Maslow could be seen as a safe environment as there are locks on the doors and gates which could be seen to make staff and children feel safe and secure. All these attributes ensure staff come to work knowing that their basic needs are being met, however does this inspire them and motivate them to excel in their position. By providing these basic needs does it help to reach the goals and visions.

Clarke (2012) notes this as a cause of concern as many people equate leadership with being in charge yet are not themselves in position of authority. Rodd (2013) suggests that understanding leadership in early years’ setting’s has been plagued by its confusion with the concept of management. Poole (2011) points out the differences between leadership and management. He explains that leaders empower and develop others whereas managers manage functions, processes and people. This could be seen that although efficient strategies are being applied they do not maximise the full potential of people. Schon (2000) states you can be a leader without being a manager and you can be a manager without leading. Within practice staff recognise other members of the setting as ‘leaders’ and ‘managers’.

The ILM (2016) identify five separate dimensions of great leadership, they describe these as ownership, achievement, collaboration and vision, with authenticity at the centre of the framework. The focus on authenticity is to recognise the importance of relationships for leaders and managers.

Different leadership styles may have diverse effects on the dynamics of organizations. Lewin (1947) suggests these different styles are authoritarian these leaders give their cohorts little to no control of their setting. Democratic leaders give limited control over tasks and decision-making process and laissez-faire leadership give their followers almost total control. These styles vary in ways including the functions of leadership, the roles of followers, the setting