Nurturing Care and Support p44
There is a focus on personal planning that reflects the holistic needs of each child, promotes their wellbeing and supports positive outcomes. The indicator highlights the need to involve children and their families in making decisions about their care and support. Children transitioning between different spaces and settings require thoughtful consideration to ensure safe and supportive care.
Nurturing Care and Support
– Personal Planning Theme p47
Improvement and support questions p22
How do we ensure our personal planning approach is inclusive for all our families?
How do we measure the impact of our personal planning approach to ensure we reflect the link between strong relationships, nurturing approaches, and the wellbeing of children?
In what way does current research into the needs of babies and younger children and the importance of the earliest months and years influence our approach to personal planning?
How do we involve children in the development and review of their personal plans, and what approaches have we put in place to listen and reflect their views?
How do we monitor that personal plans are regularly updated and reviewed to record changes in a child’s health, welfare, or safety needs?
How are we supporting an effective personal planning approach for our children when they attend more than one setting?
How do we know that our personal plan approach for children is making a difference?
What do our audits tell us about the effectiveness of our personal planning approach and how have we use this information to inform improvements?
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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?
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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.
