Standards:

Health and Wellbeing Supporting Information

1. The setting effectively supports children to settle.

2. The setting supports children’s self-awareness, confidence and independence.

3. The setting supports positive behaviour and emotional development.

4. Children’s nutritional and dietary needs are supported effectively.

5. The physical environment, routines and practices effectively support children’s hygiene, personal care and healthy lifestyle.

Module 2

Health and Wellbeing

Module 2Health and Wellbeing

Module 2

Health and wellbeing

Suggested Evidence Suggested Guidance

Parent information packPolicies and ProceduresHome/setting diaryPEAL activity outcomeSettling-in records/ informationChild registration formLearning journeyReflective accountMenusPhotographs

Attachment theoryPEAL http://peal.org.uk/resources/activity_booklet.aspxOAPE toolkit – transitions, emotional environmentTemplates from the OAPE toolkit EYFS Statutory FrameworkThrive – http://thriveftc.com/EYFS Development Matters – Characteristics of Effective LearningMicro-geographiesReligious festivals calendar – www.bbc.co.uk/religion/tools/calendarChildren’s Food Trust – Voluntary Food and Drink GuidelinesAdvice on toddler nutrition - www.littlepeoplesplates.co.uk

Health visitor guidance on use of dummies?FSIDERIC http://www.eric.org.uk/

British Heart Foundation www.bhf.org.uk (click on “schools” tab)

Questions Think About… Evidence Self-Assessment

Module 2. Health and WellbeingStandard 1. The setting effectively supports children to settle.

1 How does the setting build a relationship with children and their families?

Settling in procedureDedicated time for discussion with parents and childrenKey person roleWelcoming routine and greetingsEngagement with parents – PEAL activitiesHome visitsPre-start visitsStaff deploymentPhotos or items from home Gathering and use of information about home backgroundLinks with professionals working with familiesChildren’s attachments – parents and/or othersBarriers to communication e.g. EAL, cultural, hard to reach parentsUse of SENCo, awareness of Code of Practice, knowledge of CAF and the settings role within CAF

Date:

Highly effective Effective Emerging Insufficient

2 How does the setting support children through transitions between carers?

Personalised settling in routinesKnowledge of children’s routinesKnowledge of children’s transitions e.g. other carers, other settingsCommunication with all carers Children’s sense of belongingWelcoming and homely environmentKey person and attachmentClose monitoring of involvement and wellbeingAttachment theoryTransitional comfort objects/special items

Date:

Highly effective Effective Emerging Insufficient

3 How are children supported through daily transitions within the setting?

Key personFlexibility of routinesClarity of routinesVisual timetablesAcknowledgement and communication of transitionsStaff deployment

Date:

Highly effective Effective Emerging Insufficient

Questions Think About… Evidence Self-Assessment

Module 2. Health and WellbeingStandard 2. The setting supports children’s self-esteem, confidence and independence.

1 How does the setting manage the key person role to meet the emotional needs of the children?

Attachment theory Knowledge of child developmentKey person role and settling inIndividual child’s needsCo-key person system to cover key person absence/non working hoursObservation, assessment and planningKnowledge of the child – culturesRoutines –nappy changing and toilet training

Date:

Highly effective Effective Emerging Insufficient

2 How does the setting embed a culture of self-esteem amongst children, families and staff?

Welcome and greetingBody languageRecognising children’s background, achievements and family celebrationsAcknowledgement of children’s ideas, efforts and achievementsGenuine and specific praise Actively demonstrating inclusive practiceConsistency of all practitioners in nurturing self-esteemVisible partnership working with parentsHow staff skills are valued and put into practiceEmotional environment supports staff and childrenNegative attitudes are challengedOpenness of communicationDevelopment of the respect for others

Date:

Highly effective Effective Emerging Insufficient

3 How does the setting maximise opportunities for children to develop independence?

Accessibility of resourcesFamiliarity with learning environmentNappy changing and toilet trainingRoutines:

- sleep and rest- mealtimes- dressing/undressing- personal care

Make choicesMinimal interruptions to children’s playEquipment that supports independence and accessibilityVisual timetablesVisual symbolsAppropriate labellingChildren’s involvement in planningHow children are supported to communicate their needs and ideas e.g. Makaton

Date:

Highly effective Effective Emerging Insufficient

4 How does the setting support children to develop their confidence?

Modelling “having a go”Praise and encouragementSmall group workExperiences are developmentally appropriateSupporting appropriate risk takingEncouraging the child’s voiceEnriching learning opportunitiesActive listening

Date:

Highly effective Effective Emerging Insufficient

Questions Think About… Evidence Self-Assessment

1 How does the setting develop a shared and consistent expectation of behaviour and boundaries?

Parent and setting relationshipInvolvement of children in setting rules and boundariesBehaviour policyRole modelling

Date:

Highly effective Effective Emerging Insufficient

2 How does the setting support positive behaviour?

Learning environment reflects individual interests and needsSupporting calming strategiesClearly defined zones e.g. quiet areaEnsure adequate resourcesPlanning to ensure children are actively engaged Continuous provisionFlexible routinesClear explanationsManagement of transitions though out the day e.g. count downs for children; preparationStaff deploymentRole modellingUnderstanding emotional wellbeingAwareness and consideration of external factors affecting childStaff breaks

Date:

Highly effective Effective Emerging Insufficient

Module 2. Health and WellbeingStandard 3. The setting supports positive behaviour and emotional development.

