budget at
work or home
Has ever been
interviewed for a job
Knows how to use a
computer
Is good at keeping
their bank account up
to date
Would love to be
involved in
developing their
community
Has ever done any
fundraising
Knows something
about Health and
Safety laws
Has managed staff
9
Just to recap
Childcare provision, like any other business, needs
to be managed according to legal requirements and
needs a well established management structure
Do you want to take the next step and set up a
voluntary management committee to establish
an out of school club? Then this toolkit is for
you. It will help you to develop your committee.
Used alongside “Stepping Out” and with
support from Clybiau Plant Cymru Kids’ Clubs
you will have, or know where to find the
information that you need.
10
Why have a Voluntary Management Committee ?
This session looks at the role of the voluntary sector in providing childcare in
communities.
Introduction
The voluntary (not-for-profit) sector is wide-ranging, varied and exists to provide much needed
services. The sector encompasses many different groups from small projects working within
the local community such as out of school childcare clubs and recycling projects, to national
organisations like Clybiau Plant Cymru Kids’ Clubs and 4Children, to international agencies
such as Red Cross.
Groups may have an annual income ranging from a few pounds to many millions; they may
be purely voluntary with no paid workers, or have hundreds of employees; some are hugely
influential politically at local, national and international level. Some voluntary groups provide
services, and some campaign: others, such as 4Children, do both.
The voluntary sector may include charities, (organisations that are exclusively charitable
which may or may not, be registered with the Charity Commission) as well as hundreds of
others that are not legally defined as charitable.
Nevertheless, most voluntary organisations are often known to run as not-for-profit
businesses. However, this is not strictly true. A voluntary organisation can make a profit but it
is what they do with the profit that counts. An organisation’s constitution will outline how the
profit will be reinvested and is not for individual gain. A successful Social Enterprise will
invest its profit back into the organisation to strengthen its purpose and operations, enabling it
to become sustainable.
Activity 1
Think about words that first spring to mind when you think of the Voluntary Sector
After a couple of minutes either:
(a) Discuss your thoughts as a general thought shower.
(b) Ask each participant to write their words on post-its and stick to the flipchart
Common words:
VOLUNTEER CARING
REWARDING LOW PAY
NOT FOR PROFIT
HARD WORK FUNDRAISING COMMUNITY
COMMITMENT LACK OF RESOURCES
Add any others and your own
Why are these words important?
Distinction between Voluntary, Private and Public Provision
Information about legal structures can be found in the session “Organisational Structures”, but
the following examples demonstrate the differences between these in terms of childcare
provision.
11
Case Study
Voluntary
Parents have highlighted demand for an after-school club in a rural area. A private-sector
childcare business that runs a Day Nursery in a nearby town has researched the need and
finds that because of relatively low numbers of children who require the services it cannot
provide out-of-school care at an affordable level for commercial success. A group of parents,
assisted by a Development Officer from Clybiau Plant Cymru Kids’ Clubs, decide to
establish a voluntary group. A voluntary management committee, made up of parents and
other local people, is established, and with the help of financial support from the Cymorth
fund sets up the group. Managed by the Committee, it employs staff and rents premises
within the community or from the local school. It sets its fees at a level that makes it
affordable for parents who cannot claim Child Tax Credit, but is adequate to meet the costs of
the service.
Case Study
Private
A new housing development has created the demand for a full day nursery providing care for
babies and children up to five years old, as well as holiday and after school care for older
children. The demand for the service is perceived to be high enough to generate a profit and
is run as a privately owned business.
Case Study
Public
A local authority offers a range of adult education opportunities for local people. To enable
more adults to undertake learning activities, they offer crèche facilities. The crèche manager
is employed by the local authority and provides the resources and personnel for the crèche
wherever, and whenever it is needed, free of charge to learners.
Activity 2
What is the Public/Private sector?
These may be services as provided by Local/District Authority (give examples in your area) A Public Service is a Statutory Service i.e. refuse collection
The Private sector can be a Private Business - any examples in the room?
Entrepreneurs that may be contracted by the council to deliver services i.e. Training
Consultancy or private nurseries,
Summarise as:
PUBLIC
PRIVATE
VOLUNTARY
(Voluntary often known as the third sector)
Emphasise that in spite of and because of the issues raised, everyone in this room works in
the sector and should be congratulated for the worthwhile work they do.
12
The term "third sector" is often used to
describe the voluntary sector. The role of
the voluntary sector, especially in
childcare, is crucial and provides
services alongside the private and public
sector.
The provision of childcare in the voluntary sector has often been led by the ethos of social
need. Childcare groups, such as out of school childcare clubs and playgroups in particular,
have often been established as voluntary organisations.
In order to understand the crucial role childcare providers play and the opportunities available
when delivering voluntary sector childcare services it is important to understand the context in
which they exist and how they meet the need.
Activity 3
Why do children and young people's services fit so well into this sector?
The Caring Sector!
Voluntary Committees mean decisions are not led by profit gain
Rewarding
Children and Young people's participation
Add your own views
What is Social Enterprise?
Although Social Enterprise seems like a new concept it has been around for some time.
Social Enterprises providing services for children and young people are meeting community
needs: they enable parents who are restricted by childcare responsibilities to develop careers,
and also help the people whose lives are enhanced by their participation in these enterprises.
This benefits not only the individuals but their whole community
There are a number of government initiatives to support this style of business structure and it
is up to us to decide how it could work for us.
Activity 4
Head 2 flipcharts with the words "SOCIAL" and "ENTERPRISE" Place/hang at opposite ends
of the room
Divide into 2 groups
1. SOCIAL
2. ENTERPRISE
Allow 10 minutes for each group to write as many words as possible on the f/c that best
describe "social" (group, friends, community, support, fun, meaningful etc) OR "enterprise"
(business, success, group, involve, profit) etc
Encourage creativity!
Each group to feedback ideas
Summarise all and select particular words that are key to social enterprise (circle in a bright
colour)
13
Feedback
Social Enterprise is….
A Growing Economy
Organisations that sit between the private and public sector
Third Sector
Voluntary/Community Organisations/Foundations/Associations
Activity 5
Divide the group into pairs to discuss:
1. Do you know of any examples of social enterprise?
2. How the concept can work for childcare services
(Examples: John Lewis, Café Direct, The Big Issue, Furniture Resource Company etc
Follow on or additional training:
Visit a local Social Enterprise, feedback as a group
Identify a Speaker for your area network / Committee meeting
Take the training further to look at organisational structures that Social Enterprises use invite your local Business Eye representative to explain/deliver training
Just to Recap
The voluntary sector plays an important
role in providing childcare in communities
14
What is a Voluntary Management Committee ?
This session looks at what a Voluntary Management Committee is and what it does.
Many people have had experience of being on a committee. This exercise will help to draw
out the knowledge of those people who want to be involved in running the childcare business.
Activity 1
Aim: to understand the role that Committees play in the running of a childcare business
Each participant writes one sentence that best describes the work of the Committee (or their
perception) on a Post-It note and affix to the flipchart headed “What is a Voluntary
Management Committee?”
Discuss the various definitions – do they sound anything like the following?
“A Voluntary Management Committee is a governing body that is
legally and financially responsible for the setting it oversees.”
It may be referred to as a
Management Committee,
Board of Directors, Executive Committee or
Council of Management.
This can be confusing. Overall, the responsibilities are the same but vary according to legal
structure and registering body (see Organisational Structures)
Essentially this management structure is common in children’s services due to their voluntary
nature. This means that the common goal of children’s safety and well-being is not driven by
profit. It should also be recognised that there may be a need for training and definitely for
support.
A Voluntary Management Committee is a term used to describe a group of individuals
who have the key role for ensuring that the organisation fulfils all its legal obligations
and operates efficiently and accordingly to the organisation’s constitution. A legal
structure and the organisation’s aims and objectives should be decided and agreed before
trading. All voluntary organisations will want to ensure that there is minimal risk of personal
liability and choosing the right legal structure will prevent liability as far as possible. If a
voluntary organisation becomes a registered charity the members will be known as trustees of
that charity. In some cases a voluntary committee may be referred to as the Board. (For
information on legal structures see the session on organisational structures).
A successful organisation will have a strong voluntary management committee, which
ensures it plans for the future by developing a long term business plan to meet the aims and
objectives. Being part of a voluntary management committee can be fun, enjoyable and
rewarding, offering individuals the opportunity to develop new skills in areas such as
management, marketing and recruitment and can assist them to return to paid employment
or fulltime education.
15
What does a Voluntary Management Committee do?
The majority of voluntary management committees have a core group of people who will have
specific roles and responsibilities over and beyond that of a general committee member.
These roles are often known as:
•
•
•
Chairperson
Secretary
Treasurer
A voluntary management committee can vary in size. It needs to ensure that it has enough
members to perform and carry out all necessary tasks but is not too big that it becomes
unmanageable. For all decisions, including agreeing policy the committee has to agree a
quorate. This dictates the minimum number of committee members needed at a meeting
which is set down in the constitution.
Activity 2
Challenges and Benefits of Committee work
Focus on the 12 essential responsibilities of a Committee on next page.
Ask one group to list ten ways in which the VMC model is a benefit to providing childcare
services, and the other group to focus on ten ways in which this model presents childcare
provision with challenges.
Ask each to group to summarise their responses on a piece of flipchart paper
16
print
The 12 essential responsibilities of a Management Committee
1. Determine the
organisation’s aims &
objectives
The committee has the power to create and adapt an organisation’s
aims & objectives. Every policy decision they make is designed to
assist the achievement of the organisation’s aims
2. Strategic Planning
Committees make strategic policy and work with the Senior Manager
to develop long-term strategic plans, normally in the format of a
business plan. Ideally, meetings are tied to the strategic plan to ensure
key issues are dealt with.
3. Formulate policy
The committee creates policies to govern the organisation’s activity,
e.g. guidance for staff, systems for reporting, monitoring and
establishing an ethical framework for those who work for or on behalf
of the organisation. The policy making must also apply to all aspects of
committee business.
4. Approve and monitor
the organisation’s
programmes and
services
The committee ensures that the organisation’s services meets all legal
requirements and serve the organisational aims & objectives.
5. Ensure financial
stability
The committee must make sure that it has the resources to carry out
the organisation’s objectives
6. Overseeing money
matters and risk
management
The committee approves the annual financial statement and budget. It
monitors spending, creates policies to manage and protect assets and
property, and ensures finances are handled according to the law. It
also has to protect the organisation from liability by providing adequate
insurance and creating policies designed to minimise risk.
7. Selection and support
of staffing and review
performance
The committee recruits the staff and is in charge of their annual review.
Also they are responsible for their development and support
8. Understand and
respect the
relationship between
committee and staff
The committee needs to recognise areas of staff responsibility and
avoid interfering in matters that are the domain of the staff. At the
same time it creates policy to guide staff activities and safeguard the
interests of the organisation.
9. Act as a responsible
employer
The committee creates fair personnel policies that meet legal
requirements. These protect the organisation and those that work
within it. It monitors organisational activity to make sure practice lives
up to policy.
10. Enhance the
organisation’s public
image
Through their own behaviour, their governance and activities on behalf
of the organisation, the committee enhances and protects the
reputation of the organisation.
11. Select and induct new
members
The committee ensures the quality of governance by carefully
selecting and developing new members. It recruits individuals that can
provide good leadership for the organisation.
12. Conduct efficient
committee meetings
Productive meetings are held where key organisational issues are
dealt with in an efficient way. It creates effective decision-making
opportunities by providing adequate information. It has regular
appraisals and periodic self-assessment and development activities to
strengthen its activities.
17
Committee Roles
Within a committee there will be a range of roles that will determine the number, length of
office and voting status of each role. In general, committees will comprise:
•
•
Committee Members, both elected and co-opted
Officers
o Chair
o Vice/Deputy Chair (optional)
o Treasurer
o Secretary
Elected members and officers will be elected at the Annual General Meeting (AGM) and will
usually hold office until the next AGM. A co-opted member will act in an advisory capacity and
will normally not have voting rights.
Activity 4
Divide into groups to each look at one of the following:
• Chair
• Treasurer
• Secretary
• Member
Use the Role Descriptions on the following pages , identify the challenges that the individual
carrying out this role will face and suggest ways in which these challenges can be overcome
18
print
Management Committee Member
Role Description
Role:
Remuneration:
Responsible to:
Management Committee Member
The work is unpaid but travel and other expenses can be paid
The Management Committee
Role Summary
The role of the Management Committee is one of responsibility, trust and strategic planning to
ensure the effective management of the organisation.
General Duties:
• Strategic planning and guidance ensuring the organisation is working to achieve its
aims and objectives.
• All decisions made are in line with the organisation’s constitution.
