QI 1.4 p19
What evidence do we have that our professional learning and improvement priorities are having a positive impact on the babies, toddlers and young children in our care?
QI 2.3 p29
To what extent do our learning environments support different types of play?
How do we use our knowledge of how children learn, for example schema, when making observations of children and as a basis for future planning?
QI 2.4 p31
How well do we know our children, and their families? How do we use this knowledge to help children progress in their learning?
QI 2.6 p36
How effectively do our processes for settling in new children support them and their parents/carers to become familiar with their surroundings? To begin to develop close, positive relationships and to continuity in meeting their care and learning needs?
How effectively do we engage with parents/carers, children and other agencies to build up a clear picture of the child? How well do we work with parents/carers to ensure transitions are personalised, planned in advance and sensitively handled?
How do we support parents/carers to adjust to change at key points of transition?
QI 3.1 p41
How well do practitioners understand attachment theory and its impact on future development and learning?
Have we successfully established an inclusive learning environment and setting? How welcome and included do all children, parents/carers and partners feel? How do we know?
QI 3.3 p46
How well does our indoor and outdoor space support creativity, curiosity or inquiry?
How well are natural materials and open-ended resources used to support sensory play, exploratory play and creativity?
In what ways and to what extent do children make choices and decisions about their play and learning?
QI 1.1 p15
How do we know personal plans are having a positive impact on children’s nurture, care and support?
QI 1.3 p24
How well do we support and encourage children’s natural curiosity in our setting?
What approaches are we using to promote children’s developing language, numeracy and literacy skills?
QI 1.5 p35
How well do we ensure that transitions are child-centred, sensitively planned and implemented?
How do we measure the positive difference our transition process is making to children and their families?
QI 2.1 p41
How can we be confident that our setting maximises opportunities for children to be challenged, creative and engaged in their play and learning?
In what way does the design of our setting enable children to be independent and make choices, shaping their individual play and learning needs?
How effective are we at using current and national practice to effectively capture and extend children’s play and learning opportunities?
How do we know our setting provides a wide range of challenging outdoor play and learning experiences that support health and wellbeing across all spaces for children?
How do we ensure we are confident in promoting outdoor play experiences? What approaches do we have to ensure children access and effectively use, develop and care for their natural environment?
QI 3.2 p56
How do we support staff to understand and provide high quality learning experiences for all of our children?
How do we ensure staff knowledge, skills and creativity are having a positive impact on children’s progress?
QI 3.3 p59
How do we ensure resources are wide ranging and support individual play and learning needs of all our children? How do we know that staff have the appropriate knowledge and skills to support children to be the best that they can be?
QI 4.1 p65
How do we ensure that all interactions are characterised by warmth, kindness and compassion?
Section 2 – part 2
If you have a good relationship with toddlers in your care, how could you make it even better? Do you really know how to interpret what a toddler is trying to communicate to you and what could you do to make your response even stronger?
Think of a situation where a toddler is showing frustration and is unhappy. What could you do to help resolve the situation?
Taking account of a young child’s interests and need to revisit a learning experiences which is absorbing and interesting requires flexibility. For instance, are you tied by routines and times during the session? How do you accommodate these needs of children?
