Personal Development, Behaviour and Welfare. Swindon Early Years Self-Evaluation Tool
1. Key Person System
What do we do?
/ What evidence do we have? /What could we do to improve?
There is a well-established key person system which means that each key person supports each child to develop secure emotional attachments / · Observations show children feel safe and secure· Observations show children are confident and independent
· Settling-in/transitions are well-planned
· Continuity of key person is evident
Each key person develops effective relationships with parents to support their child’s well-being and development / · Learning journals and induction- introduce key person and explain role
· Regular meetings with parents
· SEN records are good
· Parental feedback
Each key person fully understands their role in supporting and monitoring children’s learning and development /progress and attendance / · Staff induction ensures all staff understand key role & procedures
· Staff supervision supports staff effectively
· Monitoring LJ’s/child tracks
· Record of attendance/record of discussions with parents
·
2. Health and Care Practices
What do we do? / What evidence do we have? / What could we do to improve?
Children have personalised care plans to support individual needs such as nappy changing and sleeping / · Individual care plans/flexible timings and routines
· Routines allow for children to be independent
· Discussions with parents/parental feedback shows close working with parents
· Private changing areas
· Consistency with staff (key person)during care routines such as changing nappies
Children are encouraged to manage their own personal needs and develop independence relative to their age / · Children help to prepare at meal/snack times
· Children are independent during routines such as dressing to go outside
· Self-selection of resource/storage
· Children are developing good levels of independence and co-operation generally in relation to their age.
High standards of care and hygiene practice support the care needs of babies and toddlers / · All staff attended relevant training – food hygiene/health & safety etc.
· Risk assessments/environment checks daily in key areas
· Regular and rigorous monitoring of sleeping babies
· Hygiene for changing, play equipment and food preparation is meticulous and closely monitored
Practitioners support children to understand how to keep healthy relative to their age. Children learn how to keep themselves safe and how to manage risks and challenges. / · Children are given clear messages on importance of a healthy diet and exercise/healthy snacks
· Children are developing understanding of healthy lifestyles relative to their age
· Drinking water readily available
· Daily access to outdoor play/physical activity
· Partnership working with parents
· Planning shows key messages on keeping healthy & regular outdoor/physical activity
· Staff talk to children & encourage them to take risks, ‘have a go’ safely.
· Children complete own checks/’safety ‘Ted’.
3. Behaviour
What do we do? / What evidence do we have? / What could we do to improve?
All practitioners provide clear guidance and support to children on a daily basis about what is acceptable behaviour / · ‘Golden rules’ clear and visual and reminders given daily
· Individual behaviour support plans in place and followed by all staff
· Observations-consequences and expectations made clear by practitioners and followed-through
· Consistent approach to managing behaviour at all times
· Rewards used appropriately and other strategies such as warnings when change in routines/traffic lights etc.
All practitioners are sufficiently knowledgeable in positive behaviour management strategies and follow them consistently / · Relevant training/courses attended to update all staff knowledge
· Staff supervisions-identify need for support
· Observations – staff give positive feedback at all times
· Individual support plans are in place for children as necessary
Children are supported to develop respect, confidence and self-control. Practitioners teach children the language of feelings. / · Diversity frequently explored and celebrated with children
· Observations-children follow rules and are confident in social situations
· Observations-children highly engaged and support each other/play co-operatively
· Children supported to take safe risks
· Stories/activities etc regularly planned on feelings & behaviours.
Children demonstrate exceptionally positive behaviour and respect for others appropriate for their age / · Children show high levels of concentration and listen intently and do not distract others or become easily distracted (1-1 and group depending on age)
· Children are highly responsive to adults and each other 9high levels of co-operation evident)
· Children show high levels of confidence in social situations (trips out/visitors etc)
· Children demonstrate a positive sense of themselves (high self-esteem/well-being)
·
4. Inclusion
What do we do? / What evidence do we have? / What could we do to improve?
The environment is welcoming and reflects diversity in a positive way / · Welcome area/information for parents
· Environment reflects cultures of children who attend – role play/books/home language etc
· Positive images/diversity displayed
· Equality is supported and discrimination dealt with effectively-policy/staff training/parental feedback
· Inclusive ethos-regularly reviewed
· Child’s’voice’ reflected eg involvement in their Learning Journals
· Staff support all children to accept differences and to reflect on their differences.
Appropriate adaptations are made to the provision to effectively support children with additional needs and EAL (English as additional language). / · Regular training for all staff and SENco
· Accessibility reviewed regularly for children with a disability
· Visual supports used/ in environment at all times
· Multi-agency working/IPP’s-relevant professionals are contacted & discussions/meetings take place
Staff regularly update their knowledge of SEND / · SEN children identified early and support in place-SENco/IPP/paperwork/reviews
· Tracking progress/vulnerable groups
· Practice reflects Code of Practice- knowledge of staff
· Role of SENco is effective in supporting all staff in their knowledge and practice
A highly stimulating environment offers a wide range of suitable activities for all children. / · Activities & resources reflect needs / ages/gender/cultures of children who attend
· A wide range of experiences are planned to promote children’s understanding of the world and different people and communities (appropriate to age).
5. Transitions
Each key person ensures that all children are emotionally well prepared for the next stages in their learning. They effectively support children’s transitions and prepare them for the move to school. / · Key person works with child & parents/key adults to support and prepare the child for changes
· Children have opportunities to visit new setting/school
· Use of visual or other support materials such as pictures/photos ,stories etc
· Children practice relevant routines such as independence at snack/dressing etc
· Transition plans developed with child and parents
· Good communication and records shared between relevant professionals on child’s care and educational needs
Staff work closely with other practitioners (child minders/teachers) to ensure relevant information about child’s learning and development is passed on / · Key staff work closely with other settings, including child minders and schools to develop good working relationships(eg. regular meetings/visits/cluster meetings)
· Each key person is given time to liaise with other professionals/schools/parents to discuss or pass on relevant information
· Staff plan ahead appropriately for transition to school and procedures for passing on information are effective, ie. meetings/visits with teachers/child minders and parents.
· SENco is involved in supporting and passing on information to relevant professionals for children with SEN.
Swindon Early Years Team September 2014