BUILDING THE AMBITION IN DAYCARE - Care and … · BUILDING THE AMBITION IN DAYCARE. ... choice,...
Transcript of BUILDING THE AMBITION IN DAYCARE - Care and … · BUILDING THE AMBITION IN DAYCARE. ... choice,...
Building The Ambition Document
Why we use Building theAmbition Guidance
This guidance is designed tosupport practitioners in theirimportant role to deliver highquality early learning andchildcare which is accessible
and affordable for all children.
(Building Ambition Document pg 5)
What does this mean to ourDaycare.
This document highlights what we knowas good practise and issues of quality inproviding for our children.
Our service needs to be:-
• Child centred, acknowledging children's views and actively involve children in meaningful way in everyday decisions.
• Offer nurturing and caring environment
• Provide appropriate space to play and learn with a range of possibilities for children to develop their present and future potential.
• Be responsive to children’s
Daycare Aims
• Have fun
• Put the children at the centre of our service
• Children should be able to achieve positive outcome irrespective of race, disability, or social background
• Work together with parents and carers to ensure we are meeting the needs of each child and their family.
• Staff will ensure that within every session one to one time has been spent with every child within Daycare.
• Staff in Daycare will continually reflect on their practise and strive to improve when needed.
Acknowledge the children's views and actively involve them in in decision making.
Our children's views are gathered using a variety of methods withinDaycare. These include mind maps, small group time, evaluating play, freechoice, observations, next steps, voting, happy/sad faces, speech bubbles,key person and speaking to our children and knowing them.
The children make decisions on the interests we follow, the stories we read and songs we sing in the class using our books with pictures to help them choose. They freely access their own toys to play with and we ensure the resource are age appropriate and were necessary offer a challenge. At book corner the children are asked for snack preferences, activities for small group time, what to make our role play corner into. We involve our children's comments in our self evaluation and own reflection on our practise.
Provide appropriate space to play and learn with arange of possibilities for children to develop theirpresent and future potential.
Be responsive to children’s changeable interests and demands
Within Daycare the parent and carers complete a “All about me sheet” this gives us a startingpoint for the children's interests. Once in Daycare we use Next steps and Observations toensure we are meeting the children's needs. Next steps and Observations are used forplanning and for individual children's records. In addition we have developmental overviews, selfevaluation, children's comments. Out with the paper work, the children have a key worker whoknows the child and can meet their needs.
Involvement of Families in DaycareWe have recently evaluated our level parental participation. Using different methods to encourage to parents to contribute to our setting through comments, evaluation, spending time in the room. Our efforts were successful and parents are now used to filling out our speech bubbles and have come into the room to spend time with our children. We are very grateful for our parents increased involvement.
WELL BEING
Within Daycare understand the importance of our children beingSAFE,HEALTHY,ACHIEVING,NURTURED,ACTIVE,RESPECTED,RESPONSIBLE and INCLUDED. These indicators of GIRFEC( Getting it right for every child) are the driving force behind childrengrowing up and learning. In addition to this the children need a healthydiet and regular physical exercise.
SAFE
What are we doing
Staff are trained and all PVG checked
Protecting from abuse, neglect, harm
Warning and teaching about danger
Teach how to protect themselves
Ensure the children are not scared
Encouraging the children to have a positive
state of mind
Develop skills and knowledge that will keep
them safe.
Allow the children to have trusting
relationships where the adults are not
acting in their own best interest.
Listen to the children
Take account of their view, preferences
and feelings
Adhering to National Standard, SSSC, CI
reports recommendation or requirements
and action plans from QA reports.
How do we know?
• We have knowledge of our children and of our
policies and procedures, any signs that there could
be harm, to the child we would follow our CP policy
and if required report. Chronology is kept of any
concerns this is locked away.
• The building has a secure entrance, only named
person can pick up the child unless otherwise
advised.
• Staffs are PVG checked and qualified pictures on the
wall and wear ID.
• Register taken daily, if children are absent families
are phoned. If this is related to social work cases
social work are contacted.
• Staff attend Child plan meeting, and share
information with other professionals taking GIRFEC
and SHANNARI into account.
