BUILDING THE AMBITION IN DAYCARE

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.

Offering a nurturing and caring environment

Provide appropriate space to play and learn with arange of possibilities for children to develop theirpresent and future potential.

Continued..

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.

Continued

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