Personal, Social and Emotional development
Our Intent
Children are encouraged to make warm, stable relationships with other children and adults. By showing kindness and care, learning to take turns and sharing toys, they will develop the ability to work co-operatively and also acquire a good sense of self-awareness and self-confidence. We ensure that their needs are met and provide a challenging and exciting, yet nurturing environment inspired by children’s interests and needs to ensure that children learn, develop and thrive. It is essential that children’s needs are met to enable them to be a happy and confident learner. We believe it is essential that all of our children feel safe, secure and cared for and are celebrated for their unique qualities, experiences and cultures.
Ofsted 2020
“The personal development of children is nurtured in all that the school does. This school has a delightfully welcoming atmosphere. Children are always greeted with a broad smile by every member of staff. Children skip in ready to start the day in the knowledge that they will be valued and respected. They also know that there will be a fun and exciting activity waiting for them. Staff take every opportunity to celebrate children’s learning. We heard children brimming with chatter as they left school at the end of the day. They were excitedly telling their parents about the day’s adventures.”
Holistic Development
The intent of our PSED curriculum is to facilitate the holistic development of each child. We aim to nurture not only their academic abilities but also their emotional intelligence, social skills, and overall well-being. Through talk and positive interactions, we encourage children to form friendships, share, listen to each other and play in a group. We use the Restorative Approach to encourage children to talk about how they are feeling and work together with other children to solve problems. We aim to help children to realise that they are part of a family group, a local community and also a wider multi-cultural society.
Our curriculum is designed with the intent of instilling positive values, including empathy, kindness, and respect for diversity. We aim to create an inclusive learning environment that fosters a sense of belonging for every child. The PSED curriculum sets the foundation for future academic and personal success. We recognise that emotional and social skills are integral to a child's ability to engage with learning and navigate the complexities of the world.
“Personal, Social and Emotional Development is fundamental to all other aspects of lifelong development and learning, and is key to children’s wellbeing and resilience. For babies and young children to flourish, we need to pay attention to how they understand and feel about themselves, and how secure they feel in close relationships: in so doing they develop their capacities to make sense of how they and other people experience the world. Children’s self-image, their emotional understanding and the quality of their relationships affect their self-confidence, their potential to experience joy, to be curious, to wonder, and to face problems, and their ability to think and learn.” Birth to 5 matters – Non statutory guidance for the Early Years Foundation Stage
Implementation and impact
2 year old provision
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Implementation |
Impact |
Adaptations |
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Through a training package on self regulation we are able to identify children who struggle to regulate their emotions.
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Children are supported through co-regulation with the aim of increasing children’s independence in self-regulation. We have developed sensory areas across the Nursery to support children who struggle to regulate in a busy environment and have set up a resourced area for children with SEND.
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One page profiles Differentiated support Visual aids Sensory support Collaboration with specialists. |
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We use the Ferre Laever scales are part of our assessment. |
Adults provide appropriate interventions for those children identified as ‘amber’ on the scales. We make timely referrals and seek professional help for children identified as ‘red’
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We are working closely with Anne Creswell to adopt the Solihull approach in our Nursery |
We participate in termly supervision sessions in order to provide targeted support for children who struggle to access provision.
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We hold half termly ‘Team Around the Early Years meetings with our Startwell coordinator and link Health Visitor. |
This allows us to adopt early help strategies for our children and to support children’s development using a holistic approach. We are able to provide intervention and support for children and families using a multi-agency approach.
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We have a robust induction process including home visits and a staggered intake to support children to feel safe and secure.
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Establishing strong relationships with children and their families is fundamental to a child's development. Home visits provide an opportunity to create a personal connection, build trust, and strengthen the partnership between home and early childhood settings. Positive relationships contribute to a child's sense of security, belonging, and emotional well-being. |
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Well planned transition into the main Nursery
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Smooth transition and regular visits promote emotional well-being, maintain continuity of learning, build positive relationships, reduce anxiety, and foster independence. These elements collectively contribute to a positive and effective early childhood education experience. |
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Adults are skilled in supporting children to express and identify emotions at an appropriate level.
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Understanding emotions lays the foundation for self-regulation. By recognising what they are feeling, 2 year olds can learn to manage and cope with their emotions more effectively. This is a critical skill for developing emotional resilience and stability. |
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Adults identify opportunities to support turn taking and sharing, modelling cooperative play.
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Cooperative play helps children develop crucial social skills such as sharing, taking turns, and working together. Modelling these behaviours shows children how to interact positively with others, laying the foundation for healthy social relationships. |
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Adults identify opportunities for independence
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Fostering independence empowers 2 year olds to have a sense of autonomy. This autonomy is essential for their emotional well-being and helps them form a healthy sense of identity. |
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Adults understanding the levels of social interaction such as independent play, parallel play and cooperative play. |
Children often move through different stages of social interaction as they grow and learn, and the progression is influenced by a combination of biological, environmental, and individual factors. |
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Adults have positive relationships with parents and carers |
Fostering positive relationships between EYFS staff and parents/ carers is essential for creating a supportive and enriching environment for children. It promotes effective communication, collaboration, and a shared commitment to the child's holistic development.