• Rules of the room.(Walking with scissors, leaving the
room, no hitting etc)
• First aid training. Accident forms completed if
required
• Children are at ease with staff, will openly speak to
them, if they required comfort they will seek out the
adults.
• Ratios adhered too. Risk assessment in place
.Policies and procedures
• Safe strong free
• Fire drills, PAT testing, CI reports,
What are we going to do?
• Keep up to date with Children rights and any
changes in policies and procedures either in house
or provided training.
• Keep Staff Core training up to date.
• Ensure we continue to gather all the information we
require on the children.
• Continue to monitor the children and note/report
any issues.
• Continue to self-evaluate and meet any
requirements of National Care Standards, CI
reports, SSSC and Quality assurance reports.
• Ensure support is given at lunch and at the end of
sessions so children are safe.
• Ensure our policies and procedures are up to and
staff familiar with them.
• Share information with parents that may be helpful
to them via new letters, CALA blog, noticeboards
etc.
HEALTHY
What are we doing
Meeting physical, emotional needs
and developmental needs.
Display fine and gross motor skills and
language and communication skills
appropriate for their age and stage of
development.
Benefit from healthy diet
Teaching about hygiene for the age and
stage of development
Being supportive when the children need
Encourage children to deal with
challenges
Get help if the child feels ill
If there are any concerns about a child
development we work in partnership with
other professionals
• How do we know?
• Healthy eating policy. Care to ensure allergies are
accounted for as well special dietary requirements.
• Washing hands ,
• Safe and Clean environment. Checked by
environmental health, PAT tested CI reports. Any
problems with the environment a report is made
and action taken
• Nappy changing protocol to protect the staff and
the children.
• Lighting, room/fridge temperature, occupancy
capacity, water temperature all regulated and
monitored within the setting.
• Teeth cleaning. Eye testing.
• Regular exercise indoors and outdoors.
• Access to age appropriate resource.
• Makaton
• Close relationship with the children and know their
developmental stage, staff are qualified and
experience and respond to their needs.
• We provide a range of toys and activities to
encourage fine motor skills
• What are we going to do?
• Keep up to date with healthy eating policies
and any new advice.
• Attended any training required
• Ensure we are meeting the children’s needs
through observations and self-evaluation
• Keep parent informed of any changes eg
slicing grapes for lunch.
ACHIEVING
What are we doing
Ensure regular attendance
Provide additional support if required
Provide positive and engaging
activities
Encourage children to play together
Encourage children to be
independent
The children are able to follow
routines and instructions
Supporting children through
changes(planned or unplanned)
Support transition
Produce progress reports outlining
the children's development and next
steps.
How do we know?
• Register attendance, contact parents if their child is
absent
• We work closely with other agencies if support is
needed, this include SALT, PSHVT, etc.
• Staff have a positive approach to the provision we
provide in Daycare,
• Staff are supportive to the children’s needs.
Promote positive behaviour. Observations are made
and acted on, next steps. Transition documents.
Mindmaps
• Children are supported to learn the routines of the
room, where required flash cards are used
• Makaton is used in the room with all the children
• Group time
• Praise, encouragement, stickers.
• Work put on the wall.
• Evidence of good practise on the CALA blog
• Parents included and told of children’s achievements
and encouraged to share any comments with
Daycare via speech bubbles
What are we going to do?
• More sharing of good practise and the
children’s achievements on the CALA blog.
• Continue as we are, ensuring through
keyperson and children’s feedback and
development that we are meeting their
needs.
• Increase usage and understanding of
SHANARRI within the setting and sharing with
parent.
• Continued self-evaluation and to act on any
findings made.
NURTURED
What are we doing
Meet the children’s basic needs
Receive appropriate care
Appropriate boundaries are set
Allowing the children attachment
Caring for the children
Developing a sense of self-esteem
and respect
Offer a sense of belonging
Understanding developmental
needs
Providing additional support and
care
Offer support
Encourage children to look after
themselves
How do we know?
We gather as much information as we
can on the children before they attend.
Stay and play with parents. “All about
me sheets”.
