Children experience high-quality spaces; Children influence and affect change, p22

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.

Children experience high-quality spaces; Challenge questions p25

How can we be confident that our physical environment maximises opportunities for children to be challenged, creative and engaged in their play?
To what extent does the physical environment support different types of play?
How do we know our setting provides a wide range of challenging outdoor play and learning experiences that promote children’s health and wellbeing?
How well are children enabled to select and make use of high-quality resources which meet their needs, interests and development?
How inclusive is our setting for all children and families? Does it accommodate and promote emotional safety?
How do we promote diversity, equity and inclusion and how are these positively reflected in the resources, spaces, and experiences available?

Playing, learning and developing; Quality of interactions, p28

We use a variety of approaches to respond to children’s cues to support development of self-regulation, empathy, confidence, creativity and curiosity

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

We use observations of individual children’s patterns of play to plan, support, challenge and extend their learning

Playing, learning and developing; Challenge questions, p29

How do we ensure our approach to children’s needs recognises the independent thoughts and feelings of children as individuals?

Nurturing care and support; Nurturing care p45

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; Personal planning, p47

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.

Learning, teaching and assessment; Children’s learning and engagement, p39

Children’s wellbeing and developmental needs are met very well through carefully considered transitions, experiences, and learning environments.

Learning, teaching and assessment; Interactions to support learning, p40

We listen carefully to all children’s views and are attuned to their needs, interests and learning styles

Wellbeing, inclusion and equality; Positive relationships and wellbeing, p53

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.

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

Children who require additional support have their needs identified through effective observation, assessment and partnership working.

Wellbeing, inclusion and equality; Inclusion and equality, p56

We promote a strong ethos of inclusion, equity and respect.

Children experience an environment that reflects and celebrates diversity, including their individual needs and identities.

Children and families feel a strong sense of belonging

Wellbeing, inclusion and equality; Challenge questions, p57

How do we know that all children feel included, engaged and involved?
What strategies do we use to remove or reduce barriers to children’s participation?