Leadership of continuous improvement p16 – Leadership and professional learning

We engage in a broad range of professional learning that enables us to remain
knowledgeable, skilled and up to date in our practice. We use professional learning and development opportunities very well to influence and support pedagogy, practice and improvement priorities to improve outcomes for all children, with a strong focus on equity and inclusion.

Children experience high quality spaces p22 – Children influence and affect change

We have an inclusive environment where children have a belief in their abilities. Carefully selected and well-positioned furniture and resources support all children to make choices and freely play. Resources and materials available to children are varied, adaptive and responsive, catering to children’s individual abilities, needs and interests. We understand the positive impact that rich, multi-sensory play has on children’s learning, resilience and wellbeing.

We have a supportive environment where children are valued and celebrated. High-quality resources and spaces promote diversity, equity and inclusion. Children, their families and wider communities are positively reflected in the resources, spaces and experiences available. Children feel seen and included. Our enriching setting fully supports children to develop their knowledge, respect and understanding of their community and wider world.

Children experience high quality spaces p25 – Challenge questions

How do we promote diversity, equity and inclusion and how are these positively
reflected in the resources, spaces, and experiences available?

How inclusive is our setting for all children and families? Does it accommodate and promote emotional safety?

Playing, Learning and Developing p28 – Quality of Interactions

We take time to understand children’s verbal and nonverbal communication which helps us to judge when to interact and when to wait and observe.

Nurturing Care and Support p45 – Nurturing Care

We create diverse spaces that support children to socialise, play in small groups or alone if they wish. This positively impacts children’s ability to regulate their emotions and build social skills.

Nurturing Care and Support p47 – Personal Plans

Personal plans are tailored to each child’s individual strengths, needs and interests.

We work proactively with children, families and other professionals to identify support needs…strategies for care, support and protection.

Nurturing Care and Support p51 – Challenge Questions

What do we need to do to ensure that the voices of all children, both verbal and nonverbal, are heard and responded to?

How do our observations and knowledge of a child influence the routine of the day?

Does our approach to transitions help children feel safe and secure? How do we know?

Wellbeing, inclusion and equality p53 – Positive relationships and wellbeing

Each child is valued by staff as an individual with their own personality, views, needs, and rights.

We support children to understand and manage their emotions and behaviour in ways that promote positive relationships, engagement and inclusion. We understand fully that relationships lie at the heart of children’s development and lay the foundation for lifelong learning and wellbeing. The wellbeing of children and families is paramount and is central to the work of our setting.

Children experience supportive and trusting relationships that strengthen their wellbeing, confidence and self-esteem.

We know each child as an individual and recognise their unique needs, wishes and choices.

Wellbeing, Inclusion and Equality p54 – Universal Support

Inclusive practice is embedded across our universal provision, enabling children with additional support needs to access learning in a way that works for them.
Children’s individual needs are at the centre of planning and review processes.

We ensure all children are included, engaged and involved in ways that are meaningful to them.

Barriers to participation are identified early and reduced or removed.

Wellbeing, inclusion and equality p55 – Identifying and assessing learning needs and targeted support

Our senior leaders and staff adhere fully to legislative requirements. We provide high quality targeted support to all children who require additional support, including access to digital technology, to reduce barriers to inclusion and learning.

Wellbeing, Inclusion and Equality p56 – Inclusion and Equality

We promote and support inclusion and children’s rights and encourage all children
to be fully involved in the life of the setting.

We value diversity and challenge discrimination.

Our staff work in partnership with parents/carers and partners to promote and support diversity and enrich children’s experiences.

Highly effective strategies are in place to improve progress for all children with a clear focus on those facing challenges or barriers to their learning or inclusion.

Wellbeing, Inclusion and Equality p57 – Challenge questions

To what extent do we have regular, high-quality professional learning to support
wellbeing, inclusion and equality? What impact does this professional learning have?

To what extent do our approaches ensure equity, inclusion and positively impact on children’s wellbeing?

How well do we meet the needs of individual children? How effectively do we share information with families and partners?

How effectively do we involve parents/carers and partners in planning and delivering targeted support for individual children?

In what ways do we support children at key points of transition to ensure continuity in wellbeing and inclusion?