Next steps allow us to tailor the
activities to the children’s needs.
Key person to the child while they settle
in chosen by the child.
Sleeping area
Parents links
Attachments
Healthy food, and support feeding
Small group time
Children kept safe
Comfort children when required,
offering comforters and any advice from
parents given.
Nappy changing
Jackets and warm clothes when cold
Sun cream when necessary
Support through transitions
What are we going to do?
Continue to work closely with
parents to ensure the transition
into Daycare and from Daycare
goes smoothly.
Continued use of SHANARRI
within the setting as a monitoring
tool.
Ensure all children are included
and that if additional support is
required it is received.
Staff continue to listen to the
children and ensure they feel safe
and nurtured within the setting.
Continue to increase parental
participation and involvement of
parent within Daycare
ACTIVE
What are we doing
Giving the opportunity to explore
their environment safely
Give to active play
Encourage individual talents and
give opportunities’ to express
them.
Offer engaging play.
Include all the children
Involving parents
Teach the children how to manage
their own risk, appropriate for
their own age group
Offer engaging activities for all
abilities and support poor health or
ability
How do we know?
Our activities within the setting include
Dancing, Musical instruments, Outdoor
play, sit on toys, races ,games etc.
Sports day
Exploring the room freely, toys are at an
accessible level for the children.
Soft play, balls, balancing obstacle
course, den building
Health and Safety to the children have
safe environment to play in.
Children are used to getting praise and
will actively seek it from the adult.
What are we going to do?
• Continue to offer active play to our
children
• Attend training if required or shared
practice to gather more information
if required for providing a range of
activities
• Ensure we go out in all weather, and
parents are informed to provide
suitable clothing.
• More outings to local area (ratio
dependant), risk assess.
• RESPECTED
What are we doing
The children are treated with respect
and dignity at all times
Give regular praise and encouragement
Make the children feel listened too
Treat the children as individuals, in
their own right with their own needs,
expectations and aspirations
Allow the children time and the
information to make choices
Ask the children for their views on
information about them, their likes,
dislikes, opinion etc.
The children are actively involved in
decisions within the setting that affect
them.
We have access to advice for
children/parents and the opportunity to
support any additional needs of the
child to ensure they are included and
involved
We respect other cultures and faiths.
Teach children to respect the setting,
the rules and the people within .
• How do we know?
• The staff in the setting are quick to praise the
children’s work, behaviours, efforts etc. Ensuring the
children feel good about themselves. Staff will speak
to the children on their level and if need by ask open
questions to encourage the child to express their
feelings. Staff will also pass this on to parents so they
can talk about their achievements.
• Stickers for good behaviour which the children are
always really happy to receive. Achievement awards
• Children’s choice is at the centre of their play and
planning. Toys are accessible, interests are followed
through our BTA planning, next steps and
observations, mind maps.
• Our children are consulted for snack choices, story
we read, songs we sing.
• We self-evaluate the room and our provision to
ensure it is meeting their needs. The result of this
evaluation will influence our changes and
improvements.
• Children review their own activities and evaluate, this
is used to consider their wellbeing and involvement
and will tailor our provision to each individual child.
• Children are given privacy at changing time
• We ensure we are able to meet needs, by researching
any religious belief, being accepting of different
cultures. Ensure snack is appropriate for the child,
along with celebrations etc.
What are we going to do?
• Ensure we have access more multi-cultural
toys.
• Continue to self-evaluate to make sure we are
meeting the children needs.
• More training and involvement of all staff
using the BTA document
• Continue to use SHANARRI to monitor our
provision
What are we doing
The children are treated with respect and
dignity at all times
Give regular praise and encouragement
Make the children feel listened too
Treat the children as individuals, in their
own right with their own needs,
expectations and aspirations
Allow the children time and the
information to make choices
Ask the children for their views on
information about them, their likes,
dislikes, opinion etc.
The children are actively involved in
decisions within the setting that affect
them.
We have access to advice for
children/parents and the opportunity to
support any additional needs of the child
to ensure they are included and involved
We respect other cultures and faiths.
