parent encouraged to not bring buggies, encourage walking and scooters, parents coming on walking trips(eg to the park, the library), workshops or activities for parents, including linking to CC, sports days, promoting local physical activities (eg local swimming, sports clubs, playgrounds), sponsored walks / toddles Oral health First tooth, first visit dental referral, dentists in Islington leaflet, visits by the dentist, link to fluoride varnish at local CC Mental health and emotional health and wellbeing Staff training, for example circle time, quiet room to meet with parents, knowing where to signpost parents: eg parent groups, Growing Together, parent and baby psychology service, practitioners able to raise concerns with parents Immunisations Check during admission process, take a copy of the red book, put up posters/ advertise chicken pox and flu jabs, staff understand importance of immunisations and their safety, know which children are not immunised in order that if there is an to outbreak parents can be informed directly Speech, language and communication ECAT programme, SEN referrals, staff training, knowing where to signpost parents: eg chatterpillars and ACT at local CC, sharing age appropriate expectations with parents; identified through integrated review, staff able to recognised signs of hearing impairment, sharing approaches to develop language skills with parents Sleep Staff are aware of recommended guidelines for sleep information available for parents on sleep routines, referral to CAMHS if appropriate
How our setting supports children and families health and wellbeing We have these things in place: To be recognised as a Healthy Early Years setting you need to meet the statements given RAG We support this by: Examples are given in italics, add what happens in your setting, delete anything not relevant We could develop: Add any ideas here, you can decide later which ones to prioritise The individual health and wellbeing needs of children are met through an effective key person system that supports the development of close attachment. This system is part of our holistic approach to health, care and education. Each child has their physical and emotional care needs (meals including bottle feeding, sleep/rest, comfort during distress, toileting) met by their primary key person or co-key person A very clear key person policy in place which is consistently followed, key people understand the importance of attachment for under-5s and how to support this; staff training and development on attachment theory and child development The key person obtains and uses information on the child’s physical and emotional needs as well as their interests and abilities before and during transitions to ensure the child feels safe, secure and motivated to engage in experience and routines Displays on children’s preferences for daily routines, child profile books, group observation using the Leuven wellbeing scale, settling in guidelines, transition policy and guidance, admission forms discussed with parents, home visit, children visit nursery before they start, settling in adapted to children’s needs A mechanism to ensure smooth handover during staff changes Message / white boards, daily information form for baby room, display charts, hand-over books, clear rota / shifts reflecting hours of children attending Staff ensure they plan and provide opportunities that support all children’s understanding of how to stay safe and Drinking water is available to children at all times and all staff encourage children to drink regularly with developing independence Children encouraged to pour their own drinks, water in small jugs; children have own cup/water bottle with photo and name, children serving each other water at snack and meal time, a water machine for children to help themselves from, staff role modelling drinking water, children reminded to drink, water taken on trips and included in packed lunch guidance
All elements of our practice promote the characteristics of learning where children’s emerging interests and abilities support them to be deeply engaged, motivated and creative in their thinking, choosing and playing. Routines enable children to engage in sustained play ITERS, ECERs and SSTEW used to audit practice; Leuven scale of wellbeing and involvement used to observe children, continuous provision planning, medium term planning reflects routines, open ended resources, areas well-stocked and replenished, all seven curriculum areas available, children actively encouraged to initiate own ideas; adults scaffold play, extend play in the moment and plan for possibilities in learning as well focussed activities, practitioners are up to date on current play research, take part in national campaigns (eg Save the Children den making day; national children’s day) Support for children to take appropriate risks in their play Risk taking as part of outdoor play, climbing allowed in safe environment, adults plan challenging opportunities Our environment is organised to enable children to access resources independently Low shelves for self-initiated play, resources are accessible, free choice of activities, resources encourages imaginative play We have enough resources for each child Resources are replaced appropriately, at least two of every resource Children, parents and staff feel physically and emotionally safe and secure in the setting. Policies (eg behaviour, settling in), code of conduct, risk assessments, staff offer parental support, signing in and out of setting, secure entry, staff meet and greet children and parents at drop off and pick up time, parent partnership We celebrate diversity Resources reflect the diversity of our community as well as the Use of Persona dolls, books in different languages, celebrating different festivals and community events,