The early years sector continues to face significant workforce challenges, including recruitment pressures, retention difficulties and increasing professional demands. In this climate, mentoring is not a luxury but a strategic tool that settings cannot afford to overlook.
When used effectively, mentoring supports apprentices as they enter the profession, enables experienced staff to develop new skills or move into leadership roles, and provides vital support for senior managers navigating complex responsibilities. Mentoring also strengthens professional identity, builds confidence and supports long-term staff retention. For settings aiming to improve stability and quality, investing in mentoring is one of the most powerful steps they can take.
What is mentoring?
Mentoring is a structured, supportive relationship in which a more experienced or knowledgeable person supports the development of another. It is not the same as supervision, performance management or appraisal. Where the former items focus on accountability and performance, mentoring focuses on personal growth, reflection and professional development. It is crucially also empowering for the mentee, rather than just having to ‘follow directives from above’.
Effective mentoring involves:
- Regular, protected time for discussion
- Active listening and guided reflection
- Shared goal setting
- Constructive feedback
- Encouragement and challenge
In early years settings, mentoring may happen formally or informally. However, when it is planned and embedded into organisational culture, it becomes far more effective, and both parties feel that they receive more management support.
Mentoring apprentices: building foundations for the profession
Apprentices are often entering the workforce for the first time. They are not only learning new technical skills, but also new workplace expectations, professional standards and the emotional demands of early years practice. Without strong mentoring, apprentices can quickly feel overwhelmed. Apprentices need clear guidance to develop this competence safely and confidently and pairing them with a more experienced colleague is an ideal way to smooth out any wobbles.
Effective mentoring for apprentices should include:
- Clear role modelling: Like children, apprentices learn as much from observation as from instruction. Mentors must demonstrate professional behaviour, safeguarding awareness, positive interactions with children, and respectful communication with all colleagues
- Gradual responsibility: Rather than expecting apprentices to instantly perform at the same level as experienced practitioners, mentors should scaffold their learning. This might involve observing first, then co-leading activities, and gradually taking the lead independently
- Regular reflection: Scheduled mentoring conversations provide apprentices with the protected time and space to reflect on what is going well and where they need support. Reflection builds critical thinking skills and resilience and both parties feel their work is valued and supported
- Emotional support: Early years practice can be emotionally demanding. Mentors should help apprentices process experiences, particularly around behaviour management, safeguarding concerns, or challenging family situations. Positive and strong mentoring at this stage can significantly influence whether an apprentice remains in the sector long-term or not
Mentoring experienced staff: supporting sideways and upward progression
Mentoring is not only for new entrants. Experienced practitioners also benefit from structured professional support.
Many staff reach a point where they:
- Want to specialise, for example in SEND
- Move into room leader or deputy roles
- Transition into training or quality improvement positions
- Explore alternative pathways within the organisation
Without tailored and professional guidance, these transitions can feel daunting but effective mentoring can help settings retain valuable team members, develop internal talent rather than recruiting externally and strengthen staff morale. For example, a Level 3 practitioner who is considering becoming a SENCO may benefit from mentoring from someone who already holds that responsibility. Through shadowing, discussion and shared problem-solving, the practitioner can build confidence before formally stepping into the role, and effective mentoring can also help in the first few months of the new role.
Mentoring also helps those moving sideways develop different areas of interest. This can reduce burnout by allowing staff to refresh their professional focus without leaving the organisation entirely.
Supporting aspiring leaders
Leadership roles in early years carry increasing responsibility. Managers are expected to balance safeguarding leadership, maintain curriculum oversight, manage staff development, create partnerships with families and prepare for Ofsted inspections. Without proper mentoring or guidance, this can be an overwhelming and isolating experience.
Aspiring leaders benefit from mentors who can help them:
- Understand strategic decision-making
- Manage difficult conversations
- Develop confidence in leading teams
- Balance operational demands with vision
This kind of mentoring helps prevent the common scenario where excellent practitioners struggle when promoted without sufficient leadership support.
Mentoring senior managers: the need for external support
Senior leaders and setting owners often have no one internally to mentor them. Yet they may face the greatest pressures. Research consistently shows that leadership stress contributes to burnout and attrition across education sectors. In early years, where managers frequently carry difficult safeguarding responsibilities and financial pressures, the need for support is particularly acute.
External mentoring can be a cost-effective system, offering:
- Confidential, impartial discussions
- Strategic thinking space
- Challenge without internal politics
- Professional accountability
- Emotional support
This might involve working with an experienced early years consultant, joining local authority leadership networks, participating in peer mentoring groups or accessing professional business coaching. External mentors can help senior leaders reflect on complex issues such as staff retention, culture change, financial sustainability and inspection readiness. Importantly, mentoring at this level models a culture of lifelong learning, even for those at the top. When leaders seek mentorship, it signals that professional development never stops.
Embedding mentoring into organisational culture
For mentoring to be effective, it must be more than just occasional advice. Settings can strengthen mentoring by:
- Allocating time: Mentoring conversations should be scheduled and protected, not squeezed into busy shifts
- Training mentors: Not all experienced staff automatically make effective mentors. Providing guidance on coaching skills, active listening and constructive feedback improves quality
- Linking mentoring to CPD: Mentoring should align with individual professional development plans and organisational goals
- Monitoring impact: Leaders can review mentoring effectiveness through staff feedback, retention data and progression outcomes
The benefits of a strong mentoring culture
When mentoring is embedded effectively, settings often see:
- Improved staff confidence
- Clearer career pathways
- Stronger teamwork
- Increased retention
- Enhanced quality of practice
Mentoring contributes directly to professionalism within the sector. As early years continues to advocate for higher status and recognition, strong internal development systems such as mentoring demonstrate commitment to quality and growth. Mentoring could be the little thing you need to make a huge difference to your staff.
References
Department for Education (2023). Statutory Framework for the Early Years Foundation Stage.
https://www.gov.uk/government/publications/early-years-foundation-stage-framework--2
Education Endowment Foundation (EEF). (Ongoing). Professional development and leadership research summaries. https://educationendowmentfoundation.org.uk
Other articles:
The Art Of Mentoring: Part 1 | Parenta.com
The Art Of Mentoring In Early Years: Part 2 | Parenta.com
Effective Mentors In Early Childhood Settings - Aussie Childcare Network
Mentorship and Coaching Programs in Nurseries: A Comprehensive Guide - Early Years Consultant London
