QI 2.1 p24 – Safeguarding and Child Protection
Features of highly effective practice
Children’s health and wellbeing learning is enhanced through effective partnership working with parents, carers and partners.
QI 2.2 p26 – Curriculum
We provide very good opportunities to support the development of children’s skills for life and learning and an awareness of the world in which they live and grow.
QI 2.5 p33 – Family learning
Our family learning programmes contribute to a culture of learning within the family.
Challenge question
How is our family learning supporting families’ progress in relation to the GIRFEC wellbeing indicators? How do we know?
QI 2.7 p37 & p41 – Partnerships
Partnerships have increased family engagement in children’s learning and this involvement has a positive impact on children’s progress in key areas of learning including health and wellbeing, literacy and numeracy.
QI 3.1 p41 – Ensuring children’s wellbeing, equality and inclusion
Features of highly effective practice
Practitioners’ sensitivity and responsiveness significantly contributes to the wellbeing of each individual child and their family.
Managers and leaders ensure that all practitioners know, understand and use the wellbeing indicators in a meaningful way. Our young children show a developing understanding of the wellbeing indictors.
Health and wellbeing are fully embedded in the daily life of the setting and consistently promoted by all practitioners.
Children show consideration and empathy for others supported by consistent positive relationships.
Leaders and managers look out for the wellbeing of practitioners. All practitioners feel valued in their work and are confident they can receive support should they need it.
Challenge Questions
How well do practitioners understand attachment theory and its impact on future development and learning?
What methods do we employ to ensure information is shared effectively about children’s wellbeing between parents/carers and practitioners?
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?
QI 3.2 p42 – Securing Children’s progress
A strong focus on health and wellbeing has a very positive impact on children’s learning and development so it is important that we effectively promote learning in a skilful way.
p44
Information on every child is showing almost all children are making very good progress in literacy, numeracy and health and wellbeing as appropriate to their developmental stage
High quality appropriate early language, mathematics and health and wellbeing experiences are used well to promote and enhance learning.
QI 1.1 p11
Children experience warmth, caring and nurturing approaches to their personal care and learning needs
Food choices are nutritious and reflect current guidance. They are appropriate for children’s individual cultural and dietary needs.
Children’s safety and emotional security and wellbeing are supported through sensitive arrangements for sleep routines.
Children’s overall wellbeing is supported through effective use of personal planning, taking account of the wellbeing indicators.
p15
How do we ensure children’s individual needs are considered, responded to and planned for with families?
How do we know personal plans are having a positive impact on children’s nurture, care and support?
What best practice and current approaches are we using to influence and support children to reach their full potential?
How do we link effectively with other professionals to support all of our children and families?
QI 1.2 p17
Strong links and effective partnerships with other organisations are in place to ensure children’s safety and wellbeing
p20
How well do we listen to and support children to ensure they are safe, secure and protected from harm?
How do we ensure we communicate effectively with all parties to ensure children’s safety and wellbeing?
QI 1.3 p22
High quality play and learning experiences. They support the emotional resilience of children and families through holistic and nurturing approaches to secure children’s wellbeing including the right to play.
QI 1.4 p30
How well do we support and respect the individual needs and rights of children and families?
How effective are our partnership approaches (parents, health education, social service, third sector, other care services) when ensuring children’s wellbeing needs are being met?
QI 2.1 p37
Staff understand the importance of outdoor play for children’s health and wellbeing, promoting sustainability and caring for the environment. The setting reflects a risk benefit approach to children’s play, learning and development.
p38
Staff understand the positive impact rich, multi-sensory outdoor play and learning has on children’s resilience, health and wellbeing. Children have uninterrupted time to become absorbed in their play and have fun.
p41
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?
QI 3.3 p57
Leaders act as role models for the development of positive and nurturing relationships and this ensures the pastoral care and wellbeing of others.