• To ensure and enable the organisation to comply with its governing documents
meeting all legal requirements
• The organisation is managed effectively and operates within its guidance, budget and
business plan.
• Respect confidentiality.
• To ensure that the organisation uses its resources effectively to meet its aims and
objectives.
•
Attend meetings and to contribute giving firm strategic direction, setting policies,
defining goals, setting targets and evaluating performance against the targets.
• To ensure financial stability of the organisation.
• To recruit and manage all staff including volunteers.
• To protect and manage the property of the organisation and ensure proper
investment of its funds.
19
print
Chair of the Management Committee
Role Description
To be used in conjunction with the Management Committee Member Role Description.
Role Summary
The role of the Chair is to lead the management committee, developing and maintaining
an effective working relationship between the committee and its staff and volunteers.
General duties:
• Ensure meetings are run effectively, enabling democratic decision-making and
full participation for the committee.
• Lead the development, and monitor implementation, of policies and strategic
plans
• Liaise with the setting’s senior manager to work together to achieve the aims of
the organisation and provide support as appropriate. This may be delegated to
another member of the committee who has specific responsibility for staff.
• Sign, and/or write letters on behalf of the Committee and the organisation
• Sign cheques and liaise with the Treasurer
• Conduct annual appraisal of the manager’s performance and jointly establish
training and development needs
• Attend selection panels and disciplinary panels as appropriate, for both
Committee Members, paid staff and volunteers
• Act as an ambassador of the organisation by attendance at functions, meetings,
liaising with the press and acting as a spokesperson as appropriate
• Set and manage the agendas of all meetings
• Ensure a quorum at meetings as set out in the Governing Document (that the
minimum number of members are present)
20
print
Treasurer of the Management Committee
Role Description
To be used in conjunction with Management Committee Member Role Description
Role Summary
The role of the Treasurer is to maintain an overview of the financial affairs of the organisation,
ensuring that proper financial records and procedures are maintained
The duties of the Treasurer
Present accounts, financial statements and budgets to the Committee at meetings, and at
other times as requested
Ensure the financial viability of the organisation and monitor financial resources to ensure
they are adequate to meet the organisation’s present and future needs
Ensure that financial procedures and controls are in place
Check bank statements and reconcile them with the cash book on a regular basis
Ensure that bills are paid promptly and all income is banked regularly
Offer advice on the financial implications of the organisation’s strategic aims
Ensure that the organisation has an approved investment policy and that there is no
conflict between this and the objects of the organisation
Liaise with the manager of the organisation on financial matters
Ensure that accounts are prepared, disclosed and submitted to the relevant bodies in line
with the constitution and statutory requirements
Maintain an inventory of equipment, e.g. computers, resources and so on
21
print
Secretary of the Management Committee
Role Description
To be used in conjunction with Management Committee Member Role Description
Role Summary
The role of the Secretary is to support the Chair by ensuring the effective administration of the
Committee
The duties of the Secretary
Together with the Chair, produce the agenda and circulate to members, along with
supporting papers, in good time
Ensure all the arrangements are made for meetings including booking venues, arranging
equipment and refreshments and making arrangements for those with special needs
Take, write and circulate minutes following meetings and circulate promptly to all
committee members
Make sure the minutes of the previous meeting are agreed and signed by the chair
Inform any members who were absent of any actions they need to take
Maintain the membership list
Produce a written annual report, as required
Ensure that the organisation has adequate insurance
Receive correspondence and report to the Committee
Ensure necessary documents are completed and submitted in accordance with statutory
regulations and the organisation’s constitution
Keep the constitution, copies of minutes and other records in a safe place and in
accordance with Data Protection principles
Send out publicity about the organisation
Ensure members of the organisation are provided with copies of the annual reports and
policies.
22
Once it is established – It is a
good idea to give your
committee a regular health
check – see the list in the
session on Planning
Just to recap :
A Voluntary management committee is responsible for
ensuring the organisation knows what it is supposed to
be doing, has enough money to do it and does it well!
It needs to
manage the people who do the work
manage information and communication
manage external relations
manage finances
manage material resources
manage the work
23
Recruiting Committee Members
This session looks at how to maintain the effectiveness of the Committee through
regular, positive and effective recruitment.
Recruiting Committee Members
Voluntary Management Committee members are nearly always parents. They want the
organisation to succeed to ensure that members are able to continue with their employment
or full-time education, and will also have good knowledge of the community so will be aware
of the local needs and demands. Every member of a voluntary management committee has
something important to offer and they all need to be recognised for the work that they do.
Even though it is a voluntary committee it needs to ensure that it is run and thinks like a
business.
Activity 1
Divide in to three groups and allocate one of the following questions to each:
WHY are we recruiting?
WHEN do we need to recruit?
WHO do we recruit?
After 10 minutes or so discuss your answers
Feedback
WHY – to replace outgoing members, to add new skills to the
Committee, to ensure the community is represented, to keep up-todate and so on
WHEN – always, need to be proactive, receive notice of outgoing
members, acknowledge constitutional changes, legal reasons, when
we need new skills, etc
WHO – community, local business, local authority, doctors, head
teachers, other charities, retired people, disabled people, people from
ethnic minorities, religious organisations, and so on
24
Activity 2
HOW do we recruit?
Consider the four stage approach:
Stage 1: Decide on what you need
Stage 2: Agree on how you will advertise
Stage 3: Consider how you will select
Stage 4: Agree how you will induct new members
Divide into four groups and allocate one stage to each group with a task:
Stage 1 Group: How will you identify what skills you have, and what you need? You could use
the “What can I contribute?” questionnaire on the following page
Stage 2 Group: Where and how will you advertise? Design an advert
Stage 3 Group: How will you select? Design a procedure
Stage 4 Group: How will you induct? Design a procedure based on the list below.
Feedback
Stage 1: Group skills analysis, identification of training needs, etc.
Stage 2: Use magazine, photos, quotes, etc to make a bright and attractive poster. Use
doctor’s surgeries, tenants associations, local papers, community newsletters, other
charities, financial institutions (depending on the skills you are seeking), and target
specialist groups, especially if you want to redress under representation on your
Committee. Social evenings, wine & cheese, to demonstrate the social aspects of
membership
Stage 3: Initial meeting, informal interview with Chair and another Committee Member,
provide information pack, have formal selection Committee and so on
Stage 4:You can use the handouts marked print throughout this toolkit to help you to
create an induction toolkit if you do not have one already
25
print
What Can I Contribute?
So that the committee can choose the best roles for its members, it is helpful to know about your
skills and knowledge. These may be from your experience on this or other committees, paid or
unpaid work (past or present), training or qualifications that you have undertaken or from other
social activities that have given you valuable experience. Please tick the box even if your
knowledge is limited because your skills can always be strengthened or updated through training.
Name:
Tick this box if
you have any
experience or
knowledge
Please add any comments
Committee Experience
Have you ever been a member of a committee?
Have you ever been:
Chairperson of a committee
Treasurer of a committee
Secretary of a committee
Any other role on a committee please state
Do you know what a constitution or governing document is? Would
you be able to explain this to others?
Do you know anything about the different types of committee, e.g.
incorporated or unincorporated?
Administrative Experience
Do you know how to:
Write business letters
Write notes of meetings (take minutes)
Use a computer for spreadsheets, word processing, mail merging,
publishing, - please state wich
Keep files and records
Childcare
Do you know anything about childcare as a profession?
Have you heard of the National Minimum Standards for Out of
School Childcare?
Do you know what the Care Standards Inspectorate for Wales is?
Have you ever attended child protection training?
Financial Planning and Record Keeping
Do you know anything about Accountancy and bookkeeping?
Have you had any experience of raising money for an organisation?
Can you use spreadsheets for financial planning and accounting
Staffing
Do you have any training or experience in recruitment of staff and
interviewing?
Do you know anything about Employment law?
Do you or have you ever managed staff?
Do you know anything about health and safety laws
Managing a Business
Do you know how to write a business plan?
Do you know anything about the Data Protection Act
Have you had any training in Equal opportunities and diversity?
Do you know anything about Quality Assurance?
Have you had any experience in marketing or publicity?
26
It is rare that any governing document for a voluntary organisation will ever insist that its
committee members must be parents/carers of the children. It is recommended that when
advertising for new committee members that it is done beyond the organisation’s members in
to the wider community and local services.
Community newsletters, community and hospital radio and notice boards: Use as
many opportunities as possible to attract other members of the community. This may
include: Sure Start projects, health centres, community centres, places of worship,
parent and toddler groups, credit unions, regeneration projects, and so on. A postcard
in a shop or post office window is a cheap but effective way of attracting people
Good practice
Community notice boards: the benefit of these is that they are usually free, and attract
interest, especially in places where people have to wait, and having nothing else to do except
read the notices! A word of caution, however: if you put a notice up, remember to check on it
from time to time and make sure it is still there, hasn’t been defaced and isn’t looking shabby
(that won’t attract anyone). It’s worth remembering too to update the information, change the
style, or simply remove it when it is no longer needed. People can tire of seeing the same
things, and will eventually not even notice it
Statutory agencies: Members of staff who work in public service (police, health, social
care and so on) may well be interested in joining a Management Committee.
Furthermore, existing members of other organisations often sit on more than one
Committee
Commerce and industry: Many local and national commercial organisations have
policies on staff involvement in the community. Some actively encourage staff to
undertake voluntary work and this may be an opportunity to introduce special skills
(HR, finance, marketing, etc) into the Committee
Colleges and places of further and higher education: Most governing documents will
have a lower age limit on membership (often 18) but educational establishments are
useful places in which to advertise. Joining a Committee may be part of a Millennium
Volunteer or Prince’s Trust programme, and students studying social care courses
may wish to be involved in a community venture as part of their studies
Activity 3
Divide into two groups and identify 10 positive aspects of becoming a Committee Member.
Each group can feedback and summarise the main points on a flipchart.
Understanding what motivates people to give up their free time and join a Management
Committee is a key factor in knowing how to attract new members. People join Committees
because:
They want to do something socially responsible and worthwhile and put something
back into the community
They want to support a service that, without their involvement, would otherwise not
exist
They are encouraged to by their employer
They have free time (because of unemployment, retirement, career breaks, family
responsibilities, etc) and want to put that time to good use
27
Despite the challenges and hard work involved, they enjoy the social aspect of being
a member of a Committee. (It is worth noting, too, that some enjoy the status)
They enjoy Committee work and are already members of several others
They want to gain skills and experience to seek paid work
They work in the commercial sector and want to contribute to the voluntary one in
their free time
They are dissatisfied with their job and want to do something rewarding
Employers increasingly recognise the worth of voluntary work and it is often
something to add to a CV
Case Study
Pam Summers left her job as an admin assistant five years ago and since then has been
raising a family. She wants to get back to work but is finding that, not only does she lack
some confidence, she feels that the world of work has moved on and she has been left
behind, especially in terms of new technology. Not only that, but her CV is slim, and she
doesn’t have any recent referees she can use when she applies for jobs.
Initially, Pam Summers agreed to join the Committee at her youngest child’s out of school
club because she was told that if she didn’t, it would probably close. And anyway, they
wouldn’t make too many demands on her, and there were only six meetings a year…
Over the course of the year (when actually there were many more meetings and many more
demands) Pam became the Committee Secretary. And because for a while the Committee
lost its Treasurer, Pam also supported a co-opted member to make sure that financial
systems were in place. And when funds needed to be raised, and marketing campaigns
needed to be launched, Pam also got involved with those.
28
print
Voluntary Management Committee Induction Pack
This is a suggested checklist for new committee members. There may be other documents
/information that you think should be included. Put together an induction pack for each
existing member of the committee and ensure that new members are given it.
1. Information on What is a Voluntary Management Committee and how does it
relate to managing a childcare business.
2. A brief history of the organisation, when it was set up, who funded it, how it is
financed etc
3. The roles of Voluntary Management Committee members and names and contact
numbers
4. Responsibilities of VMCs
5. Copy of the constitution
6. Copy of the latest annual accounts
7. Minutes of last AGM
8. Information about the legal structure of the organisation e.g. whether it is a
charity, a company limited by guarantee etc.
9. Legal responsibilities e.g. whether it is registered, when reports to charities
commission are due
10. Procedures
• How often the committee meets
• What is covered in meetings
• Key tasks and when they are undertaken
• Key times during the year e.g. when the Annual General Meeting is held
11. Copy of latest inspection report
12. Useful contacts: Staff names and positions, CSIW, ACAS, Inland Revenue,
Clybiau Plant Cymru Kids’ Clubs
13. Frequently asked questions e.g. how much time will I have to give, How long do I
serve on the committee? Give answers
All of this information should be given to incoming Committee Members so that they can carry
on the work and good practice that outgoing members have established.
29
Do you want to take this session further?
