Children Experience High-Quality Spaces p22 – Children Influence and Affect Change
Resources and materials available to children are varied, adaptive and responsive, catering to children’s individual abilities, needs and interests.
Children feel seen and included.
Children Experience High-Quality Spaces p25 – Challenge Questions
How well are children enabled to select and make use of high-quality resources which meet their needs, interests and development?
How inclusive is our setting for all children and families? Does it accommodate and promote emotional safety?
How do we promote diversity, equity and inclusion and how are these positively reflected in the resources, spaces, and experiences available?
Playing, Learning and Developing p28 – Quality of Interactions
We take time to understand children’s verbal and nonverbal communication which helps us to judge when to interact and when to wait and observe.
Nurturing Care and Support p45 – Nurturing Care
We create diverse spaces that support children to socialise, play in small groups or alone if they wish. This positively impacts children’s ability to regulate their emotions and build social skills.
Nurturing Care and Support p47 – Personal Plans
Personal plans are tailored to each child’s individual strengths, needs and interests.
We work proactively with children, families and other professionals to identify support needs…strategies for care, support and protection.
Nurturing Care and Support p51 – Challenge Questions
What do we need to do to ensure that the voices of all children, both verbal and nonverbal, are heard and responded to?
How do our observations and knowledge of a child influence the routine of the day?
Does our approach to transitions help children feel safe and secure? How do we know?
Wellbeing, Inclusion and Equality p53 – Positive Relationships and Wellbeing
Each child is valued by staff as an individual with their own personality, views, needs, and rights.
We support children to understand and manage their emotions and behaviour in ways that promote positive relationships, engagement and inclusion.
Wellbeing, Inclusion and Equality p54 – Universal Support
Inclusive practice is embedded across our universal provision, enabling children with additional support needs to access learning in a way that works for them.
Children’s individual needs are at the centre of planning and review processes.
Wellbeing, Inclusion and Equality p55 – Identifying and Assessing Learning Needs and Targeted Support
We work proactively with children, families and other professionals to identify support needs and have clear strategies in place to ensure children’s wellbeing is sustained.
When a child requires support from multiple agencies, other professionals contribute to children’s personal plans.
Wellbeing, Inclusion and Equality p56 – Inclusion and Equality
Highly effective strategies are in place to improve progress for all children with a clear focus on those facing challenges or barriers to their learning or inclusion.
Wellbeing, Inclusion and Equality p57 – Challenge Questions
To what extent do our approaches to inclusion and equality positively impact on
children’s wellbeing?
How well do we meet the needs of individual children, including those facing additional
challenges? How effective is our approach to planning for children requiring additional
support?
How effectively do we involve parents/carers and partners in planning and delivering
targeted support for individual children?
In what ways do we engage children, parents/carers and partners in reviewing the
impact of targeted support?
In what ways do we support children at key points of transition to ensure continuity in
wellbeing and inclusion?
To what extent do we have regular, high-quality professional learning to support
wellbeing, inclusion and equality? What impact does this professional learning have?
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.
