{"id":832,"date":"2021-10-06T16:51:12","date_gmt":"2021-10-06T15:51:12","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/?page_id=120"},"modified":"2026-03-31T18:35:05","modified_gmt":"2026-03-31T17:35:05","slug":"principle-3-the-importance-of-nurture-for-the-development-of-wellbeing","status":"publish","type":"page","link":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/principle-3-the-importance-of-nurture-for-the-development-of-wellbeing\/","title":{"rendered":"Principle 3 &#8211; The importance of nurture for the development of wellbeing"},"content":{"rendered":"<section id=\"builder-section-text_11\" class=\"builder-section-first builder-section builder-section-text builder-section-last builder-section-full-width builder-text-columns-1\" style=\"background-size: cover; background-repeat: no-repeat;background-position: center center;\">\n<div class=\"builder-section-content\">\n<div class=\"builder-text-row\">\n<div class=\"builder-text-column builder-text-column-1\" id=\"builder-section-text_11-column-1\">\n<div class=\"builder-text-content\">\n<h2><span style=\"color: #800000;\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-17260 alignleft\" src=\"https:\/\/blogs.glowscotland.org.uk\/sb\/public\/earlylevelportal\/uploads\/sites\/3720\/2025\/11\/24142205\/Wellbeing-Inclusion-Equality-icon.png\" alt=\"\" width=\"50\" height=\"50\" srcset=\"https:\/\/blogs.glowscotland.org.uk\/sb\/public\/earlylevelportal\/uploads\/sites\/3720\/2025\/11\/24142205\/Wellbeing-Inclusion-Equality-icon.png 756w, https:\/\/blogs.glowscotland.org.uk\/sb\/public\/earlylevelportal\/uploads\/sites\/3720\/2025\/11\/24142205\/Wellbeing-Inclusion-Equality-icon-300x300.png 300w\" sizes=\"auto, (max-width: 50px) 100vw, 50px\" \/><\/span><\/h2>\n<h1><span style=\"color: #800000;\"><a style=\"color: #800000;\" href=\"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/nurture\/\">Nurture<\/a><\/span><\/h1>\n<h3><small><span style=\"color: #800000;\"><strong>Principle 3 &#8211; The importance of nurture for the development of wellbeing<\/strong><\/span><\/small><\/h3>\n<h3>Key Messages:<\/h3>\n<p><cite>&#8220;Positive relationships are at the heart of the school\/ELC setting and are seen as underpinning all successful learning and teaching.&#8221;<\/cite><\/p>\n<p>(<a href=\"https:\/\/glowscotland-my.sharepoint.com\/personal\/earlylevelportal_glowmail_org_uk\/_layouts\/15\/onedrive.aspx?id=%2Fpersonal%2Fearlylevelportal%5Fglowmail%5Forg%5Fuk%2FDocuments%2FEarly%20Level%20Portal%20documents%2FTools%20pages%20documents%2F1%20SBC%20guidance%20to%20support%2FSBC%20Nurturing%20Approaches%20Guidelines%20%2D%20Final%20Mar%202021%2Epdf&amp;parent=%2Fpersonal%2Fearlylevelportal%5Fglowmail%5Forg%5Fuk%2FDocuments%2FEarly%20Level%20Portal%20documents%2FTools%20pages%20documents%2F1%20SBC%20guidance%20to%20support&amp;ga=1\" target=\"_blank\" rel=\"noopener\">Applying Nurture as a Whole School Approach<\/a>, Education Scotland, p. 14)<\/p>\n<ul>\n<li><strong>&#8220;<cite>Every child or young person should be safe, healthy, achieving, nurtured, active, respected, responsible and included.<\/cite><\/strong><br \/><cite>These eight indicators help make sure everyone &#8211; children, parents, and the people who work with them, such as teachers and health visitors &#8211; has a common understanding of wellbeing<\/cite>&#8221;\u00a0<\/li>\n<\/ul>\n<p style=\"text-align: right;\">(Getting It Right For Every Child, Scottish Government).<\/p>\n<p>\u00a0 \u00a0Practitioners&#8217; understanding of this is essential for implementing a nurturing\u00a0 \u00a0 \u00a0 \u00a0approach.<\/p>\n<ul>\n<li>All practitioners are knowledgeable in the theory of <a href=\"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/attachment\/\" rel=\"noopener\">attachment<\/a>, <a href=\"https:\/\/www.gov.scot\/publications\/adverse-childhood-experiences-aces\/\" target=\"_blank\" rel=\"noopener\">Adverse Childhood Experiences<\/a> (ACEs), child development and <a href=\"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/schemas\/\" rel=\"noopener\">schemas<\/a>.<\/li>\n<li>There is a robust <a href=\"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/transitions\/\" rel=\"noopener\">transition<\/a> process for children and <a href=\"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/family-partnerships\/\" rel=\"noopener\">families<\/a> to build relationships before starting at an Early Learning and Childcare (ELC) setting and transitioning into P1.<\/li>\n<li>Children are warmly welcomed into a calm, secure environment, sensitively resourced to meet the needs of all.<\/li>\n<li>Practitioners know that <em>all behaviour is communication<\/em>.