Teach children to respect the setting, the
rules and the people within .
How do we know?
The staff in the setting are quick to praise the children’s
work, behaviours, efforts etc. Ensuring the children feel
good about themselves. Staff will speak to the children
on their level and if need by ask open questions to
encourage the child to express their feelings. Staff will
also pass this on to parents so they can talk about their
achievements.
Stickers for good behaviour which the children are
always really happy to receive. Achievement awards
Children’s choice is at the centre of their play and
planning. Toys are accessible, interests are followed
through our BTA planning, next steps and observations,
mind maps.
Our children are consulted for snack choices, story we
read, songs we sing.
We self-evaluate the room and our provision to ensure it
is meeting their needs. The result of this evaluation will
influence our changes and improvements.
Children review their own activities and evaluate, this is
used to consider their wellbeing and involvement and
will tailor our provision to each individual child.
Children are given privacy at changing time
We ensure we are able to meet needs, by researching
any religious belief, being accepting of different cultures.
Ensure snack is appropriate for the child, along with
celebrations etc.
What are we going to do?
Ensure we have access more multi-cultural toys.
Continue to self-evaluate to make sure we are
meeting the children needs.
More training and involvement of all staff using
the BTA document
Continue to use SHANARRI to monitor our
provision
RESPONSIBLE
What are we doing
Encourage children to be considerate
and caring towards each other
Teach our children to behave
responsibility
Encourage children to work
cooperatively with one another and take
turns
Showing the children how to accept
responsibility for their actions.
Helping the children to cope with
challenge and difficulties appropriate to
their developmental age
Assessing and managing risks
Encouraging the children to make
positive choices
Teaching the children about personal
hygiene
Being a role model for the children.
Promoting positive behaviour
Improving communication skills
How do we know?
The children are involved in our “rules of the room”, this is
discussed at book corner.
Own Children choose their own activities and encouraged
to tidy up.
Teeth cleaning and encouraging children to wash their
own hands, wipe their own noses. Covering mouth when
sneezing, dressing themselves, etc.
Small group time to encourage turn taking and sharing.
Praise good behaviour
We can see our children growing in confidence within our
setting.
Children take book home for Bed time, and share their
thought with the class
Transitions documents
Older children help the younger children
Making preparing and serving snack.
We keep a clean setting and take care of our toys
Own peg
What are we going to do?
Ensure that we change our expectation’s as
the child grows and changes
Continue to install the importance of the
children being responsible
Continue to include the children in the
decision making within the setting and change
our methods of gather information as
required.
INCLUDED
What are we doing
We listen to the children and their views
are taken seriously
We offer a well maintained, safe and
secure environment
Junior World is well known and respected
in the community
Include every child in our decision
making
Follow our inclusion policy
Celebrating the children’s achievements,
birthdays etc
Including the children in our planning
Including the parents and families in our
service
We celebrate diversity
Encourage are children to respect
themselves and each other
How do we know?
• Our setting is open to everyone on a first come
first serve basis.
• Observations, mind maps.
• Equal opportunity/Inclusion policy
• 2 year old funded places
• Makaton
• Open door policy
• The children are listened to and their comments
are displayed on the wall.
• Small group time
• Encouraging friendships and including every child
in our play
• Encouraging confidence through the children
having trust in the adults and by praising them and
supporting them in their play when needed.
• Class photo
• Newsletters to parents
• CALA blog
• Questionnaires
What are we going to do?
• Continue to meet the needs of a diverse
group, ensuring we have enough
information and resources to support.
• Increased use and advertising of the CALA
blog to encourage parents to see our good
practise and comment.
• Continue to use SHANARRI as a method of
monitoring and that we are getting it right
for every child
Conclusion
The Building the Ambition document helps us as practitioner within Daycare;-
• To deliver high quality, early learning and child care.
• To look at the importance of play and learning and their connection.
• To focus on the importance of developmental stages and what children need.
• Put the best interest of the children at the heart of decision making.
• Work with the children and the families to improve the well being of the child.
• Ensure we work with other professionals in the best interests of the child.
Completed by Junior World Daycare staff March 2016