• A marketing and media session follows on well from this session
• Identify an “expert” – someone with experience recruiting Committee members, or an HR
(Human Resources) professional who can advise on strategies to attract people
• Contact the local authority for information packs regarding recruitment campaigns
Just to recap
It is important to think about
recruitment of new members of the
committee and to have a procedure in
place. Induction of new members is
vital.
30
Planning
This session looks at the need for effective planning for the long term future of their
organisation .
One plan that should be in place right from the start of the organisation is the business plan.
A business plan should be reviewed regularly. Step 4 of Stepping Out will guide you
through the process of writing a business plan. When you have worked through this session
of the toolkit you should appreciate the need to refer back to your business plan regularly.
“To fail to plan is to plan to fail”
Our out of school club committee
always includes “ A look in to the
future” on our agenda so that we
can plan our activities and
finances
Activity 1
Glossary of strategic planning terms
Give out the glossary cards to pairs/small groups-you can copy the sheet attached and cut
into sections. The glossary cards should read:
• Vision
• Mission
• Values
• Stakeholders
• Strategic goals/aims
• Strategies
• Financial plan
What do these terms mean?
31
print
Mission: An organisations’
statement of purpose. A vivid
description of why an
organisation exists, and
sometimes about how the
organisation will accomplish its
mission
Vision:
What we hope to
accomplish. What
success will look like.
Values: An organisation’s
guiding principles, Pr
a setpof
prntp p
common agreements about how
the organisation conducts itself
and relates to its stakeholders
Stakeholders:
Individuals, external
and internal, who are
affected by the
organisations and its
service
Strategic goals/aims:
The aims that are
closely linked to the
mission and vision
and must be achieved
for the organisation to
be effective
Strategies: Actions that
enable the organisation to
address a strategic aim or
meet a goal
Financial plan: Assessment of what
resources will be needed over time to
accomplish goals, and a plan for
acquiring them
32
Vision
Mission
Values
Stakeholders
Strategic goals / aims
Strategies
Financial Plan
33
Activity 2
Creating a shared mission
In order to create a shared mission, a Committee has to step back to discuss what each of
their fellow members sees as the organisation’s ultimate aim
Ask yourselves “What is a mission statement”?
Record your responses on a flipchart
Divide into pairs or groups and spend 15 minutes answering the following questions about
your organisation:
• Why do we exist?
• Where do we want to go?
• What do we need to get there?
• How will we treat each other and our stakeholders?
When complete, the groups should circulate with the rest of the room, “selling” their mission
statement
Feedback
Try and write a
mission statement that
can be used by your
setting
34
SWOT Analysis
A SWOT analysis is a useful tool to identify and analyse the
Strengths and Weaknesses of the organisation, as well as Opportunities and Threats.
It is often used by teams to influence their business planning and decision-making processes,
but can also work as an effective team building tool, especially in identifying the strengths of
teams and individuals.
Strengths and Opportunities may indicate areas for development, and actions to address
Weaknesses and Threats can be considered
Be honest and realistic about the strengths and weaknesses of your organisation and try to
be specific.
External
Internal
Positive
Negative
Strengths
Weaknesses
•
What do you do really well? Either
as teams or as individuals
•
What areas of expertise are lacking in
your organisation?
•
What are the best aspects of your
organisation?
•
Are there staffing or resource
difficulties?
•
What have been your successes?
•
Do people see you in a negative light?
•
What do you do that adds quality
to your service or product?
•
Are you in a poor location, or have
premises problems?
•
Are there weaknesses, or
breakdowns, in the relationship
between the staff and the Committee?
Opportunities
Threats
•
What factors exist outside the
organisation that might improve
your business?
•
What factors threaten your success?
These may be:
•
•
Competition
Do you have the chance to
develop a new product or service?
•
Withdrawal of funding or sponsorship
•
Is there a potential for new
customers?
•
Legal implications on staffing or
service delivery
•
Do members of the Committee
bring skills to the organisation that
can be developed?
•
Difficulties in recruiting Committee
members
35
Activity 3
SWOT analysis on your service
Write up on a flipchart pad
• Strengths
• Weaknesses
• Opportunities
• Threats
In other words – external or internal forces which hinder or drive organisations.
Focus on Opportunities, as these are sometimes threats and weaknesses in disguise!
How can you use the SWOT to begin to formulate a strategic plan?
Identify three points from each participant that they need to take away as action points
Follow-on / additional training
Financial and business planning develops well from building a strategy
Suggest the Committee has an “away day”. They will be better placed to focus on the
organisation when they are away from it
Arrange to visit/attend a meeting when strategic planning is on the agenda, and offer to
facilitate. Many Committees won’ have had the opportunity to explore these issues, and
there may be some negative feeling about taking the learning back to the Committee, so
support is crucial
Activity 4
Twenty questions for planning – see list of questions on next page
Complete as part of the session or take away. This is a good activity for the Committee to do
together
This handout is important for alerting Committee Members to their responsibilities for steering
the organisation. You need to decide what planning best suits the organisation’s culture,
tradition, time constraints, knowledge, etc
A while ago a couple of us sat down with the Senior
Playworker and discussed the budget for the summer
holidays. We then applied for a community grant and this has
enabled us to extend our activities and trips by employing
extra staff and having specialists in to the club. It has meant
that our holiday bookings are much higher than usual.
36
Twenty Questions for Planning
Question
Comments
1. Do we need to exist?
2. If so, why?
3. What is our image?
4. What would we like
our image to be?
5. What impact have we
had?
6. What impact would we
like to have?
7. Whom do we serve?
8. What are the needs of
our stakeholders?
9. What do we do?
10. What
programmes/services
should we consider no
longer offering?
11. How will we
discontinue
programmes/services
?
12. What
programmes/services
should we consider
adding?
37
13. What are our
strengths?
14. What are our
weaknesses?
15. What are the threats
facing us?
16. What are our
opportunities?
17. What trends are taking
place that will affect
us?
18. Who is our
competition?
19. What is our strategic
advantage?
20. What is the vision for
our organisation?
38
Just to Recap
Allow time to plan. It may save you time and effort in the
future and keeps the committee focused on its aims.
39
The structure of the organisation
This session will be of particular interest to groups that are run as unincorporated
associations as it will deal with issues of liability and potential conversion to
incorporated status.
The Voluntary Management Committee is the most widely used management structure in
childcare, but other options are open to childcare groups.
The factors that organisations will have to take into account, when deciding which structure
they go for are:
Risk
Costs
Bureaucracy
Status of the organisation
The ability to campaign
The ability to trade
Size of the organisation
Privacy
Democracy
Administrative requirements
Activity 1
What do you know about your own organisational structure?
Share, in groups of three or four, the issues that may have been raised in relation to your own
structure in the past and those of the other options.
It is likely that this will raise issues of personal liability for those unincorporated groups.
To help you with this activity use Stepping Out Step 3 and also “Getting It Right – legal
structures for childcare and play organisations” which should help you to make an informed
decision about your structure.
40
Activity 2
Seeking Incorporation
This is a role-play exercise that explores the possible issues raised by converting from an
unincorporated association, to a Company Limited by Guarantee.
Ask for five volunteers and give each a role card see next page, and ask them to simulate a
Committee meeting at which one member wishes to raise the issue of incorporation. The
other four members will raise their objections (they are given the information they need) and
the rest of the group will observe. Stop the session when you feel it has nothing more to
achieve. Allow the group to acknowledge their own lack of knowledge and understanding, and
try to refrain from acting as an adviser. The discussion is likely to prompt the issue of needing
to obtain more information
The rest of the group will comment at the end.
Roles:
You are a member of the Committee and are worried about personal liability, especially as
you have found out that you stand to lose your house, if someone sues the group. You want
to persuade the rest of the Committee to seek incorporation so that you have personal
protection
•
You are the Chair and are not particularly pleased that one of your members is going
down this route. You have supported the organisation for many years and feel that its
unincorporated status has never caused any problems. Besides, you have insurance
for that kind of thing. And anyway, you are a voluntary group– limited status is for
profit-making organisations – isn’t it?
• You are a member of the Committee and this is all news to you. You had no idea
about personal liability when you joined – they didn’t tell you that! You are now
regretting your decision to join, it’s far more serious than you had been led to believe
• You are the Secretary and are well aware that incorporation could spell yet more
work for you because you may have to be a Company Secretary and there are all
kinds of responsibilities that go with that! You are already very busy and suppose that
if the Committee goes down this road it’s going to have to be you that arranges it.
• You are the Treasurer and know that if the group becomes a Company Limited by
Guarantee the financial matters of the group are no longer a private matter, You will
have to be registered at Companies House and any one could look at your financial
affairs. No thank you!
At the end of the session, invite feedback
What are the issues that were raised, and how would a group such as this resolve them? (Or
would they resolve them? Would that depend on how strong the one member was?)
Encourage participants to reflect on what the next steps would be and steer the group to
consider obtaining professional advice if they were considering this option.
Follow-on / additional training
• Signpost to Business Eye, , the local Co-operative Development Agency or Companies
House – all of whom should be able to provide free and impartial advice on seeking
limited status
• Charities Commission can advise on whether your organisation fits the criteria for being a
charity
• Clybiau Plant Cymru Kids’ Clubs publication Stepping Out Step 3 sets out the background
to the various legal forms
• “Getting It Right “Legal guidance will take you through the process of deciding which legal
structure you should take – Clybiau Plant Cymru Kids’ Clubs Staff can help provide you
with this.
41
Just to recap
It is important to choose the right legal structure
for your organisation.
If in doubt talk to other similar organisations and
to the charities commission.
You may want to review the legal structure when
as it develops and decide what is appropriate
42
Building Better Meetings
This section looks at the importance of effective meetings. Stepping Out Step 3 contains
some essential information about holding effective meetings and the activities in this section
will help your committee to do this.
Activity 1
Why have meetings? Discuss this in your group. Ask one person to record the
responses.
Write up responses on flipchart
Feedback
Common responses:
• Information
• Consultation
• Decision-making
• Legal requirements
• Social/support
Activity 2
What is going wrong?
Allow 20 minutes for this activity
Allocate the issues below to 2 or 3 groups. The group must then:
Explore why each “symptom” is caused
Devise a positive strategy to overcome the problem
•
•
•
•
•
•
•
High member turnover
Low participation
Non-attendance
Rubber-stamping
Trivialising
A frustrated Chair
Dominant Committee members
Feed back
In order to fix some of the problems discussed we
need to have the support of the whole committee
and that of the Chair. Changes suggested must be
tailored to the needs of the organisation and be
achievable. They must also be enforced by other
Committee activity such as the induction
Programme. Finally, new systems and measures
need to be endorsed by the governing document
43
Activity 3
The cycle of meetings
By following the cycle below we can structure a format for meetings that can be repeated
each time. Although the content can change, the process won’t have to. Many of the issues
discussed can be overcome by this tried and tested cycle of events and responsibilities:
• Plan agenda
• Prepare documentation for meetings
• Circulate the agenda
• Chair the meeting
• Make decisions
• Reach consensus
• Take minutes
• End the meeting
(Draw this on a flipchart)
Allocate the tasks to pairs/groups (eg two each)
• Decide who on the Committee takes responsibility for each of these tasks and how they
can do it effectively
Allow 10 minutes for the activity and 10 minutes for feedback
Follow-on / additional training
• As a result of the training you may wish to explore other areas in more detail such as
minute taking, effective Chairing and so on
• If possible, attend a meeting or shadow participants from the course to give them
feedback
44
print
Meetings Questionnaire
Yes
No
Are background papers sent out for more complex issues?
3.
Does the timetable of meetings allow people enough time to read
and prepare?
4.
Does the agenda give enough information?
5.
Are the room arrangements satisfactory?
6.
Are access, childcare and other arrangements taken care of?
7.
Do people, between meetings, do what they say they would do?
8.
Do people read background papers and raise questions based on
their reading?
9.
Do members come to the meeting in the spirit of wanting to achieve
what is best for the group, or do they attend only to prove their own
point and get their own way?
10.
Are minutes distributed, and are individuals clear about their
actions?
1.
Does the group have a planned timetable that ensures that the
person who draws up the agenda is notified of all items for inclusion,
and gets all the papers to go out with an agenda on a fixed date?
2.
45
Just to recap
Preparation is crucial to the success of a
meeting. It is important that everyone on the
committee understands their roles and attends
meetings.
46
The Committee As An Employer
This session aims to explain to committee members their responsibilities as
employers.
