QI 2.4 p31 – Personalised Support
Removal of barriers to learning
In our setting, practitioners take positive and proactive steps to ensure that potential barriers to learning and development are minimised….All children living with a disability, health issue or social and emotional needs receive high
quality targeted support. We work closely with key partners to remove barriers to learning and provide an inclusive, nurturing learning environment.
Features of highly effective practice
QI 2.4 p 31
Each child has an effective Child’s Plan.
Effective partnership approaches are evident in support plans and interventions.
All practitioners work effectively to minimise the impact of potential barriers to learning.
Practitioners reflect on their own practice and work collaboratively with
others to improve their capacity to meet the needs of all children in their care.
Improvement and support questions, p 15
How do we ensure children’s individual needs are considered, responded to and planned for with families?
How do we know personal plans are having a positive impact on children’s nurture, care and support?
QI 1.3 p22
“Staff have a very good understanding of child development, relevant theory, and practice, and skilfully use this to support high quality play and learning experiences. They support the emotional resilience of children and families through holistic and nurturing approaches to secure children’s wellbeing including, the right to play.”
QI 3.1, p48
Ensuring wellbeing, equality & inclusion
Features of highly effective practice
All staff and partners model behaviour which promotes and supports the wellbeing of all.
All staff and partners are sensitive and responsive to the wellbeing of each individual child and colleague.
Challenge questions
How well do all staff understand their role and responsibility in supporting learners’ health and wellbeing?
Have we successfully established an inclusive learning environment? How do we know?
p15
There is a balance to be struck. On the one hand, there is the knowledge and skills that we want children to develop, such as self-regulation, confidence, and curiosity. On the other hand, we know that this is best done in a child-centred way where children have permission to follow their interests and to develop at their own pace.
p23
As a starting point, research with young children supports the view that the following dimensions are among the most important aspects of child development, underpinning not just learning but also essential for survival and flourishing: executive function and self-regulation, communication and language, confidence, creativity and curiosity, movement and coordination, and self and social development.
Self-regulation covers all the skills and processes that help us to stay safe and to get through the day.
Babies and young children often need to “borrow” our ability to manage stress, whether it is the adult’s understanding that all is well, or help to manage the strong feelings, or to work out what to do about it.
