Reddish Vale Nursery School

Implementation

Impact

Adaptations

Through a training package on self regulation delivered by Mine Conkbayir we are able to identify children who struggle to regulate their emotions.

Children are able to co-regulate 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. This results in all children engaging in calm and purposeful play.

One page profiles

Differentiated support

Visual aids

Sensory support

Collaboration with specialists.

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’. Barriers to learning are addressed which results in children making better than expected progress.

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. Adults have a shared understanding of how to overcome barriers to children’s learning.

We hold half termly ‘Team Around the Early Years’ meetings with our Family Hub 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.

We have a robust induction process including home visits and a staggered intake to support children to feel safe and secure.

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. Children are therefore able to settle quickly, resulting in better progress.

We have well planned transition into the main Nursery

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.

Adults are skilled in supporting children to express and identify emotions at an appropriate level.

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. Children therefore develop emotional resilience and stability.

Adults identify opportunities to support turn taking and sharing, modelling cooperative play.

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.

Adults identify opportunities for independence. Children are taught to manage their own clothing, make their own choices in provision and recognise and meet their basic needs.

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.

Adults have high expectations of children’s behaviour and support positive behaviour through consistency and routine. Where children are displaying changes in behaviour staff try to understand what is causing this change.

High expectations help foster an environment where children feel safe, respected, and valued. This encourages them to engage actively in learning and to explore with confidence, as they know the environment is consistent and supportive. Clear boundaries and expectations provide structure, helping children understand the difference between appropriate and inappropriate behaviour. This helps them develop empathy, patience, and respect for others.

Adults have an individualised and personalised approach to each child. They have a robust understanding of the stages of development, allowing them to respond appropriately to children’s needs.

Every child’s background, family, and culture play a significant role in shaping their identity. By recognising and respecting these factors, practitioners can create learning experiences that reflect and celebrate each child’s background, fostering inclusivity and a sense of belonging. Adults therefore support children to develop through appropriate and well-planned next steps.

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. Children are able to develop their play skills through progression in the different levels of play skills.

Adults have positive relationships with parents and carers. They communicate effectively with parents and carers to identify children’s needs or changes in their lives.

Top of Form

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.

Implementation

Impact

Adaptations

Through a training package on self regulation delivered by Mine Conkbayir we are able to identify children who struggle to regulate their emotions.

Children are able to co-regulate with the aim of increasing children’s independence in self-regulation. They are also able to support peers to engage in self-regualtion. 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. This results in all children engaging in calm and purposeful play.

One page profiles

Differentiated support

Visual aids

Sensory support

Collaboration with specialists.

Room 4 resourced provision

Adapted timetables.

Now and next boards.

Intensive interactions.

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’. Barriers to learning are addressed which results in children making better than expected progress.

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. Adults have a shared understanding of how to overcome barriers to children’s learning.

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.

Adults enable children to find their 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.

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. By understanding these levels of play adults can appropriately support children through each stage of development.

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, personalised 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.

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.

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 programme aims to create more inclusive educational environments.

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. Children are encouraged to identify their emotions as part of the signing in process and adults take time to validate and value all emotions.  Children therefore have positive attitudes to learning.

We use visual timetables 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.

Adults have high expectations of children’s behaviour and support positive behaviour through consistency and routine. Where children are displaying changes in behaviour staff try to understand what is causing this change.

High expectations help foster an environment where children feel safe, respected, and valued. This encourages them to engage actively in learning and to explore with confidence, as they know the environment is consistent and supportive. Clear boundaries and expectations provide structure, helping children understand the difference between appropriate and inappropriate behaviour. This helps them develop empathy, patience, and respect for others.

Adults have an individualised and personalised approach to each child. They have a robust understanding of the stages of development, allowing them to respond appropriately to children’s needs.

Every child’s background, family, and culture play a significant role in shaping their identity. By recognising and respecting these factors, practitioners can create learning experiences that reflect and celebrate each child’s background, fostering inclusivity and a sense of belonging. Adults therefore support children to develop through appropriate and well-planned next steps.

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.