3 How does the setting respond to challenging behaviour?

Understanding triggersOpt out timeUse of IEP Behaviour management strategies agreed with parents/children and all staffVisual promptsAcknowledgement and distractionSpecific praiseReflect on practiceConflict resolution – empowering the childrenCalm and nurturing responses

Date:

Highly effective Effective Emerging Insufficient

4 How are children supported to understand and communicate feelings?

Access to key personVisual promptsNaming and describing feelingsAwareness of body languageAcknowledging feelingsUse of storiesEncourage empathy with others

Date:

Highly effective Effective Emerging Insufficient

5 How are children supported to recognise and manage their emotions?

Verbal and non-verbal communicationSongs, stories, rhymes, puppets, dollsAppropriate grouping and activities for children

Date:

Highly effective Effective Emerging Insufficient

6 How does the setting create a culture of mutual respect?

Sense of communityModellingCommunicationOpportunities for collaborative playBuddying scheme Acknowledging and celebrating individualityChallenge prejudice and bullying – staff, parents and children

Date:

Highly effective Effective Emerging Insufficient

Questions Think About… Evidence Self-Assessment

1 How does the setting provide healthy and nutritious food?

Policies and proceduresFood hygiene regulations – storage, preparationCurrent government guidelines on healthy foodGuidelines for parents bringing in food from homeUnderstanding the dietary needs of different groups e.g. babies, toddlers, young children, vegetariansLiaison with dietician or nutrition expertMenu plan

Date:

Highly effective Effective Emerging Insufficient

2 How are the individual dietary needs of children recognised and addressed?

Access to sufficient food and drink throughout the dayArrival and departure timesDaily food diaryVaried menus Child record forms and guidance from parents/carersAwareness of allergiesFirst aid – how to deal with allergic reactionsCurrent government guidelines on healthy foodConsider cultural dietary requirementsChildren with specific needsSensitivity of responses

Date:

Highly effective Effective Emerging Insufficient

Module 2. Health and WellbeingStandard 4. Children’s nutritional and dietary needs are supported effectively.

3 How does the setting promote a positive attitude towards food?

Grouping of children at mealtimes e.g. child’s choice The physical environment at mealtimesRole of the adultPartnership with parentsPreparation and presentation of food Children’s awareness of their own hunger and thirst Children’s understanding of a balanced dietHow are children involved in mealtimes?

- growing food- preparing food- setting tables- clearing up- washing up- menu planning- shopping for food

Opportunities for children to taste new foodsRole Play and use of ‘real’ food and equipmentSensory exploration of foods, involvement in messy playResearch into psychological factors that influence enjoyment of foods e.g. fussy eating and neophobia

Date:

Highly effective Effective Emerging Insufficient

4 How does the setting use mealtimes as an opportunity for social development?

Age appropriate equipmentStaff deployment and interactionGrouping of childrenOpportunities for sharing and taking turnsArrangement of furniture, positioning of highchairsRole modellingIndoors/outdoorsConsideration to the cultural diversity of the settingCelebrationsObservations and evaluation of children’s social involvement in mealtimes

Date:

1 - Highly effective2 - Effective3 - Emerging4 - Insufficient

Questions Think About… Evidence Self-Assessment

1 How does the setting promote good hygiene practices?

Policies and Procedures e.g. Health and Safety, Animals, No smoking, Nappy ChangingRoles and responsibilities of adults Cleaning schedule – deep cleaningCleaning rota – responsibility and checksChildren’s involvement and understanding of hygieneProtective/disposable wearAdult personal hygieneFood storageLaundryCross contamination Storage of cleaning equipmentDental adviceEnvironmental Health requirementsCOSHH regulationsIndoors/Outdoors

Date:

1 - Highly effective2 - Effective3 - Emerging4 - Insufficient

2 How are children supported in their personal care?

SensitivityPartnership with parentsAwareness of child’s routines, fears and stage of developmentChildren’s own awareness of bodily functionsIndependence – handwashing, toileting, teeth cleaningWelcoming and accessible environment for toileting Nappy changing – flexible routinesPrivacy and dignityMonitoring personal care routines

Date:

1 - Highly effective2 - Effective3 - Emerging4 - Insufficient

Module 2. Health and WellbeingStandard 5. The physical environment, routines and practices effectively support children’s hygiene, personal care and healthy lifestyle.

3 How does the setting support children’s needs for sleep and rest?

Flexibility of routinesPartnership with parents to understand individual children’s routines, sleep strategies and consistencyOrganisation of the environment – how conducive is it to sleep and rest?Planned quiet timesGuidelines on temperature and sleep positionsFurniture/bedding – suitability and hygieneUse of dummies within current guidelinesMonitoring and recording of sleep patterns

Date:

1 - Highly effective2 - Effective3 - Emerging4 - Insufficient

4 How does the setting support children to develop a positive attitude towards physical activity?

Indoor/outdoor opportunities Use of everyday opportunities such as stories, music and role playOpen ended resources and equipmentExciting, stimulating, challenging activities linked to children’s interestsOpportunities for children to challenge own limits and manage riskAppropriate clothingPositive attitude of adults – role modellingDeployment of staffSupporting parents to understand the importance of all-weather outdoor playCultural expectations and children with SEN and disabilityGender differences

Date:

1 - Highly effective2 - Effective3 - Emerging4 - Insufficient