Abstract/Summary

Supervision is a valued practice within many helping professions such as social work, nursing and counselling. The importance and benefits of supervision have been highlighted within literature. However, there is limited research within the Early Childhood Education and Care (ECEC) sector that examines supervision experiences, especially from the perspective of a Nursery Manager. Supervision is a relatively new practice to the sector and was made a statutory requirement of the Early Years Foundation Stage (EYFS) (DfE, 2012). This thesis explores the supervision experiences of ten Nursery Managers that work within a large, private day-care organisation. A conceptual framework was applied to this research which consisted of three interrelated concepts. These were: (1) organisational culture, (2) professional identity, and (3) well-being. The research was conducted from an interpretive paradigm. Nursery Managers who led Ofsted-rated ‘outstanding’ nurseries in the South of England were selected to participate in the research over a three-month period. This study used mixed methods as part of a case study approach. Mann and Warr’s (2017) concept of a methodological toolbox influenced the choice of research methods, including metaphor cards, semi-structured interviews, and sand tray compositions. Braun and Clarke's (2006) six-phased approach to the thematic analysis was used as a framework to review the data. Findings from this study revealed that all Nursery Managers delivered supervision, yet not all of them were recipients of supervision. There was inconsistency in approach, frequency in delivery and understanding of supervision across the group of ten Nursery Managers. Overall, Nursery Managers believed that supervision was important. However, the data suggests there is still work to do concerning supervision and professional identity. The study indicated that organisational culture is particularly important to the implementation of supervision. The study makes several recommendations, including addressing the absence of training and authentic engagement with key stakeholders to ensure involvement in shaping policies and procedures. Recommendations are also made concerning the Department for Education and Ofsted.