Case Study

Shoshana is a room leader. She has a member of staff in her room, Hannah, who says that she simply cannot provide feedback to the mother of a particular child in the room. Hannah says that it is ‘impossible’ to understand what the mother, Laida, says due to her speech impediment, the result of a stroke she had last year.

Shoshana discusses the matter with her manager, where they decide that Shoshana should have an initial informal meeting with Hannah to discuss the matter.

Shoshana explains to Hannah why daily feedbacks are important to all parents and carers and shows her the relevant policies. Shoshana points out that under the setting’s discrimination and communications policies, and in line with the Equality Act, the setting cannot treat a parent with a communication difficulty any less favourably than another parent. Therefore they have a legal obligation to make sure that Laida receives full feedbacks. They look at Laida’s parent information form from when she joined the setting last month and note that Laida has listed her communication preferences as ‘written’. Shoshana suggests that today Hannah tries writing her daily feedback down on a sheet, with a space for Laida to write her response. The meeting is a positive one; Hannah now understands why it is so important to be able to communicate well with Laida, and wants to do so.

Shoshana reports back to the manager who sees her own shortcomings in not following up that Laida’s communication preferences were being met. She decides to meet with Laida later. She also reflects that perhaps Hannah’s issue was not that she did not want to give feedback to Laida, but possibly that she did not know how to. The manager resolves to arrange a training session for all staff on how to check on and meet communication preferences of all parents. She also decides that she needs to be more involved in making sure that staff apply this training and makes a mental note to discuss it during staff meetings and supervisions. Finally, she notes that she needs to revise the procedure for informing staff of parents’ communication wishes once their forms have been received.

When Laida comes in later that day, Shoshana and the manager meet her together. They explain that they have noted her preference for written communication and ask if she would like her feedbacks to be written from now on. Laida is very relieved. She has been struggling too, and wants to be more in the loop about her daughter’s time at nursery. Shoshana goes to get Hannah, who has Laida’s feedback sheet and a pen. Meanwhile the manager apologises that Laida’s preference has not been followed until now, and says she will monitor the situation from now on. Laida is delighted, and her daughter talks with Hannah and Shoshana while she sits down and responds fully to the feedback for the first time.

1. Note down each example of good practice that you see in this case study.
2. How could this situation have been avoided?

It is rare that there is just one way to respond to a scenario or situation, so do not consider that the response you have chosen to this scenario will be judged as right or wrong. Share your scenario with a work colleague and ask them to tell you if they think you have responded appropriately. Ask them to challenge your response if necessary. You do not need to submit this task for assessment unless asked to do so by your tutor.