Introduction
The most valuable resource in a childcare organisation is the people that it employs and uses
as volunteers. The Management Committee has ultimate responsibility for:
Ensuring equality of opportunity
Selecting and recruiting staff
Operating within legal and good practice frameworks
Staff development
Managing performance
In practice, many of these tasks are delegated to the senior manager of the setting, who will
in turn undertake these duties within the staff team. Nevertheless, the Committee will still
have:
Direct involvement in appointing and managing the performance of the Senior Manager
Involvement in the recruitment and appointment of other staff and volunteers
Responsibility for developing personnel policies and procedures
Responsibility for ensuring legal compliance
This section deals with the key aspects of the role of the Committee as an employer.
You will find detailed information about
Recruitment
Selection
Appointment
Induction of staff
Step 7 of Stepping Out deals with the legal aspects of employment and the following
pages describe some of these in detail. Step 9 covers the recruitment processes Sample
staffing documents such as contracts of employment, application forms, induction
checklists can be found in Step 11.
47
Ensuring Equality of Opportunity
The theme of equality cuts across all childcare organisations and applies equally to:
The development and delivery of services
Children
Parents and families
Staff
Volunteers
Committee Members
Childcare settings will, as part of their CSIW registration process, have in place a policy of
equality and it is important that this is applied to the organisation as an employer.
The following extract is paraphrased from EQUIPE and 4Children’s equality and
empowerment values and principles.
Recognise and value the diversity of staff and volunteers and of the individuals and
groups participating in activities. Recognise that people are individuals, with their own
needs and values, that this diversity is valued and celebrated.
Work to ensure that people are not discriminated against on the grounds of disability, sex,
race, colour, ethnic origin, age, religion, belief, culture, nationality, sexual orientation or on
the basis of belonging to any socially excluded group.
Recognise that people face disadvantage and discrimination both in employment and in
relation to access to services/activities.
Commit to the empowerment of staff and volunteers through inclusion in planning and
decision-making at every stage of service design, development, delivery, monitoring and
evaluation.
Legal and Good Practice Frameworks
Having in place a policy on equality, like the one above, and monitoring its effectiveness, is
one way in which childcare organisations can ensure that they meet legal requirements and
operate in a good practice environment.
Understanding equal opportunity legislation and complying with the law is crucial for a
management committee, but simply complying with the law is not enough. Equally important
is an understanding of the context of equality, and the reasons why it is so important to
provide opportunities to all sectors of society. This is particularly important in terms of
recruitment.
Good practice
Do you monitor equality in terms of recruitment? Is your staff team predominantly white,
young, female and able-bodied? Recruiting good quality childcare practitioners is a challenge
for most childcare organisations, and few can afford to ignore groups of people who can offer
their skills, expertise and experience to enrich the staff team. Next time you recruit, use
Positive Action: In adverts say that you welcome applicants who are male, older, disabled or
from ethnic minorities because these people are under-represented in your workforce. One
daycare provider used Positive Action to encourage older workers to apply – and was
delighted and astonished by the result. They appointed two workers who were both in their
late 50s. One of them said “It would never have occurred to me to apply for this job until I saw
that advert and I thought maybe I stood a chance. Well, I got the job and now I’m doing an
NVQ – I never thought that this is what I would do at my age!”
48
The following gives an overview of the relevant legislation and good practice in relation to
Equal Opportunities. Management Committees, as employers, have a duty to inform their
staff of their rights, and it is important that up to date information and advice is sought as the
law can, and does, change. European and British legislation will introduce new legislation and
information is given about these changes, where known. Contact details are given for relevant
agencies from whom updates can be obtained. The following is provided for information. It
does not constitute legal advice.
Disability
The Disability Discrimination Act (DDA) 1995 (and subsequent amendments) is the first
legislation in the UK to address the issue of discrimination against disabled people.
The Act protects people from discrimination in employment and places a duty on an employer
to make reasonable adjustments to working arrangements
The Disability Rights Commission can offer guidance on the Act, support for employers to
help them to meet the needs of disabled people, and have developed, along with the
Government, Codes of Practice, explaining legal rights and requirements. These Codes offer
practical guidance rather than definitive statements of the law.
Further information on Disability rights can be obtained from:
Disability Rights Commission: DRC helpline 08457 622 633 www.drc.org.uk
Sex
The Sex Discrimination Act 1975 (SDA) and The Equal Pay Act 1970 (EPA) set out the basic
principles that men and women should not receive less favourable treatment on the grounds
of sex or marital status. Discrimination on the grounds of sexual orientation in employment is
unlawful under the Employment Equality (Sexual Orientation) Regulations 2003.
The Equal Opportunities Commission (EOC) has published Codes of Practice that give
guidance on the interpretation of the legislation and advice on good equal opportunities
practice.
Further information on sex discrimination can be obtained from:
Equal Opportunities Commission:0845 601 5901 www.eoc.org.uk
Race
Under The Race Relations Act 1976 (RRA) it is unlawful to treat a person less favourably than
another on racial grounds in relation to employment and the provision of services. The Race
Relations (Amendment) Act 2000 includes a duty on public authorities to promote equality of
opportunity and good relations between different racial groups. The Employment Directive of
the European Union (2000) outlaws discrimination on grounds of religion or belief and the
Employment Equality (Religion or Belief) Regulations 2003 came into force in December
2003.
The Commission for Race Equality (CRE) publishes Codes of Practice providing
interpretation of the legislation and guidance on best practice.
Further information on race discrimination can be obtained from:
Commission for Race Equality: 020 7939 0000 www.cre.gov.uk
Age
The Employment Directive of the European Union (2000) outlaws discrimination on grounds
of age in employment and vocational training and new legislation will be introduced at the end
of 2006.
Further information on age discrimination can be obtained from:
Department for Trade and Industry (DTI) 020 7215 5000 www.dti.gov.uk
49
Activity 1
The aim of this activity is to look at issues that may arise when selecting staff.
Look at the following scenario and discuss in groups how you feel that the committee should deal
with these applicants.
Three people apply for a playworker post at the holiday club. None of the applicants have
playwork qualifications but this is not essential for this post as the club already meets the National
Minimum Standards for staff qualifications.
Candidate 1 cannot fill the CRB requirements on the application form
Candidate 2 is 17 years old and will not turn 18 until the middle of the next holiday
Candidate 3 is the daughter of the Head Teacher of the school where the setting is based
How will you decide who to interview?
How will you interview the candidates?
If you need help look at Step 9 of Stepping Out .
Where can you go for help?
Good practice
The best person to write a job description is the person doing it. If possible, before a staff
member leaves, carry out an exit interview, and ask them to review the job and say how
it has changed.
Recruiting Volunteers
Some organisations that use volunteers tend to avoid using the formal processes used to
recruit paid staff. This applies particularly to the use of Job Descriptions. The drawback of not
designing an effective Job Description for a volunteer role is that this essential and valuable
member of the team is not clear about what they should do, and consequently, will not be
able to contribute to the organisation’s effectiveness. You are more likely to attract and recruit
volunteers if they are fully aware of their role and responsibilities.
50
Good practice
Age restrictions
Employees need to be at least 18 before working with children. However if young people
aged 16-18 have a real interest in the sector, they can start by doing an introductory course or
work placement organised through their school/college. Local training providers also offer
opportunities in preparation for working in the sector.
Good practice
Avoid asking for personality traits: For example, “Bubbly, extrovert, outgoing person with good
sense of humour”. Some people may read this as “young”. And anyway, how are you going to
use this in the selection process? Use criteria that you can measure.
The Job Advert
It is important that as many people as possible know you have a vacancy.
Within the setting
Local community venues
Local shops
Jobcentre Plus
Children’s’ Information Services
Careers services, Colleges and Schools
Community and sector newsletters
Newspapers and magazines, local radio
Staff, volunteers and parents are all potential
applicants
Doctors surgeries, clinics, health and community
centres, local schools, other childcare groups
A postcard in a shop window is an effective and
low cost way of attracting local people
The Jobcentre offers a free service to any
employer who has a post to fill. Their databases
reach a huge number of people. In addition they
can help you draw up a shortlist, and sometimes
can provide interview facilities
Usually managed by the Children’s Partnership or
EYDCP, the free CIS is part of a national
database
Free, and useful for attracting possibly
inexperienced but potentially qualified, people.
Usually free, and often read by those already
involved or working in the local community or
sector
Expensive, but local papers reach a wide
audience.
Good practice
Using the press effectively:
Make your advert stand out from the rest
Avoid too much information – cramped adverts may put people off
The cost is high – so makes sure the advert sells the setting at the same time
Try to negotiate the cost. Newspapers have to sell space, and may be flexible on price. If
you are a registered charity, make sure you tell the paper to obtain a reduced rate
51
Good practice
Always include a closing date. This will motivate people to actually do something!
Good practice
Don’t be shy about the salary. Some people think that if it isn’t included in the advert it must
be really bad (and probably worse than it is!). Remember that at some point you will have to
tell them – get it out of the way at this stage. Ask yourself, would you apply for a job if you
didn’t know how much they were paying?
Good practice
Always check for gaps in a person’s employment or education history. Ask at interview if you
need this clarified. If an applicant spent time with their family, that’s all you need to know.
What must concern you is if someone can’t account for a break.
Remember that the Sex Discrimination Act forbids discrimination on the grounds of marital
status, which also includes childcare responsibilities. It is not appropriate to ask at interview
any questions about childcare.
Recruiting Volunteers
A formal interview may be off-putting for some people who wish to volunteer and you may
prefer instead to invite a potential volunteer in to see you for an informal meeting.
Nevertheless, apply the same principles to volunteers as to paid staff: encourage people to
feel comfortable (remember that they are choosing you as well!), and they are much more
likely to tell you about themselves; make sure you are not interrupted; be prepared to answer
questions; be honest about the role.
Good practice
Keep all the applications and shortlisting forms for at least a year. These will demonstrate the
process you have followed and will help you to avoid allegations of unfair treatment. A
rejected applicant can make a complaint up to a year afterwards.
Appointment
Hopefully, you have reached a clear decision and are able to offer the candidate the job.
Troubleshooting – what can go wrong?
You can’t make a
decision
Interview again, perhaps more informally. Invite the candidates into the
setting and ask them to lead a session. This can often help you make
up your mind.
This is very frustrating but try to find out why they have turned it down.
The preferred
Is there anything you can do to persuade them to reconsider?
candidate may turn
Try to have a reserve – this is a person who was appointable, and met
down the job
the criteria, but didn’t score as well as the preferred candidate
Do not inform other candidates that they have been unsuccessful until
the preferred candidate has accepted the job.
No-one seemed
Never feel pressured into offering the job to someone you are not
good enough
confident about. In the long it run it may be a costly mistake. You may
have to start again, reviewing the job, and the process. Offering a job
on probation may not be the ideal solution. Be confident
References and Criminal Records Checks
References are essential in confirming your decision. However, there are some issues about
references that you should bear in mind
52
Activity 2
The aim of this activity is to look at the importance of checks on employees in writing including
Criminal Records Checks, references and qualifications.
Scenario 1
A candidate for the Playworker’s position scores well at the interview . However, she is
unable to give the name of a referee as she says that she has no work history. How should
the committee deal with this?
Can they offer her a position?
Scenario 2
You have joined the Committee and taken the role of staff liaison officer on behalf of the
committee. All staff have been CRB checked. However, when you look at the personnel file
of one member of staff you realise that there are no written references for this member of
staff, just one note of a phone call giving a telephone reference. The playworker has been
working in the setting for two months. What should the Committee do?
Feedback
Two written references must be taken up
on all staff as well as CRB checks and
CSIW need
to be aware of staff changes. Offers of
employment should be made subject to
the completion of CRB checks and
receipt of written references.
Here are some other issues that may arise when checking references :
You can’t get a
reference from a
previous employer
The candidate has been
out of the work place for
many years and cannot
give a recent referee
A candidate has no work
history
This could be for several reasons:
The employer may no longer exist – see below
The employer may have a policy of not providing references –
this is not uncommon and should not be seen as a refusal to
give a reference
The employer may not wish to give a reference – some
employers feel that if they can’t give a good reference they
won’t give one at all. You could try ringing them, but you may
have to pursue other referees. Discuss with the candidate the
reasons for this and try to find out what the issues are.
This is not uncommon for returners to the job market. You should
try to follow up references, even old ones, but failing that you may
have to rely on character references. The value of these however
is dubious – they may not be able to tell you anything about a
person’s ability in the workplace
Young people often rely on referees within the education/learning
environment. You should always follow these up, but many young
people will have had some work experience that they may not feel
is relevant and you should ask the candidate about these.
53
Recruiting Volunteers
It is appropriate and acceptable to expect volunteers to provide references. These may be
from paid or unpaid employment, or character references.
In addition, volunteers are subject to CRB checks. Volunteers are usually eligible for free
disclosure checks provided they meet the following definition: "A person who performs any
activity which involves spending time, unpaid (except for travelling and other out-of-pocket
expenses), doing something which aims to benefit someone (individuals or groups) other than
or in addition to close relatives".
