How our setting We have these things in place: RAG We support this by: We could develop: supports children and To be recognised as a Healthy Early Examples are given in italics, add what happens Add any ideas here, you can decide Years setting you need to meet the in your setting, delete anything not relevant later which ones to prioritise families health and statements given wellbeing Each child has their physical and A very clear key person policy in place which is The individual health consistently followed, key people understand the emotional care needs (meals and wellbeing needs importance of attachment for under-5s and how to including bottle feeding, of children are met support this; staff training and development on sleep/rest, comfort during through an effective attachment theory and child development distress, toileting) met by their key person system primary key person or co-key that supports the person development of close The key person obtains and uses Displays on children’s preferences for daily routines, attachment. This child profile books, group observation using the information on the child’s system is part of our Leuven wellbeing scale, settling in guidelines, physical and emotional needs as holistic approach to transition policy and guidance, admission forms well as their interests and health, care and discussed with parents, home visit, children visit abilities before and during nursery before they start, settling in adapted to education. transitions to ensure the child children’s needs feels safe, secure and motivated to engage in experience and routines A mechanism to ensure smooth Message / white boards, daily information form for baby room, display charts, hand-over books, clear handover during staff changes rota / shifts reflecting hours of children attending Staff ensure they plan Drinking water is available to Children encouraged to pour their own drinks, water in small jugs; children have own cup/water bottle and provide children at all times and all staff with photo and name, children serving each other opportunities that encourage children to drink water at snack and meal time, a water machine for support all children’s regularly with developing children to help themselves from, staff role modelling understanding of how independence drinking water, children reminded to drink, water to stay safe and taken on trips and included in packed lunch guidance
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
HEY%20AUDIT%20PVI.docx