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3/4 year old provision
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Implementation |
Impact |
Adaptations |
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Through a training package on self regulation we are able to identify children who struggle to regulate their emotions.
|
Children are supported through co-regulation with the aim of increasing children’s independence in self-regulation. We have developed sensory areas across the Nursery to support children who struggle to regulate in a busy environment and have set up a resourced area for children with SEND.
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One page profiles Differentiated support Visual aids Sensory support Collaboration with specialists. Room 4 resourced provision Adapted timetables. |
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We use the Ferre Laever scales are part of our assessment. |
Adults provide appropriate interventions for those children identified as ‘amber’ on the scales. We make timely referrals and seek professional help for children identified as ‘red’
|
|
|
We are working closely with Anne Creswell to adopt the Solihull approach in our Nursery |
We participate in termly supervision sessions in order to provide targeted support for children who struggle to access provision.
|
|
|
We hold half termly ‘Team Around the Early Years meetings with our Startwell coordinator and link Health Visitor. |
This allows us to adopt early help strategies for our children and to support children’s development using a holistic approach. We are able to provide intervention and support for children and families using a multi-agency approach.
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Adults enable children to find own resolutions when dealing with conflict. |
Conflict resolution involves navigating social dynamics, understanding others' perspectives, and collaborating. Children who learn to find their own resolutions develop stronger social skills, which are crucial for positive relationships both in childhood and adulthood. |
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Adults understand the levels of social interaction such as independent play, parallel play and cooperative play. |
Children often move through different stages of social interaction as they grow and learn, and the progression is influenced by a combination of biological, environmental, and individual factors. |
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Adults show a genuine interest in the child by tuning into their funds of knowledge. |
Tuning into children's funds of knowledge promotes cultural awareness, personalized education, positive relationships, and inclusive environments. It enhances the overall educational experience for children while fostering a sense of belonging and respect within the community. |
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Adults promote independence including selecting own resources and planning how to complete tasks. |
Planning often involves anticipating potential obstacles and creating contingency plans. This helps children develop adaptability and resilience, as they learn to navigate unexpected challenges and find alternative solutions. |
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The Nursery follows the Think Equal programme. |
The Think Equal programme supports children to develop a strong sense of who they are and to develop empathy and understanding for others and the world they live in. Think Equal specifically focuses on promoting equality and combating discrimination. By addressing social and emotional learning in the context of equality, the program aims to create more inclusive educational environments. |
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The Nursery teaches children to recognise and use the Zones of regulation |
The zones of regulation help children to identify and understand their emotions. Teaching this concept early on can provide children with tools to identify and manage their feelings, promoting emotional well-being. |
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Visual timetables and used to support with routines. |
Visual timetables help children to understand and anticipate transitions giving them a sense of security. By providing a visual representation of the daily schedule, children can take initiative in following the routine, making choices, and transitioning between activities with greater autonomy. |
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The Nursery teaches woodwork, visits nature school, takes part in school trips and has visitors to the setting. |
Trips, visits, and nature school experiences contribute to the impact of our PSED curriculum by fostering a sense of community, environmental appreciation, and a broader understanding of the world. These activities contribute to their sense of autonomy, confidence, and a proactive attitude towards learning. |
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Skills progression in Personal, Social and Emotional Development
Skills progression in the 2s
Emerging
- Expresses a range of emotions, sense of self and preferences and decisions
- Engage with others through gesture and talk
Developing
- Develop self assurance, independence and increasing confidence with others.
- Develop effortful control and friendships with other children.
- Use the toilet with support.
Secure
- Talk about their emotions and feelings
- Notice differences in others
- Use the toilet independently
- Share and take turns and settle at activities for a while.
Skills progression in the 3s and 4s
Emerging
- Enjoys the company of others, sharing and taking turns
- Remain at activities for a while
- Becomes more confident in unfamiliar situations
Developing
- Develop their sense of responsibility and follow rules
- Become increasingly independent in self care and in selecting resources
- Talk about their feelings
- Become more confident in new social situations
Secure
- Understand rules.
- Help find solutions to conflict
- Talk about their feelings
- Take part in pretend play with different roles.
Oral Health
We promoted good dental hygiene with our children. We have visits from Anne Jepson, Senior Oral Health Promoter / Senior Dental Nurse, where she talks to the children about the importance of good oral health.
We no longer give children treats for their birthday. Instead, they have their special moment on their birthday by choosing a 'birthday boogie', choosing the end of the day story and having their birthday 'cake' moment during group times.
It is very important our children look after their teeth. We talk to the children about keeping their teeth healthy and support parents in ensuring they support their child's oral hygiene too. Please click here for more information regarding your child's oral health.