54
Induction
People invariably feel anxious starting a new job and how they are welcomed can influence
how quickly they start to perform in their new role. A good induction programme assists the
new employee by:
Helping them settle in quickly
Provide them with the information they need to fulfil their role
Giving them a sense of belonging
Putting their role into the context of the organisation.
The Committee as an employer has a responsibility for making sure that the new employee is
supported during the induction programme, and this may involve them directly in inducting the
Senior Manager, or other members of the Committee, or indirectly with other members of the
staff team
Refer to Stepping Out steps 9 and 11 for information and a checklist about induction with
staff and volunteers. See also the session in this toolkit “Policy into Practice” which will help
you and your staff to ensure that the club’s policies are put into practice and that everybody
understands the way in which the organisation operates.
55
Employment Law
NOTE
For all queries on Employment Legislation you should contact ACAS ( Advisory, Conciliation
and Arbitration Service )
Wales Helpline 029 20762636
National Helpline 08457 474747
www.acas.org.uk
ACAS’ role is to help people work together effectively and develop good practice.
Always check with ACAS to find out the up to date information when dealing with
employment issues.
The following are all covered by legislation and ACAS can give you the most recent
information about these areas.
Contract of employment
Written statement of employment particulars
The Minimum Wage
Working Time Regulations
Part-time Workers
Fixed-Term Contracts
Agency Workers
TUPE (The Transfer of Undertakings (Protection of Employment) Regulations)
Family Friendly policies
Flexible working
Maternity leave and pay provisions
.
Paternity leave
Adoptive Parents
Parental Leave
Time Off for Dependants
Notice periods
Notice to be given by an employee
Annual Leave
Bank holidays
Dismissal and disciplinary procedures
56
Payroll
It is important that staff are paid in time and that all legal requirements are complied with.
see Step 7 of Stepping Out.
Other organisations who may be able to help are listed in the further information section at the
end of the toolkit.
Workforce Development
Developing the team so that they achieve their potential and help you meet your objectives is
a key role for employers and managers of children’s services. The Management Committee
as an employer usually delegates the responsibility for team development to the Senior
Manager, but will retain direct involvement in developing the Manager and indirect
involvement in the team through the development of policies and allocation of funds.
Statutory Needs for workforce development
(What must we do? What is our main priority?)
The government is committed to delivering additional childcare places and this has a
direct impact on workforce development needs. When more staff are recruited there is
a need for more training and development and in particular the achievement of
qualifications.
The National Minimum Standards for Out of School Childcare set minimum standards
for qualification and training as a pre-condition for CSIW registration, including:
all leaders and supervisors in full daycare, sessional care and out of school childcare
settings are qualified to an appropriate qualification at level 3
at least 50% of other staff are qualified to level 2 appropriate to the care or development
of children
Other important priorities include:
training to meet other requirements of the national standards, such as first aid training
continuous professional development (such as inclusion)
management and leadership training
business support
basic skills
tutor and trainer training
Management Committees therefore have a duty to ensure that this happens, but should also
recognise that training and development is one of the most important investments an
organisation can make in its staff. It aids recruitment and retention by offering attractive
career opportunities.
Case study
Carys and Iwan have recently set up an out of school club in their local school. They have
experienced difficulties in recruiting qualified staff and contacted Clybiau Plant Cymru Kids’
Clubs. They were sent training calendar which gave information and contacts for local
delivery playwork, first aid, food hygiene, positive behaviour equal opportunities and health
and safety. This enabled them an d their staff to gain their qualifications as well as meet with
other staff from out of school clubs in their area.
57
Training and development of people can take other forms such as:
Job shadowing and sharing
Coaching
Team training, in-house training, information sharing at staff meetings
Cascading knowledge
Cluster meetings with other settings
Secondments
Work-based learning
Books, videos and journals
The Internet and e-learning
Observation
Case study
During a supervision session with the leader of the setting the Chair of the management
committee becomes aware that there are issues of conflict within the team. It is causing
problems with attendance and lateness that is having an immediate effect on the quality of the
service being delivered. A new committee member has recently come on board who has
experience in delivering training and agrees to provide some in-house training that will
support the team in more co-operative working.
The training is delivered as a series of evening sessions and the team find that not only do
they begin to understand each other better but that they enjoy the direct contact with the
management committee who they rarely see. The benefit was two-fold as the committee then
had an insight into the roles within the setting and the importance of these, thus providing
communication pathways that previously did not exist.
The consequences of not developing the team are serious:
What if the setting fails to meet the standards required by law?
What is staff leave to go to another setting that will develop their skills and talents?
How will you recruit staff if they know that they will not have development opportunities?
What if staff are de-motivated and have low morale?
What if staff don’t know how to do their job and make mistakes?
Good practice
The people you employ are your most valuable resource. Make sure that budgets have
regard for training and development needs of the staff team. A quality team that knows how to
do their job well is more important than any other resource
How to identify development needs
Everyone involved in the development of staff must be aware of the aims of the organisation.
All training and development needs must link to these aims.
The identification of training needs often takes place during the staff review process. Needs
can be broadly defined into categories, and some examples are given. If you need help with
this ask your Clybiau Plant Cymru Kids’ Clubs contact.
Performance Management
Good practice and performance is based on how people are managed, and good supervision
and support will enhance the performance of your Senior Manager and in turn, this will have a
ripple effect on those he/she is managing.
Performance Management, as a process, may include:
Induction (see Selecting and Recruiting Staff )
Supervision
Annual Review/Appraisal
58
In the session on “Recruiting Committee Members” you will find a questionnaire “What can I
Contribute?” You can use this at this stage to identify development and training needs for
your staff and committee. The SWOT analysis in the session on “Planning” may also
highlight areas where extra support or training could help. Ask your Clybiau Plant Cymru
Kids’ Clubs contact to help you.
Supervision
A designated member of the Management Committee should have regular supervision
sessions with the Senior Manager of the setting. The supervision session allows opportunities
to:
Discuss performance
Raise any difficulties
Develop confidence and competence
Deal with private issues at work
Meetings should be always be confidential but notes should be taken to ensure that
discussions and actions are recorded. Other staff or Committee members should not have
access to these notes
The areas for discussion may be based on the following format:
What was agreed at the previous session and what has happened since
What has gone well, and what has been difficult
What learning and development needs have been identified
Date and time set for the next meeting
Staff Appraisal
The Care Standards Inspectorate for Wales expects that staff will have annual appraisals.
The appraisal builds on the Supervision sessions and usually takes place formally once a
year. Extra time is set aside to discuss:
Performance throughout the year
Successes and challenges
Attitude and behaviour
Development needs
Possible changes to the role and a review of the Job Description
There is a sample Staff Appraisal form in Step 11 of Stepping Out
As employers you will be able to develop a Personal Development Plan for each member of
staff. The PDP can list all the areas for development identified, and should be reviewed at
least annually to ensure that actions have been taken. In addition, once completed, all the
PDPs for the team can be brought together into a team development plan. It is essential that
the Management Committee have this information in order to plan and budget for the
forthcoming year.
Further information about qualifications and training can be obtained from Clybiau Plant
Cymru Kids’ Clubs
Overseas Qualifications
Someone from another country who wishes to work in childcare may have a qualification that
is equivalent to a British one.
Further information on equivalent and overseas qualifications can be obtained from:
UK NARIC 0870 990 4088
www.naric.org.uk
59
Just to recap
Make use of organisations such as
ACAS as they are there to help you.
Remember that training and
development for your staff is vital – it
helps you to meet legal requirements
and it motivates staff.
60
Policy into Practice
This session looks at helping VMC members understand their role in policy
development and to ensure that policies are put into practice
Who is this session for?
Members of VMCs and staff team members should be involved in putting policy into practice
and included in some of the activities in this session.
Pre meeting activity
A committee that has been managing an established setting could complete the committee
healthcheck on the following page as a starting point for this session.
The policies, procedures and forms list reproduced from Stepping Out will help the committee
to “audit” your current policies.
61
Print out
Committee Health Check
The purpose of this checklist is help committees to review their childcare provision and take
action to address any areas of responsibility that they are not covering or feel need further
training. It is meant as guidance and there may be other areas of responsibility that your
particular provision needs to take account of. Your Clybiau Plant Cymru Kids’ Clubs Contact
can help you with this checklist or signpost you to specialist help where necessary.
Comment on action to be taken
Committee members
Please list the names of committee members
and their roles
Chair
Vice Chair
Secretary
Treasurer
Other roles:
name
Do you have a committee induction pack?
Have you received induction on the responsibilities
of the committee?
Does someone on the committee inform CSIW
as soon as there is a change in committee
members or staff?
What legal structure is the committee:
Does the committee have a governing document/
constitution/ set of rules?
Is the club registered with the Care Standards
Inspectorate for Wales (CSIW)?
Has the committee informed CSIW of the club’s
existence? ( if it operates under 2 hours)
Is your organisation registered with Inland
Revenue?
Is the club registered with the Local Authority
Environmental Health Officer as a food provider
Does the treasurer present a monthly set of
accounts to the committee?
Does the committee need help or signposting to
fundraise or apply for grants for any predicted
shortfall between fees and costs?
How is pay roll dealt with?
Employer
Do all members of staff have written contracts of
employment?
Are staff paid the minimum wage or above?
Yes/ no /not sure
Yes/ no /not sure
Is the committee aware of the working time
regulations?
Yes/ no /not sure
Are staff given regular appraisals?
Is there a training plan in place for each member of
staff?
Is there regular communication between an
appointed committee member and the staff?
Childcare
Have all committee members been given a copy of
Yes/ no /not sure
Yes/ no /not sure
Yes/ no /not sure
Yes/ no /not sure
Yes/ no /not sure
Yes/ no /not sure
Yes/ no /not sure
Yes/ no /not sure
Yes/ no /not sure
Yes/ no /not sure
Yes/ no /not sure
Yes/ no /not sure
Yes/ no /not sure
Yes/ no /not sure
62
the National Minimum Standards for Out of School
Childcare?
Does the committee have a list of recognised
qualifications for playworkers?
Have the committee ensured that 50% of staff hold
a recognised qualification?
Do the committee receive regular reports from
playworkers about activities in the club?
Are the views of the children used in planning
activities and buying equipment?
Have all staff and at least one committee member
received child protection training?
Are members of the committee made aware of the
club’s child protection procedures?
Communications
Do all committee members regularly attend
meetings?
Is an agenda produced for each meeting?
Are minutes written for each meeting?
Is a member of the committee responsible for
informing staff about committee decisions that affect
them?
Do any members of staff attend committee
meetings?
Health and Safety
Is there an appointed person who is responsible for
Health and Safety?
Are regular health and safety checks carried out
on the premises and equipment?
Is the committee aware of Reporting Injuries and
Diseases under RIDDOR 1985?
Training for Committee
Are there any identified training needs amongst the
committee?
Would the committee like training or development in
any of the following areas?
What is childcare?
What is a voluntary management committee?
Legal and organisational structures
Planning
Policy into Practice
Marketing and Media
Building Better Meetings
Recruiting Committee Members
The Committee as an Employer
Any other training needs?
Yes/ no /not sure
Yes/ no /not sure
Yes/ no /not sure
Yes/ no /not sure
Yes/ no /not sure
Yes/ no /not sure
Yes/ no /not sure
Yes/ no /not sure
Yes/ no /not sure
Yes/ no /not sure
Yes/ no /not sure
Yes/ no /not sure
Yes/ no /not sure
Yes/ no /not sure
Yes/no
Yes/no
Yes/no
Yes/no
Yes/no
Yes/no
Yes/no
Yes/no
Yes/no
Yes/no
Please state:
63
Activity 1
Using the committee health check feedback to the other members of the committee. Do you
have these policies in place?
Can you identify areas for policy development?
If you have identified areas for policy development or if, these have arisen from a Care
Standards Inspectorate for Wales’s inspection, decide how the committee is going to address
this. Who is going to do what and set yourselves a deadline. The activities in this section will
help you to decide how you will do this.
Activity 2 Divide into groups :
• Agree why we need policies – refer back to the role of the Care Standards Inspectorate
for Wales
• Define policy
• Decide what the role of the VMC is in developing policies
Feedback:
A policy is a statement of beliefs and principles, collectively agreed by an organisation, and
the programme of actions needed to realise it.
Policy development is a key function of the VMC
•
It is a legal requirement that registered childcare settings adhere to the
National Minimum Standards for the type of childcare that they are providing.
In order to achieve the standards the organisation must show that it has
policies and procedures in place and that these are put into practice
Policy development and review will mean:
•
Less likelihood of conflict about what someone should (or should not) have done in a
particular situation
•
More consistency: this is very important when new people join the organisation, or as
the organisations expands
•
Work becomes more straightforward, and this means time can be saved and
mistakes are less likely to be made
good practice
To be effective, policies must be realistic
and well communicated to ensure that
everyone involved in the setting is aware of
them and uses them .
