Supervisions in early years settings are an essential part of effective management, professional development, and safeguarding practices. They provide opportunities for staff to reflect on their practice, address challenges, and ensure the best outcomes for children. The frequency of these sessions is crucial to maintaining a high standard of care and education. But how often should supervisions take place?

Regulatory Guidelines and Best Practices

The Statutory Framework for the Early Years Foundation Stage (EYFS), which governs early years settings in England, highlights the importance of regular staff supervisions. While it does not specify an exact frequency, it states that supervision should be regular and sufficient to support effective safeguarding, staff development, and performance management.

Best practice suggests that formal supervisions should typically occur at least once every term (approximately every 6–8 weeks). However, the specific frequency may vary depending on the individual setting, the size of the team, and the complexity of staff roles. For example:

• New Staff: Supervisions may need to be more frequent during an induction period, such as monthly, to provide additional support and guidance.

• Experienced Staff: Established staff may require fewer formal sessions, but ongoing check-ins remain essential.

• Staff Managing Complex Cases: For staff working with children who have specific safeguarding concerns or additional needs, more frequent supervisions may be necessary to ensure adequate support.

Benefits of Regular Supervisions

1. Safeguarding Focus: Regular supervisions are a cornerstone of safeguarding practices. They allow staff to discuss concerns about children, ensuring that any issues are addressed promptly and effectively.

2. Professional Development: Supervisions offer a platform to identify training needs, set professional goals, and discuss career progression.

3. Mental Health and Well-being: Early years roles can be emotionally demanding. Supervision provides a space for staff to share challenges, preventing burnout and promoting overall well-being.

4. Consistency in Practice: Supervisions help ensure that all staff members understand and adhere to policies and procedures, fostering consistency in care and education.

Informal vs. Formal Supervisions

While formal supervisions are structured and documented, informal supervisions are equally valuable. These might include impromptu one-to-one conversations, team discussions, or ad-hoc support during daily routines. Combining both approaches ensures that staff feel consistently supported.

Flexibility and Responsiveness

Settings should remain flexible and responsive to the needs of their teams. For example, if a safeguarding issue arises, additional supervisions may be required to provide immediate support and guidance. Conversely, during quieter periods, formal supervisions might focus more on professional development and reflective practice.

Recording and Reviewing Supervisions

Documenting formal supervisions is essential to ensure accountability and track progress. Records should include:

• Discussion points, including safeguarding concerns or professional development goals.

• Agreed actions and timescales for follow-up.

• The date and time of the next scheduled supervision.

Supervisions in early years settings should be regular, reflective, and responsive to the needs of staff and children. While there is no one-size-fits-all answer, a termly schedule is a good starting point, with flexibility for more frequent sessions as needed. By prioritising regular supervisions, early years providers ensure their teams are well-supported, safeguarding is robust, and children receive the highest quality of care and education.