Child development - Holistic view of child development and learning 8/8

Features of highly-effective practice

Assessment 2

Look at the grid below and consider what the features of highly-effective practice are in your own setting. Tick each of the features which are in your own setting. Challenge yourself to ask the questions.

Discuss your responses with your manager once you complete this activity.

Within and beyond our setting there is a shared understanding of wellbeing and children’s rights. We take children’s rights into account and consider them in respect of their stage of development, including when planning learning across the curriculum.

Practitioners’ sensitivity and responsiveness significantly contribute to the wellbeing of each individual child and their family.

Managers and leaders make sure that all practitioners know, understand and use the wellbeing indicators in a meaningful way. Our young children show a developing understanding of the wellbeing indicators.

Leaders and managers look out for the wellbeing of practitioners. All practitioners feel valued in their work and are confident they can receive support should they need it.

All our practitioners engage in professional learning which takes due account of the legislative framework related to wellbeing, equality and inclusion.

The curriculum we offer and our approaches to learning and child development promote diversity and equality.

Children are encouraged to begin exploring the thoughts, feelings, attitudes, values and beliefs that influence their lives and relationships in a developmentally appropriate way.

Children show consideration and empathy for others supported by consistent positive relationships.

Health and wellbeing are full embedded in the daily life of the setting and consistently promoted by all practitioners.

Challenge questions

To what extent are the GIRFEC principles reflected in the work of our setting? What actions do we need to take to make further improvements? How well do we use information about children’s wellbeing to support their care, learning and development?
How explicitly is the United Nations Convention on the Rights of the Child understood and embedded in our practice?
How well do practitioners understand attachment theory and its impact on future development and learning.
What methods do we use to make sure information is shared effectively about children’s wellbeing between parent/carers and practitioners?
How do we make sure important principles including consistency, dignity and privacy when supporting children and their personal care? What other important principles should we be considering?
How well do practitioners take account of national documents and guidance that impact on early learning and childcare? For example Building the Ambition?
How do we make sure that all practitioners undertake regular professional learning around legislation, statutory requirements, national and local guidance and codes of practice?
Have we successfully established an inclusive learning environment and setting?
How welcome and included do all children, parents/carers and partners feel. How do we know?
To what extent has creating an ethos and culture of inclusion and participation been successful in supporting children to make very good progress? How can this be strengthened?