64
Involve the staff in developing policies and feeding back to the committee on the policies and
procedures that the committee has agreed – invite the senior manager and other staff to a
session and work with them on the following activities
Activity 3
Communication
Divide into smaller groups and consider:
What is the process for policy development ? How does it happen, and what prompts it?
Elicit feedback
Good practice
:
• Policy is often dictated by regulatory bodies and/or good practice. It may be
identified once something has gone wrong, or as a result of suggestions.
• Encourage staff members to help draft policy:
• The VMC approves policy but can delegate the task of drafting policy and procedures
to the manager of the setting. Members of staff are far more likely to understand the
context in which the policy will operate, and will be able to offer realistic procedures to
ensure that policy is complied with. Involving the staff team will ensure that everyone
is aware and will encourage ownership. Obviously this can be difficult for a newly
established club as the registration process involves approving the choice of staff as
well as developing policies but staff can help in reviewing policies.
Activity 4
Practice
A new committee may find it helpful to choose one of the 20 minimum standards for out of
school childcare and focus on which policies and procedures will be appropriate in meeting
this standard.
Good Practice
Although you will be able to access sample policies, for example from Stepping Out, the
committee should remember that policies need to be individual to each organisation and
reviewed regularly. Sample policies will help you to get started and think about the needs and
circumstances of your own organisation.
Actvity 5
Effective policy
How will you know that the policies are in place and are effective?
Summarise your responses on a flipchart
Divide into smaller groups each to devise a system for monitoring the following policies and
ensuring that staff know and understand the policy (one or two per group):
• Procedures for lost or uncollected children
• Operational procedures for outings
• Administration of medicines
• No smoking policy
• Record of visitors
• Behaviour Management
Ask yourselves the following questions and write up the answers:
65
Where did the policy come from?
Where is it stored and who knows about it?
How relevant is it in practice?
What could be revised or improved?
Decide how this is going to be reviewed in the future
Decide on how monitoring will be done for all of your polices and set a timetable for review.
Good practice
•
The committee could review one or two polices
at each meeting and have a regular item on the
agenda “policies review”
Follow-on / additional training
Ask a CSIW registration and inspection adviser to attend for part of the session to give a
briefing on policy and the role of CSIW inspectors
Just to recap
Policies must be put into practice.
They should be monitored- if they are not
working then review them and involve staff
in discussing how they are to be
implemented.
66
Marketing and Media
This session looks at the concept of marketing and its value in delivering effective
services
The importance of marketing and sustainability are explained in detail in Step 6 of
Stepping Out
Activity 1
Ask individuals to feedback on all the ways in which they currently promote their setting
Prompts:
• Newsletters
• Advertising
• Word of mouth
• Press releases
• Marketing materials, such as pens and balloons
• Open days
Write up the responses on a flipchart
Acknowledge that many settings don’t know they are marketing themselves, but point out that
all these activities do take place, even if there is no planned marketing strategy in place.
Activity 2
A setting wishes to extend its services
What considerations need to be made?
Prompts:
To find out what people want
To tell them about it
To ensure that they evaluate the service
Divide into three groups and each look t one of the following activities.
Group 1: How will we find out what people want?
Group 2: How will we tell people what we have to offer?
Group 3: How do we know that we are providing a good service
Feedback
Group 1: conduct market research, use
questionnaires, consult with stakeholders,
consult with existing customers and potential
customers
Group 2: advertise services, use press
releases, network with other organisations (our
stakeholders) who are affected by our
organisation, find low cost ways of promoting
ourselves/set a marketing budget
Group 3: evaluation, feedback forms in the
setting, questionnaires, identifying income and
expenditure
67
Activity 3
You could divide into groups for the following scenarios:
1. Imagine that your committee is thinking of opening a new breakfast club and you want to
know if and when it will be used. You will be charging for this service but are not sure how
much people are willing to pay. Devise a questionnaire to find this information
2. You want to find out what children are using the after school club. Think of the services
offered, and what they would like to see introduced. How will you find out?
Share your ideas and ask the other group for its suggestions
Pitfalls to watch out for:
Scenario 1: Be realistic – people may think it is a good idea but they may not actually use it.
Frame questions so that you are able to assess if they are likely to use the service, rather
than agreeing with you that it would be useful
Avoid asking people if they are willing to pay a certain fee – instead ask them how much they
would be willing to pay. Giving a range of fees may simply result in respondents choosing the
cheapest one
Scenario 2: Frame questions in such a way that they acknowledge the respondents’ age and
range of abilities. Avoid leading questions by offering suggestions – it may be better to see
what suggestions they come up with.
Activity 4
Using the press
Draft a press release based on the above scenarios:
• Opening of a new breakfast club
• Children’s participation in developing new services
68
Just to recap
Marketing the services that your
organisation offers can make a big
difference.
Marketing should be part of your planning
process
69
Glossary
The following is a list of terms that you find in this or other childcare and business documents
ACCAC
Annual
General
Meeting
(AGM)
Areas of
disadvantage
Association
Balance sheet
Board
Cashflow
statement
Awdurdod Cymwysterau, Cwricwlwm ac Asesu Cymru/the Qualifications,
Curriculum and Assessment Authority for Wales (ACCAC) is the National
Assembly for Wales's principal advisory body on all aspects of the school
curriculum, examinations, assessment and vocational qualifications.
The governing document will establish the nature of the AGM. Usually the
AGM will present financial accounts, and nominations and elections for
officers will take place.
In addition to the AGM, Management Committees will usually hold “ordinary”
meetings frequently throughout the year. Occasionally a “Special General
Meeting” will be held for business that can not wait for the AGM
Areas defined as falling within the 20% most disadvantaged wards.
An organisational structure. A group run as an Association is not required by
law to seek approval of any kind before setting up, nor does it have to register
with any regulatory body.
A balance sheet is an assessment of the business' assets and liabilities on a
particular day - usually based on the accounting year.
The Committee may also be referred to as the Board.
A cashflow statement shows how the business has/will generated and
disposed of cash and liquid funds over a period.
Charitable
Trust
An organisational structure to describe a business with charitable aims.
Childcare
A childcare setting is one that is open for at least two hours a day either in
term time or throughout the year. It includes provision for 0-5 year olds as
well as for school-age children, for example, nursery out-of-school clubs and
holiday play schemes.
Children’s’
Information
Service
CISs provide face-to-face or phone advice on all aspects of childcare to
enable parents and carers to find the right information. In addition, there is the
Government ChildcareLink helpline and website in December 1999 as part of
the National Childcare Strategy.
Centres providing integrated education, care, family support and health
services.
An organisational structure. The Community Interest Company (CIC) will be a
new type of company, designed for social enterprises who want to use their
profits and assets for the public good
Children's
Centres
Community
Interest
Companies
(CICs)
Company
Limited by
Guarantee
Care
Standards
Inspectorate
For Wales
An organisational structure. The Company Limited by Guarantee is
appropriate for organisations that aim to pursue some social or political
cause. There are no shareholders and any profits are re-invested in the
company
Created in April 2002, the Care Standards Inspectorate For Wales (CSIW)
regulates social care and private and voluntary health care in Wales. CSIW
has four core responsibilities: Registration; Inspection; Complaints and
Enforcement. Under the Care Standards Act 2000, two kinds of childcare
provision for children under 8 years old must be registered: Childminding and
Day Care where care id offered for more than two hours a day. Out of School
Clubs are one of the Day Care services.
70
Children and
Young
People’s
Framework
The Children and Young People’s Frameworks in each county in Wales seek to ensure
that local authorities, schools and colleges, health services, voluntary sector agencies
and organisations across Wales can work together more effectively under a common
set of objectives and priorities to provide comprehensive, appropriate, high quality
and integrated services for all children in Wales. They provide the context for tackling
uneven provision, raising standards and ensuring that investment in services for
children and young people is directed at quality outcomes for those most in need.
Each Framework has a Children’s Partnership and a Young People’s partnership that
report to the Framework.
Communities
First
The Communities First programme is a long-term strategy for improving the
living conditions and prospects for people in the most disadvantaged
communities in Wales. The programme ensures that the funds and support
available from the Welsh Assembly Government and various other publicly
funded agencies are targeted at the poorest areas.
Competencies may be developed for employees within sectors, such as
Childcare. They are statements that describe expected performance.
Competencies
Consortia
Constitution
Co-opted
members
Corporate
status
Criminal
Records
Bureau (CRB)
CYMORTH
Day nurseries
Disclosure
Early Years
Early Years
Development
and Childcare
Partnerships
(EYDCPs)
Exit interview
Exclusion
clauses
Community
Focused
Schools
Flexible
working
In this guide, a group of autonomous, but voluntary-run childcare
organisations working together.
A governing document.
Members who bring expertise to a Committee but who are not elected and do
not generally have voting rights.
Incorporated or unincorporated.
Government run organisation to provide access to criminal record
information.
The Cymorth fund contains the funding for Sure Start, Children and Youth Partnership
Fund, National Childcare Strategy, Youth Access Initiative and Play Grant. The overall;
aim of Cymorth is to build on these programmes and use partnership working and
targeted investment in disadvantaged communities to promote the National
Assembly’s core aims for Children and Young People and impact positively on the on
the indicators of well-being for children and young people.
Provide care and education for children from around six weeks up to when
they go to school at four or five years of age.
The CRB provides disclosure information held on a person’s police record,..
An early-years education place, comprises five 2.5 hour sessions a week for
33 weeks (three terms) and is an eligible provider that follows the Foundation
Stage curriculum
EYDCPs are local partnerships established by local authorities
An opportunity when a member of staff leaves to find out how they felt about
their role and the organisation.
In contract terms. these are clauses which the seller might use to exclude
them from certain liabilities.
The Education Act 2002 gave new powers to governing bodies of schools to
set up a range of childcare, and other provision, on school sites. A
Government initiative to extend access of schools
A term used to describe different ways in which employees may work, and
might include: part-time; job share; term-time; annualised hours; flexitime, etc.
All parents with children under 6 years of age (and parents of children with
disabilities under 18) have the right to ask their employer if they can work
71
Governing
body
flexibly. Employers have a duty to seriously consider such requests.
The foundation stage was introduced as a distinct phase of education for
children aged 3-5 in September 2000.
The way in which an organisation is managed and governed. Usually sets out
the status, number and rights of members of the committee or board. See
The terminology used to describe the group of members who are responsible
for governance in a charity or school.
Governing
Document
The document which sets out the details of the governance of an
organisation. This may be a constitution, trust deed, registered rules etc. See
Governing
legislation
The statutes (Acts of Parliament) and other regulations which provide the
framework for the legality of the organisation.
Incorporated
A group that is formed into a legal organisation, such as a Company Limited
by Guarantee.
An organisational structure. A society which carries on a business, either as a
co-operative, or as acting for the benefit of the community.
Foundation
Stage
Governance
Industrial and
Provident
Society (IPS) /
Co-operative
Integrated
Children’s
Centres
Integrated Children’s Centres are a part of a centre-based network of
services that support children and their families within a geographical area.
The main elements provided are early years education, Childcare, open
access play and training and community development. Other services may
vary e.g. playgroups, family support.
Integrated
services
In this guide, integrated services is used to describe a range of services for
families and children. Integrated services may include childcare, health and
learning, as well as access to agencies such as Jobcentre Plus and Social
Services. Integrated services may be provided through a Children’s Centre,.
The national organisation responsible for funding post-16 education and
learning
The term used to describe state maintained schools (i.e. not independent or
private), for example, through a Local Education Authority
Usually abbreviated to "mem and arts", the governing document for
Companies Limited by Guarantee, or Community Interest Companies. See
Learning and
Skills Council
Maintained
sector
Memorandum
and articles of
association
New
Opportunities
Fund Big
Lottery Fund
Not-for-profit
Occupancy
levels
Out-of-school
hours
childcare
Positive
Action
The Lottery funded organisation set up to allocate funds to new initiatives in
areas of health and education. Now merged with the community fund to
create the Big Lottery Fund
Usually used to describe the range of voluntary, charitable and community
organisations in which no one shares in profits. Some organisations may
make a profit, but these profits are used to benefit the organisation or the
community, and not individuals.
The number of children using the service in
proportion to the number of places for which the setting is registered
Care for school age children includes out-of-school clubs and holiday play
schemes.
