QI 3.1 p41
To what extent are the GIRFEC principles reflected in the work of our setting? What actions do we need to make to bring about further improvements? How well do we use information about children’s wellbeing to support their care, learning and development?
What methods do we employ to ensure information is shared effectively about children’s wellbeing between parents/carers and practitioners?
How do we ensure important principles including consistency, dignity and privacy when supporting children with their personal care? What other important principles should we be considering?
How do we ensure that all practitioners undertake regular professional learning around legislation, statutory requirements, national and local guidance and codes of practice?
To what extent has creating an ethos and culture of inclusion and participation been successful in supporting children to make very good progress? How can this be strengthened?
QI 1.1 p11
Children’s care and learning routines are individual to their needs and are delivered with kindness and compassion. Personal planning reflects the holistic needs of each child to improve their wellbeing and support positive outcomes. It highlights the importance of involving children and their families in making decisions about their care and development.
p15
How do we ensure children’s individual needs are considered, responded to and planned for with families?
How do we ensure children’s personal plans are maintained in line with legislation and that they fully support children’s needs?
How do we know personal plans are having a positive impact on children’s nurture, care and support?
How do we link effectively with other professionals to support all of our children?
What best practice and current approaches are we using to influence and support children to reach their full potential?
QI 1.4 p30
How well do we support and respect the individual needs and rights of children and families?
When children and their families first arrive at our setting, how do we know they are welcomed and have a positive experience of their induction?
In what ways do we build empowering and respectful relationships with children and families?
How do we ensure we are providing an inclusive service for children and families?
How well do we ensure that our children and families’ voices are included in our decision making?
How effective are our partnership approaches (parents, health education, social service, third sector, other services) when ensuring children’s wellbeing needs are being met?
QI 2.6 p43
To what extent are all children and young people supported so that both their learning and social and emotional needs are addressed?
How effective are our transition arrangements in raising the attainment of children and young people?
How effectively do we use transition information to plan progressive learning pathways for all children and young people?
QI 3.1 p49
How well do all staff know and understand GIRFEC, the wellbeing indicators, and the United Nations Convention on the Rights of the Child?
How well do all staff understand their role and responsibility in supporting learners’ health and wellbeing?
How well do we know and take account of local and national documents and guidance?
How well do we ensure that all children feel safe, healthy, achieving, nurtured, active, respected, responsible and included?
How well do we listen to and involve children and young people in making decisions about their wellbeing, their lives and their future?
How well do we ensure that all staff undertake regular professional learning around legislation, statutory requirements and codes of practice?
p59
Parents and carers know and understand their child best. As the child’s first educators, parents and carers are key partners in supporting their child’s learning. As pedagogical leaders, it is essential that we develop positive relationships with parents and carers and work closely alongside them and value their contribution. Understanding the complexities, diversities and cultural differences of individual families and how this can impact each child is essential. The conversations we have with each family form the foundations of our relationships with them. During these conversations it is essential that we respect, understand and empathise to ensure our relationships are built on trust.
p58
It is important to engage with parents around understanding a child’s eating habits. Parents should feel involved in the process, especially as they may be anxious about their child’s meal times in the setting.
