Nurture

Principle 3 – The importance of nurture for the development of wellbeing

Key Messages:

“Positive relationships are at the heart of the school/ELC setting and are seen as underpinning all successful learning and teaching.”

(Applying Nurture as a Whole School Approach, Education Scotland, p. 14)

  • “Every child or young person should be safe, healthy, achieving, nurtured, active, respected, responsible and included.
    These eight indicators help make sure everyone – children, parents, and the people who work with them, such as teachers and health visitors – has a common understanding of wellbeing”  (Getting It Right For Every Child, Scottish Government).

   Practitioners’ understanding of this is essential for implementing a nurturing       approach.

  • All practitioners are knowledgeable in the theory of attachment, Adverse Childhood Experiences (ACEs), child development and schemas.
  • There is a robust transition process for children and families to build relationships before starting at an Early Learning and Childcare (ELC) setting and transitioning into P1.
  • Children are warmly welcomed into a calm, secure environment, sensitively resourced to meet the needs of all.
  • Practitioners know that all behaviour is communication.  Therefore, they interact sensitively with individuals, following agreed scripts or intervention techniques, as appropriate.
  • Positive language is encouraged.
  • Positive interactions are observed throughout the setting with mutual trust and respect between adult and child, child and child, and adult and adult.
  • Good use of the keyworker approach to initiate links with children and families before starting at the setting.
  • Positive attachments are formed with one key person.  Practitioners make time to connect with each child, understanding their uniqueness.
  • Children trust the adults looking after them, interacting positively and confidently.
  • Children actively seek out adults for praise, reassurance and comfort.
  • Transitions from home to ELC follow a consistent approach and routine, preferably with the same person each day.
  • Parents and children know which practitioners are in the setting each day; children and families are informed of staff changes in advance.
  • Practitioners reassure children and let them know what will happen each day.
  • Practitioners are consistent in providing high-quality care, responding to individual needs.
  • Children feel valued.  They can freely express their ideas, feelings and opinions and know that they will be listened to (child’s voice).
  • Children are actively encouraged to take risks in their learning; there is no ‘wrong’, just try again.
  • Children are proud of their achievements and want to share their success with adults.
  • All achievements are recognised and responded to positively.
  • Learning journeys show the uniqueness of each child and how well the practitioners know the children as learners and as individuals.
  • Achievements from home and the wider community are celebrated with the child.
  • Personal plans and care plans are regularly reviewed with families, and practitioners sensitively support children and families at all times.
  • The learning environments are calm, soothing and clutter-free with muted colours to avoid sensory overload.

 

Ways we can do this:

All practitioners engage with and implement SBC Includes: Nurturing Approaches Guidelines and self-evaluation.

Keyworker initiates contact with children and families during the transition process.

Wellbeing indicators are embedded within the everyday life of the setting.

Wellbeing indicators are shared with children and families.  They are presented in child-friendly language and used in meaningful contexts.

Practitioners model appropriate social skills and knowledge. 

All settings should have a practitioner photo board on display so families know who is looking after their child each day.

Ensure that all practitioners follow approaches such as positive interaction scripts and Zones of Regulation consistently.  Team discussion is vital to ensure that all practitioners understand the Why and How behind these techniques.

Positive interactions scripts and other intervention techniques must be reviewed at least annually and adapted to the needs of each cohort of children.

Transition policy and daily routines agreed and shared with families to ensure a smooth and nurturing transition from home to ELC and ELC to Primary 1.

Use of noticeboards, visual timetables and self-registration to support a safe and consistent start to the day.

Dedicated play zones offer security for children; any changes to environments are discussed and carried out with the children.

Practitioners involve children when agreeing on setting boundaries and establishing routines, so the child knows their voice is valued and respected.

Children and families are included in all aspects of the ELC life by gathering parental views and showing how you have responded to them, issuing questionnaires, and focusing on a month’s policy or a question of the month.

Children are supported to develop resilience.  Therefore, practitioners should consistently interact sensitively and positively with children.

Personal plans, care plans and learning journeys are up-to-date and regularly shared with families. 

Children are involved in developing their learning journeys and should talk about themselves as learners.  Achievements and successes from home and the setting are celebrated.

Each learning journey should be unique to the child.

Learn more  

Nurture Principle 1.  Children’s learning is understood developmentally

Nurture Principle 2.  The environment offers a safe base

Nurture Principle 4.  Language is a vital means of communication

Nurture Principle 5.  All behaviour is communication

Nurture Principle 6.  The importance of transition in children’s lives