The term “positive action”, frequently confused with positive discrimination
(which is unlawful), refers to a variety of measures designed to counteract the
effects of past discrimination. Under this broad definition positive action may
include initiatives such as the introduction of non-discriminatory selection
72
Pre-schools
and
playgroups
Profit and loss
account
procedures, training programmes or policies aimed at preventing
discrimination and stereotyping. This may include encouraging underrepresented groups to apply for employment, for example. See Section 3
Pre-schools and playgroups offer sessions of play and education during term
time for children aged between three and five years old, though some do take
younger children.
The profit and loss account measures the business’ performance over a given
period of time, usually one year.
Quality
Assurance
Quality Assurance (QA) in the childcare sector is a process by which
childcare providers work towards a level of quality beyond the minimum
standards required for registration by OfSTED.
Quorum
The governing document will establish the quorum – the number or members
of staff who must be present (usually a percentage of membership) in order
for a meeting to run.
A governing document used by an IPS or Co-operative
Registered
Rules
Senior
Manager
Setting
Social
Enterprise
Spent
convictions
Sure Start
Programme
Sure Start
local
programmes
Sustainability
Trust deed, or
deed of trust
Trustees
The term used in this guide to describe the Senior Manager of a Childcare
setting who is a paid member of staff. May also be described in the voluntary
and charity sector as Director or CEO
In this guide describes any organisation that provides childcare, early years
or playwork services.
An organisational structure. A Social Enterprise is a business with primarily
social objectives whose surpluses (profits) are reinvested in the business or
the community.
Under the Rehabilitation of Offenders Act 1974, broadly speaking, anyone
who has been convicted of a criminal offence and who is not convicted of a
further offence during a specified period (the 'rehabilitation period') becomes
a 'rehabilitated person' and the conviction becomes spent. This means it does
not have to be declared for most purposes, such as applying for a job.
However, there are some exceptions to the Act (which relate broadly to work
with children, the sick, disabled people and the administration of justice).
Where an exception applies, an individual must, if asked, disclose all
convictions including spent ones.
Sure Start is a locally based programme operating across Wales providing
universal services for children under four and their families in some of the
most disadvantaged communities. Sure Start aims to improve the health and
wellbeing of children and families before and from birth.
Sure Start local programmes are an area-based initiative with the aim of
improving the health and well-being of families and children from before birth
to four. Local programmes are concentrated in neighbourhoods where a high
proportion of children are living in poverty.
All agencies (local authorities, NHS, voluntary sector and others) are
encouraged to work together to provide better services focused on the needs
of families and young children. Many Sure Start local programme are now
known as Children’s Centres
The aim of a childcare provider to continually maintain a viable business,
building reserves and forward planning. The organisation may receive
financial help in the form of sustainability funding from their local authority
children’s Partnership /, as well as business skills advice and support, often in
the form of training or mentoring. Clybiau Plant Cymru Kids’ Clubs employs
funding facilitators and support workers who will also assist out of school
clubs in addressing sustainability issues
The governing document for a charitable trust.
If the organisation becomes a registered charity, the members will also
73
Voluntary
Voluntary
Management
Committee
Working Tax
Credit
become trustees of the charity.
In this guide, any organisation that is run as a not-for profit organisation
The group of people that are ultimately responsible for the general control
and management of a voluntary organisation
Working Tax Credit is for people who are employed for at least 16 hours or
more a week and who have a child or are disabled. Claimants on a lower
income may also qualify for help towards the costs of childcare.
74
Where to get further help
Clybiau Plant Cymru Kids’ Clubs
Exists to help communities in Wales by
promoting, developing and supporting
quality affordable accessible out of school
childcare.
We provide support to the development of
out of school clubs and businesses that
wish to provide quality, affordable, out of
school childcare to the communities of
Wales. We work with out of school
childcare to ensure that they are able to
provide a quality service to parents and
young people aged between 3-14 years
Clybiau Plant Cymru Kids’ Clubs is a
partner in EQUIPE
ACCAC
Awdurdod Cymwysterau, Cwricwlwm ac
Asesu Cymru/the Qualifications,
Curriculum and Assessment Authority for
Wales (ACCAC) is the National Assembly
for Wales's principal advisory body on all
aspects of the school curriculum,
examinations, assessment and vocational
qualifications
Clybiau Plant Cymru Kids’ Clubs
National Office
Bridge house
Station Road
Llanishen
Cardiff CF14 5UW
Telephone: 029 20741000
Fax:
029 20741047
E-mail:
[email protected]
Web: www.clybiauplantcymru.org
ACCAC
Castle Buildings
Womanby Street
Cardiff
CF10 1SX
Tel: 029 2037 5400
E-mail: [email protected]
Web: www.accac.org.uk
75
Children’s Commissioner for Wales
Peter Clarke is the Children's
Commissioner for Wales, and he and his
team are there to help make sure that
children and young people in Wales:
Are safe from harm and abuse
Get the opportunities and services
they need and deserve
Are respected and valued
Have a voice in their communities
and are able to play as full a part
as possible in decisions that affect
them
Know about their rights and the UN
convention on the Rights of the
Child
4Children
4Children is the new name for Kids’ Clubs
Network. Its mission is to ensure that all
children and their parents get the support
they need in their community – starting
from the early years, through to their out of
school and teenage years. Its work will be
for all children – including vulnerable
children who may need particular support.
They are striving to put children and
families at the heart of every community –
with the support they need – from
Government policy to local delivery.
Children’s Commissioner For Wales
Oystermouth House
Charter Court
Phoenix Way
Llansamlet
Swansea
SA79FS
Telephone: 01792 765600
Fax 01792 765601
Or
Children’s Commissioner For Wales
Penrhos Manor
Oak Drive
Colwyn Bay
Conwy
LL29 7YW
Telephone: 01492 523333
Fax: 01492 523336
e-mail: [email protected]
4Children
City Reach
5, Greenwich View Place
London E14 9NN
Telephone:
020 7512 2112
Fax:
020 75376012
Email: [email protected]
Web: www.4children.org.uk
All communities benefit if they are able to
enable children and families to flourish. Yet
there is still a major gap between what is
available in most areas and what parents
and children need. 4Children want to see
joined-up local support a reality for all
children, young people and families. By
2015, the organisation would like to see up
to 10,000 centres for children in or around
schools – backed up by a joined-up
children’s workforce and one major funding
stream from Government – for children.
4Children is an Equipe partner
ACAS (Advisory, Conciliation and
Arbitration Service)
ACAS is a free service available to
employers and employees to give
accurate, impartial, confidential and up-todate employment relations advice.
Acas also produce a range of publications
and can help with dispute resolution,
training and one-to-one support
National help line number on 08457 47 47
Web:www.acas.gov.uk
Local telephone directory for nearest office
76
Business Eye/ Llygad Busnes
Business Eye / Llygad Busnes is a PanWales business support service that
provides an easily accessible entry point
for all business support enquiries in Wales.
It provides a free information and
signposting service for existing and
potential businesses. There is a website
and 31 local offices throughout Wales.
Assembly Business Online
Provides support to businesses in Wales
Care Standards Inspectorate For Wales
(CSIW)
Created in April 2002, the Care Standards
Inspectorate For Wales (CSIW) regulates
social care and private and voluntary
health care in Wales. CSIW has four core
responsibilities: Registration; Inspection;
Complaints and Enforcement. Under the
Care Standards Act 2000, two kinds of
childcare provision for children under 8
years old must be registered: Childminding
and Day Care where care is offered for
more than two hours a day. Out of School
Clubs are one of the Day Care services.
Charities Advisory Trust
The Charities Advisory Trust is a
registered charity with Home Office
funding, to provide an impartial source of
advice on all aspects of trading for
charities.
Charity Commission
The Charity Commission is established by
law as the regulator and registrar for
charities in England and Wales.
Helpline 08457 96 97 98
Web: www.businesseye.org.uk
Web: www.businessonline.wales.gov.uk
CSIW National Office
4-5 Charnwood court
Heol Billingsley
Parc Nantgarw, Nantgarw
Cardiff, CF15 7QZ
Tel: 01443 848450
Fax: 01443 848472
e-mail:
[email protected]
web: www.CSIW.wales.gov.uk
Charities Advisory Trust
Radius Works
Back Lane
London NW3 1HL
Telephone:
020 7794 9835
Fax:
020 7431 3739
Email: [email protected]
Web: www.charitiesadvisorytrust.co.uk
Charity Commission
Harmsworth House
13-15 Bouverie St
London
EC4Y 8DP
Telephone:
0870 333 0123
Minicom:
0870 333 0125
Web; www.charity-commission.gov.uk
Chartered Institute of Personnel and
Development
The Chartered Institute of Personnel and
Development (CIPD) is the professional
body for those involved in the management
and development of people
Chartered Institute of Personnel and
Development
CIPD House
Camp Road
Wimbledon
London
SW19 4UX
Telephone:
020 8971 9000
Fax:
020 8263 3333
Web: www.cipd.co.uk
77
Children and Young People’s
Frameworks
The Children and Young People’s
Frameworks in each county in Wales seek
to ensure that local authorities, schools
and colleges, health services, voluntary
sector agencies and organisations across
Wales can work together more effectively
under a common set of objectives and
priorities to provide comprehensive,
appropriate, high quality and integrated
services for all children in Wales. They
provide the context for tackling uneven
provision, raising standards and ensuring
that investment in services for children and
young people is directed at quality
outcomes for those most in need. Each
Framework has a Children’s Partnership
and a Young People’s partnership that
report to the Framework.
Commission for Racial Equality
Web: www.wales.gov.uk
CRE Wales
3rd floor, Capital Tower
Greyfriars Road
Cardiff CF10 3AG
Telephone:
02920 729 200
Fax:
02920 729 220
Web: www.cre.gov.uk
Community Action Network
Community Action Network is the
organisation for the development and
promotion of social entrepreneurs. The
central CAN team deliver high quality
projects in almost every field of social
change and service delivery, from
homelessness to schools and from
healthcare to recycling.
Community Matters
Community Matters is the nationwide
federation for community associations and
similar organisations, with 1100 member
organisations across the UK. Originally
established as the National Federation of
Community Associations in 1945,
Community Matters has played a key role
in promoting and supporting action by
ordinary people in response to social,
educational and recreational needs in their
neighbourhoods and communities.
Companies House
The main functions of Companies House
are to:
incorporate and dissolve limited
companies;
examine and store company
Community Action Network
The CAN Centre
Mezzanine Floor
Elizabeth House
39 York Road
London
SE1 7NQ
Telephone:
0845 456 2537
Fax:
0845 456 2538
Email: [email protected]
Web; www.can-online.org.uk
Community Matters
12-20 Baron Street
London
N1 9LL
Telephone:
020 78377887
Fax:
020 7278 9253
Web: www.communitymatters.org.uk
Companies House
Crown Way
Maindy
Cardiff CF4 3UZ
Telephone: 0870 33 33 636
78
information delivered under the
Companies Act and related legislation;
and
make this information available to the
public.
Cornwall Neighbourhoods for Change
(CN4C) , as an Equipe partner, is
developing a new play scheme with
training opportunities for local residents of
social housing estates in Cornwall.
CN4C is a partner in EQUIPE
Criminal Records Bureau
The CRB is set up to help organisations
make safer recruitment decisions. By
providing wider access to criminal record
information, the CRB helps employers in
the public, private and voluntary sectors
identify candidates who may be unsuitable
for certain work, especially that involving
contact with children or other vulnerable
members of society.
Daycare Trust
Daycare Trust is the national childcare
charity working to promote high quality
affordable childcare for all. They provide
information for parents, childcare
providers, employers, trade unions, local
authorities and policy makers
Department for Trade and Industry (DTI)
The DTI provide a range of employment
fact sheets and guides that are free of
charge. In addition, the website offers
comprehensive guidance on all aspects of
employment law, as well as links to
relevant agencies. TIGER, the Tailored
Interactive Guidance on Employment
Rights, provides information on minimum
wage, maternity, paternity & adoption
rights and is an excellent resource for
employers. The DTI are moving towards all
information becoming available online but
it may still be possible to obtain the
information you need in paper copy if you
do not have access to the website.
Email: [email protected]
Web: www.companieshouse.gov.uk
Cornwall Neighbourhoods for Change
The Chambers
Penryn Street
Redruth
Cornwall
United Kingdom
TR15 2SP
Telephone: 01209 219246
Fax: 01209 214183
Email: [email protected]
Web: www.cn4c.org.uk
Criminal Records Bureau
Customer Services,
CRB,
PO Box 110,
Liverpool L3 6ZZ
Tel:
0870 90 90 811
Minicom:0870 90 90 344
Disclosure Application Line: 0870 90 90 844
Registration Line:
0870 90 90 822
Web: www.crb.gov.uk
Daycare Trust
21 St George's Road
London
SE1 6ES
Telephone:
020 7840 3350
Fax:
020 7840 3355
Email:
[email protected]
Web: www.daycaretrust.org.uk
DTI Enquiry Unit
1 Victoria Street
London SW1H OET
Telephone:
020 7215 5000
Minicom:
020 7215 6740
Web: www.dti.gov.uk
79
Development Trusts Association
The DTA encourages the exchange of
information and good practice by
supporting nine regional networks and
numerous specialist forums. They conduct
research, publish a quarterly information
bulletin, and a range of publications.
