• Dedicated play zones offer security for the children when they enter the playroom each morning – they ‘know’ where to go.
• Children experience a safe learning environment that is risk assessed, well organised and clutter-free.
• The playroom reflects the cultural diversity of families and the local community.
• Children experience learning environments planned for and resourced to meet ALL of their developmental needs – socially, emotionally, and physically.
• Children can independently access quiet spaces to allow for reflection, rest or 1:1 interactions.
• The play spaces are respected, cared for and valued by children and practitioners.
• Children take risks in their learning; they feel safe and are confident to explore the environment.
• A permanent home corner supports language and communication skills.  Practitioners can be seen modelling social skills and positive interactions in this area.
• A keyworker approach (as appropriate) with consistency in routine, daily transitions, boundaries and expectations help to create security for the children.
• All practitioners are consistent when interacting with children, ensuring agreed scripts or intervention techniques are followed where appropriate.
• Practitioners use calm and respectful voices at all times.
• Children are observed adhering to boundaries and established routines throughout the day.
• Children and practitioners are relaxed in the play environments and with each other.
• Practitioners provide high quality, consistent care and are very responsive to each child.

 

Ways we can do this:

“Positive relationships are at the heart of the school/ELC setting and are seen as underpinning all successful learning and teaching.”

(Applying Nurture as a Whole School Approach, Education Scotland, p. 14)

All practitioners understand their role in providing a safe base, providing emotional calm and security for children, including belonging, relationships, learning and curriculum, predictability, routines and structure, and emotional calm (both child and adult).

Key practitioners start to build relationships with children and families during the transition process.

Transition policy and daily routines agreed and shared with families to ensure a smooth and nurturing transition from Home to the Early Learning and Childcare setting (ELC) and ELC to Primary 1.

Information from Personal Plans is used to ensure all practitioners have background knowledge of each child (before the child starts at the setting).  Practitioners draw on this knowledge to ensure that resources and experiences support individuals interests and needs.

There is an open-door policy encouraging all families to feel welcome and included.

The setting provides a warm, nurturing, welcoming environment within a calm and engaging atmosphere.  All areas accessible to the children (corridors, dining hall, playground) offer a safe base for them.

A whole team or school approach to developing policies, strategies and interventions will be used consistently by all practitioners.

Practitioners involve children when agreeing on setting boundaries and routines – the child knows their voice is valued and respected.

Noticeboards, visual timetables and self-registration are all in place to support a safe and consistent start to the day.

Practitioners model good social interactions and support children with daily routines.

Adults use calm and respectful voices at all times.

Dedicated play zones offer security for children – any changes to environments are discussed and carried out with the children.

Creation of a calm, neutral learning space that does not provide sensory/cognitive overload; practitioners should consider soft lighting and furnishings and the use of calming music.

A dedicated home corner with real-life resources provides a comforting, reassuring space.

Quiet spaces and corners are identified for and created WITH the children.  There may be more than one area in response to different needs.  Mirrors, photos, posters, stress/fidget toys are freely available to help the child self-regulate when necessary.

All environments, indoors and out, are risk assessed, with the children, regularly: there are no broken resources, peeling wall coverings, torn pictures, broken glass, unsanitary areas etc..

There is a stimulating, engaging and challenging environment indoors and outdoors, which is resourced for ALL developmental stages.

Children are observed to be deeply engaged in developmentally appropriate play experiences.

There are opportunities to engage with and experience nature and the outdoors regularly.

Individual choice: Children have a sense of agency over the organisation of the setting and the experiences within it.  They are given a choice whether to or how to take part in activities in various ways, e.g. gather times or adult-directed activities. 

Child’s voice: children’s ideas are evident in the set-up and running of the setting, with children’s opinions and ideas being listened to and acted upon. 

The setting has a range of inclusive resources, reflecting the diverse nature of families and communities.  It is not a tokenistic gesture.

Learn More  

Nurture Principle 1.  Children’s learning is understood developmentally

Nurture Principle 3.  The importance of nurture for the development of wellbeing

Nurture Principle 4.  Language is a vital means of communication

Nurture Principle 5.  All behaviour is communication

Nurture Principle 6.  The importance of transition in children’s lives