\u00a0 Therefore, they <a href=\"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/sensitive-interactions\/\" rel=\"noopener\">interact sensitively<\/a> with individuals, following agreed scripts or intervention techniques, as appropriate.<\/li>\n<li>Positive language is encouraged.<\/li>\n<li>Positive interactions are observed throughout the setting with mutual trust and respect between adult and child, child and child, and adult and adult.<\/li>\n<li>Good use of the keyworker approach to initiate links with children and families before starting at the setting.<\/li>\n<li>Positive <a href=\"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/attachment\/\" rel=\"noopener\">attachments<\/a> are formed with one key person.\u00a0 Practitioners make time to connect with each child, understanding their uniqueness.<\/li>\n<li>Children trust the adults looking after them, interacting positively and confidently.<\/li>\n<li>Children actively seek out adults for praise, reassurance and comfort.<\/li>\n<li><a href=\"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/transitions\/\" rel=\"noopener\">Transitions<\/a> from home to ELC follow a consistent approach and routine, preferably with the same person each day.<\/li>\n<li>Parents and children know which practitioners are in the setting each day; children and families are informed of staff changes in advance.<\/li>\n<li>Practitioners reassure children and let them know what will happen each day.<\/li>\n<li>Practitioners are consistent in providing high-quality care, responding to individual needs.<\/li>\n<li>Children feel valued.\u00a0 They can freely express their ideas, feelings and opinions and know that they will be listened to (<a href=\"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/childs-voice\/\" rel=\"noopener\">child&#8217;s voice<\/a>).<\/li>\n<li>Children are actively encouraged to take risks in their learning; there is no &#8216;wrong&#8217;, just try again.<\/li>\n<li>Children are proud of their achievements and want to share their success with adults.<\/li>\n<li>All achievements are recognised and responded to positively.<\/li>\n<li><a href=\"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/learning-journeys\/\" rel=\"noopener\">Learning journeys<\/a> show the uniqueness of each child and how well the practitioners know the children as learners and as individuals.<\/li>\n<li>Achievements from home and the wider community are celebrated with the child.<\/li>\n<li><a href=\"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/personal-plans\/\" rel=\"noopener\">Personal plans<\/a> and <a href=\"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/care-plans\/\" rel=\"noopener\">care plans<\/a> are regularly reviewed with families, and practitioners sensitively support children and families at all times.<\/li>\n<li>The <a href=\"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/spaces\/\" rel=\"noopener\">learning environments<\/a> are calm, soothing and clutter-free with muted colours to avoid <a href=\"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/sensory-processing\/\" rel=\"noopener\">sensory overload<\/a>.<\/li>\n<\/ul>\n<h3>\u00a0<\/h3>\n<h3>Ways we can do this:<\/h3>\n<p>All practitioners engage with and implement <a href=\"https:\/\/glowscotland-my.sharepoint.com\/personal\/earlylevelportal_glowmail_org_uk\/_layouts\/15\/onedrive.aspx?id=%2Fpersonal%2Fearlylevelportal%5Fglowmail%5Forg%5Fuk%2FDocuments%2FEarly%20Level%20Portal%20documents%2FTools%20pages%20documents%2F1%20SBC%20guidance%20to%20support%2FSBC%20Nurturing%20Approaches%20Guidelines%20%2D%20Final%20Mar%202021%2Epdf&amp;parent=%2Fpersonal%2Fearlylevelportal%5Fglowmail%5Forg%5Fuk%2FDocuments%2FEarly%20Level%20Portal%20documents%2FTools%20pages%20documents%2F1%20SBC%20guidance%20to%20support&amp;ga=1\" target=\"_blank\" rel=\"noopener\">SBC Includes: Nurturing Approaches Guidelines<\/a> and <a href=\"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/self-evaluation\/\" rel=\"noopener\">self-evaluation<\/a>.<\/p>\n<p>Keyworker initiates contact with children and families during the transition process.<\/p>\n<p>Wellbeing indicators are embedded within the everyday life of the setting.<\/p>\n<p>Wellbeing indicators are shared with children and families.\u00a0 They are presented in child-friendly language and used in meaningful contexts.<\/p>\n<p>Practitioners model appropriate social skills and knowledge.\u00a0<\/p>\n<p>All settings should have a practitioner photo board on display so families know who is looking after their child each day.<\/p>\n<p>Ensure that all practitioners follow approaches such as positive interaction scripts and <a href=\"https:\/\/zonesofregulation.com\/index.html#\" target=\"_blank\" rel=\"noopener\">Zones of Regulation<\/a> consistently.