The DTA promotes the work of
development trusts, advocates on their
behalf by commenting on and contributing
to public policy developments, briefing and
lobbying central and local government, and
liasing with a wide range of organisations
at regional, national and European level.
The DTA’s mission is to bring about a
successful development trust in every
community that wants one.
Directory of Social Change
Source of information and support to the
voluntary and community sector.
Directory for Social Entrepreneurial
Organisations
This web site has been created by social
entrepreneurs for social entrepreneurs and
those who work with them to raise the
profile of social entrepreneurial
organisations and help them to deliver
even more cutting edge solutions.
Disability Rights Commission
The Disability Rights Commission (DRC) is
an independent body established by Act of
Parliament to stop discrimination and
promote equality of opportunity for
disabled people.
Equal Opportunities Commission
The Equal Opportunities Commission is
the leading agency working to eliminate
sex discrimination
Development Trusts Association
1st Floor, Red Lion Court
London
EC4A 3EF
Telephone:
0845 458 8336
Fax:
0845 458 8337
Email: [email protected]
Web: www.dta.org.uk/index.htm
Directory of Social Change
24 Stephenson Way
London
NW1 2DP
Telephone: 08450 777707
Fax:
020 7391 4804
Email: [email protected]
Web: www.dsc.org.uk
Web: www.seo-online.org.uk
DRC Helpline
FREEPOST MID02164
Stratford upon Avon
CV37 9BR
Telephone:
08457 622 633 (8am to 8pm,
Monday to Friday)
Textphone:
08457 622 644 (8am to 8pm,
Monday to Friday)
Fax:
08457 778 878
web: www.drc.org.uk
0845 601 5901 for all general enquiries.
Wales
Windsor House
Windsor Lane
Cardiff
CF10 3GE
Telephone:
029 2034 3552
Fax:
029 2064 1079
Email: [email protected]
web: www.eoc.org.uk
80
EQUIPE
The aim of EQUIPE is to work in
partnership to bring childcare, playwork
and social enterprise together to provide
better services for communities
EQUIPE Partners:
4Children
Cornwall Neighbourhoods for
Change
Gatsby Children's Communication
Project Gloucestershire Resource
Centre
Joint National Committee on
Training in Playwork
London Play
Single Parents Action Network
Social Enterprise London
SkillsActive
Suffolk Social Care Services
University of Gloucestershire
Clybiau Plant Cymru Kids’ Clubs
EQUIPE
University of Gloucestershire
The Lodge
Francis Close Hall
Swindon Road
Cheltenham
GL50 4AZ
Telephone:
01242 543555
Fax:
01242 230413
Email: [email protected]
Web: www.equipe.org.uk
Financial Services Authority
From 1 December 2001 the FSA took over
the functions of the Central Office of the
former Registry of Friendly Societies and
those of the Assistant Registrar for
Scotland. These functions include:
Registering new industrial and
provident societies; registering and
recording documents on behalf of
industrial and provident societies;
Registering and recording documents
on behalf of friendly societies and
certain other types of mutual societies
registered under the Friendly Societies
Act 1974;
Registering and recording documents
on behalf of building societies;
Registering new credit unions and
registering and recording documents
for existing credit unions
Financial Services Authority
25 The North Colonnade
Canary Wharf
London
E14 5HS
Funky Dragon
Funky Dragon - the Children and Young
People’s Assembly for Wales - is a peerled organisation. Our aim is to give 0 – 25
year olds the opportunity to get their voices
heard on issues that affect them. The
opportunity to participate and be listened to
is a fundamental right under the United
Nations Convention Rights of the Child.
Funky Dragon will try to represent as wide
a range as possible and work with
decision-makers to achieve change.
Web; www.funkydragon.org
Telephone:
020 7066 1000
Web: www.fsa.gov.uk
81
Gatsby Children's Communication
Project, as an Equipe partner, is
researching local groups’ potential to
develop social enterprise to increase their
sustainability
The Big Wide Talk Children's Project
Sheraton House
Castle Park
Cambridge
CB3 0AX
Telephone:01223 370028
Email: [email protected]
Web; www.playingwithwords.org
Gloucestershire Resource Centre
(GRC), as an EQUIPE partner, is running
anti-discriminatory awareness training.
Health & Safety Executive
Inland Revenue
Joint National Committee on Training
for Playwork (JNCTP) , as an EQUIPE
partner, is acting as an additional
dissemination conduit by integrating
EQUIPE into its national conference
programme.
London Play, as an EQUIPE partner, is
developing a quality assurance scheme for
play settings through mentoring.
GRC
City Works
Alfred Street
Gloucester
GL1 4DF
Telephone:
01452 504442
Fax:
01452 504442
Web: www.gloucestershireresourcecentre.com
The Health & Safety Executive
Government Buildings
Ty Glas
Llanishen
Cardiff
CF14 5SH
Telephone:
029 2026 3000
Fax:
02920 859260
Minicom:
02920 808537
Email: [email protected]
Web: www.hse.gov.uk
Inland Revenue
Business Support Team
th
5 Floor, Phase 1
Ty Glas
Llanishen
Cardiff CF14 5ZN
Tel: 029 20326853
Web: www.inlandrevenue.gov.uk
Joint National Committee on Training for
Playwork
c/o 46 Stokes Croft
Haddenham
Buckinghamshire
HP17 8DZ
email to: [email protected]
web: www.jnctp.org.uk
London Play
Units F6 and F7
89/93 Fonthill Rd
London
N4 3JH
Tel: 020 7272 2464
Fax: 020 7272 7670
Web; www.londonplay.org.uk
82
Mudiad Ysgolion Meithrin
Mudiad Ysgolion Meithrin was formed to
promote and support the education and
development of children under five years of
age in cylchoedd meithrin and cylchoedd
Ti a Fi. through the medium of Welsh
Mudiad Ysgolion Meithrin
Ty Cymru
Greenwood Close
Cardiff Gate Business Park
Pontprennau
Cardiff.
CF23 8RD
Telephone: 029 20 73 9200
Fax: 029 2073 9201
E-mail: [email protected]
Web: www.mym.co.uk
National Childminding Association
(NCMA)
The National Childminding Association
(NCMA) is the only national charity and
membership organisation that speaks on
behalf of registered childminders in
England and Wales.
NCMA
4 Cathedral Road
Cardiff CF11 9LJ
National Day Nurseries Association
(NDNA)
National Day Nurseries Association is the
national membership association of day
nurseries in the UK, offering support,
training and representation at national level
NDNA
Oak House
Woodvale road
Brighouse
West Yorkshire
HD6 4AB
National Housing Federation
The National Housing Federation is the
body that represents the independent
social housing sector and has approved
Registered Rules
Tel: 029 2034 2336
e-mail: [email protected]
web: www.ncma.org.uk
Telephone:
0870 774 4244
Fax:
0870 774 4243
E-mail: [email protected]
Web; www.ndna.org.uk
National Housing Federation
175 Grays Inn Rd
London
WC1X 8UP
Telephone:
020 7278 6571
Fax:
020 7833 8323
Email:
[email protected]
Web: www.housing.org.uk
83
Opportunity Links
Opportunity Links is a not for profit
organisation, limited by guarantee. Their
aim is to enable access to high quality
social information for all. This includes
direct provision of information, enhancing
the capability of other organisations across
the UK, outreach and community work as
well as work with businesses and
employers. Opportunity links is dedicated
to the effective delivery of the
Government's National Childcare Strategy,
aiming to improve accessibility to quality
and affordable childcare, reduce child
poverty and raise the profile of the Early
Years Sector.
Play Wales
Play Wales/Chwarae Cymru is the national
organisation for children's play in Wales;
an independent charity funded by the
Welsh Assembly Government.
Its aim is to act as a champion for
children's play; to increase awareness and
understanding of the critical importance of
play in children's development.
Single Parents Action Network (SPAN)
UK, as an Equipe partner, is developing a
childcare service targeted at excluded
groups, with opportunities for social
enterprise development.
Span is a Partner in EQUIPE
SkillsActive, as an Equipe partner, will be
improving the training and opportunities for
all playworkers by:
Introducing equal opportunities
training and practices
Improving training materials and
opportunities
Strengthening the infrastructure of
delivery through the development
of regional centres
Social Enterprise London (SEL)
Social Enterprise London promote
Opportunity Links
Trust Court
The Vision Park
Histon
Cambridge
CB4 9PW
Telephone:
01223 566 522
Fax:
01223 500 281
email: [email protected]
Web: www.opp-links.org.uk
Play Wales
Baltic House,
Mount Stuart Square,
Cardiff, CF10 5FH
Tel: 029 2048 6050
e-mail: [email protected]
web: www.playwales.org.uk
SPAN
Millpond
Baptist Street
Easton
Bristol
BS5 0YW
Telephone:
0117 9514231
Email: [email protected]
Web: www.spanuk.org.uk
SkillsActive
Castlewood House
77-91 New Oxford Street
London WC1A 1PX
Telephone:
020 7632 2000
Email:
[email protected]
Web: www.skillsactive.co.uk
Social Enterprise London
1A Aberdeen Studios
84
22-24 Highbury Grove
London N5 2EA
community, best practice, advocacy &
development. They represent the social
enterprise movement among London’s
strategic agencies and regional
government to ensure the creative growth
and expansion of London’s social
enterprise sector.
Telephone:
020 7704 7490
Fax:
020 7704 7499
email:
[email protected]
Web; www.sel.org.uk
As an Equipe Partner, they are testing the
childcare consortium model in the playwork
setting.
Suffolk Social Care Services, as an
Equipe partner, is developing a new
service for vulnerable children, and looking
at ways of increasing the tendering
opportunities for social enterprises.
Newmarket Area Office
Dolford House
87 Exning Rd
NEWMARKET
CB8 0EA
Trading Standards
To find out about the Sale of Goods Act
1979, as well as a range of information on
consumer and other rights
UK NARIC
For information on overseas qualifications
University of Gloucestershire,
as an Equipe partner, is developing and
testing out distance learning materials for a
playwork Dip HE and Degree programme
Wales Pre-School Playgroups
Association
Wales PPA exists to enhance the
development, care and education of preschool children in Wales, by encouraging
parents to understand and provide for their
needs through high quality pre-school
groups. To give adults confidence to make
the best use of their knowledge and
resources, for the benefit of themselves
and pre-school children.
Welsh Assembly Government (WAG)
The Welsh Assembly Government is
Telephone:
01638 686000
Fax:
01638 606019
Web: www.suffolkcc.gov.uk
Trading Standards
Local telephone directory for nearest office
Web: www.tradingstandards.gov.uk
UK NARIC
Oriel House
Oriel Road
Cheltenham
Glos GL50 1XP
Telephone:
0870 990 4088
Fax:
01242 258611
Email: [email protected]
Web: www.naric.org.uk
Park Campus
The Park
CHELTENHAM
GL50 2QF
Telephone:
01242 532700
Fax:
01242 532810
Web: www.glos.ac.uk
Wales Pre-School Playgroups Association
Ladywell House,
Newtown, Powys, SY16 1JB
Telephone: 01686 624573
Fax: 01686 610230
E:mail: [email protected]
Web: www.walesppa.org
National Assembly for Wales
Cardiff Bay
Cardiff CF99 1NA
85
responsible for developing and
implementing policies and programmes for
all issues that have been devolved to
Wales. The First Minister, leads the
Assembly Government and chairs a
Cabinet of eight other Ministers. All
Ministers are accountable to the Assembly
and its committees for all that they do.
Wales Council For Voluntary Action
(WCVA)
Wales Council for Voluntary Action is the
voice of the voluntary sector. It represents,
supports and campaigns for voluntary
organisations, volunteers and communities
in Wales.
WCVA Criminal Records unit
From April 2005 , the WCVA has taken
over the handling of CRB checks for staff
and volunteers in out of school clubs
(except the registered person)
Tel: 029 20 825111
Web: www.wales.gov.uk
WCVA
Baltic House
Mount Stuart Square
Cardiff Bay
Cardiff
CF10 5FH
Tel: 029 20431700
Fax: 029 20431701
Minicom: 029 20431702
E-mail:[email protected]
Web: www.wcva.org.uk
WCVA CRU
11-13 Wynnstay Road
Colwyn Bay
Conwy
LL29 8NB
CF10 5FH
Tel:01492 539 898
Tel: 01492 539 829
e-mail [email protected]
86