Early learning and childcare: induction resource

This induction resource provides new ELC employees with all the relevant information they need on what to expect in their first few months in post, including the most up-to-date resources and best practice.

The Purpose of The Induction Period

There are some fundamental attributes that we expect from staff entering the Early Learning and Childcare sector. Regardless of the extent and nature of your previous experience, you will have been recruited because you:

  • are highly motivated and have a commitment to improving outcomes for children and families;
  • demonstrate patience, compassion and a sense of fun and enjoyment in working with young children;
  • are eager to learn and understand the need to develop your knowledge and skills;
  • demonstrate compassion, warmth and kindness in your interactions with children;
  • understand the trust afforded to you in safeguarding children and respect the need for confidentiality; and you
  • demonstrate strong personal values, both inside and outside of the work place.

For more on the key attributes that everyone working with children, young people and their families should have, see the 'Common Core of skills, knowledge and values'.

The purpose of induction is for your employer to build on these attributes and to develop your understanding of the following:

  • how to develop trusting relationships with children and their families;
  • your role as part of a team and how to develop good communication with children, their families and your colleagues;
  • your responsibilities in keeping children safe and who to speak to if you have concerns in relation to a child's wellbeing and particularly to child protection;
  • the early learning and childcare policy context, including the background to the increased investment and how we expect this to impact on outcomes for children;
  • your responsibility in respect of professional registration with the Scottish Social Services Council (SSSC) and the associated requirements around continuous professional learning and qualifications;
  • how to identify and engage with learning opportunities; and
  • the codes of practice for social service workers.



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