\u00a0 Team discussion is vital to ensure that all practitioners understand the <em>Why <\/em>and <em>How <\/em>behind these techniques.<\/p>\n<p>Positive interactions scripts and other intervention techniques must be reviewed at least annually and adapted to the needs of each cohort of children.<\/p>\n<p>Transition policy and daily routines agreed and shared with families to ensure a smooth and nurturing transition from home to ELC and ELC to Primary 1.<\/p>\n<p>Use of noticeboards, visual timetables and self-registration to support a safe and consistent start to the day.<\/p>\n<p>Dedicated play zones offer security for children; any changes to environments are discussed and carried out with the children.<\/p>\n<p>Practitioners involve children when agreeing on setting boundaries and establishing routines, so the child knows their voice is valued and respected.<\/p>\n<p>Children and families are included in all aspects of the ELC life by gathering parental views and showing how you have responded to them, issuing questionnaires, and focusing on a month&#8217;s policy or a question of the month.<\/p>\n<p>Children are supported to develop resilience.\u00a0 Therefore, practitioners should consistently interact sensitively and positively with children.<\/p>\n<p>Personal plans, care plans and learning journeys are up-to-date and regularly shared with families.\u00a0<\/p>\n<p>Children are involved in developing their learning journeys and should talk about themselves as learners.\u00a0 Achievements and successes from home and the setting are celebrated.<\/p>\n<p>Each learning journey should be unique to the child.<\/p>\n<p><strong>Learn more<\/strong> <span class=\"ttfmake-icon mceNonEditable fas\">\uf063<\/span>\u00a0<\/p>\n<p style=\"padding-left: 40px;\"><span style=\"color: #800000;\"><a style=\"color: #800000;\" href=\"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/nurture-principle-1-childrens-learning-is-understood-developmentally\/\" rel=\"noopener\">Nurture Principle 1.\u00a0 Children&#8217;s learning is understood developmentally<\/a><\/span><\/p>\n<p style=\"padding-left: 40px;\"><span style=\"color: #800000;\"><a style=\"color: #800000;\" href=\"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/nurture-principle-2-the-environment-offers-a-safe-base\/\" rel=\"noopener\">Nurture Principle 2.\u00a0 The environment offers a safe base<\/a><\/span><\/p>\n<p style=\"padding-left: 40px;\"><span style=\"color: #800000;\"><a style=\"color: #800000;\" href=\"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/principle-4-language-is-a-vital-means-of-communication\/\" rel=\"noopener\">Nurture Principle 4.\u00a0 Language is a vital means of communication<\/a><\/span><\/p>\n<p style=\"padding-left: 40px;\"><span style=\"color: #800000;\"><a style=\"color: #800000;\" href=\"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/principle-5-all-behaviour-is-communication\/\" rel=\"noopener\">Nurture Principle 5.\u00a0 All behaviour is communication<\/a><\/span><\/p>\n<p style=\"padding-left: 40px;\"><span style=\"color: #800000;\"><a style=\"color: #800000;\" href=\"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/principle-6-the-importance-of-transition-in-childrens-lives\/\" rel=\"noopener\">Nurture Principle 6.\u00a0 The importance of transition in children&#8217;s lives<\/a><\/span><\/p>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/section>\n","protected":false},"excerpt":{"rendered":"<p>Nurture Principle 3 &#8211; The importance of nurture for the development of wellbeing Key Messages: &#8220;Positive relationships are at the heart of the school\/ELC setting and are seen as underpinning all successful learning and teaching.&#8221; (Applying Nurture as a Whole School Approach, Education Scotland, p. 14) &#8220;Every child or young person should be safe, healthy, &hellip;<\/p>\n","protected":false},"author":7767,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"template-builder.php","meta":{"footnotes":""},"class_list":["post-832","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/wp-json\/wp\/v2\/pages\/832","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/wp-json\/wp\/v2\/users\/7767"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/wp-json\/wp\/v2\/comments?post=832"}],"version-history":[{"count":55,"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/wp-json\/wp\/v2\/pages\/832\/revisions"}],"predecessor-version":[{"id":21181,"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/wp-json\/wp\/v2\/pages\/832\/revisions\/21181"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/wp-json\/wp\/v2\/media?parent=832"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}