Early years settings will be inspected on ‘The effectiveness of care practices in helping children feel emotionally secure and ensuring children are physically, mentally & emotionally healthy’
Well-being is a particular state or feeling that can be recognized by satisfaction, enjoyment & pleasure. The person is relaxed and expresses inner rest, feels the energy flow and radiates vitality, is open to the surroundings, accessible and flexible.
Professor Ferre Laevers
Why is well-being important?
Well-being relates to our basic needs as human beings. These are
- Physical needs (need to eat, drink, move & sleep)
- The need for affection, warmth & tenderness (being hugged, receiving & giving love & emotional warmth)
- The need for safety, clarity & continuity (knowing the rules, being able to predict what comes next, counting on others)
- The need for recognition & affirmation (feeling accepted & appreciated by others, being part of a group & having a sense of belonging)
- The need to feel capable (feeling that you are good at something, to experience success)
Intellectual development and social & emotional development are strongly influenced by a child’s experiences during their pre-school years.
Emotional well-being includes being happy and confident and not anxious or depressed. Social well-being allows children to make good relationships.
As part of our ongoing observation, assessment & planning cycle your child’s key person will be monitoring their well-being & involvement and planning activities to support the children in this area. This will be shared with you as part of our parent consultation process. We record children's well-being & involvement as part of our focus observations. These are collated in the child's on-line learning journal. You can view this at any time and add to it if you wish.
Early years practitioners should identify factors that may pose a risk to a child’s social & emotional well-being as part of the on-going assessment of their development. This could include
- A child being withdrawn
- A child being unresponsive
- Children showing signs of a behavioral problem
- Delayed speech or poor communication & language skills
Practitioners understand children’s emotional health needs and have the time & skills to develop nurturing relationships.
Benefits to children & families
- Children who are more engaged with learning
- Parents who are more engaged with the nursery and more in tune with their child’s learning & development
- High morale within the setting
- Good relationships developed between staff, parents & children.
- The good emotional health of the children
We have taken part in the Healthy Early Years scheme (HEY) and completed the module ‘Emotional health & well-being’. The following training has been accessed
- Supporting children’s emotional health & well-being
- Observing children’s well-being & involvement
- SEN areas of need – behavior, emotional & social development
- Promoting positive behavior
- All staff complete safeguarding training that is updated every 3 years
The settings existing policies that support this one are as follows
- Behavior management
- Special Education Needs & Disability (SEND)
- Parents as partners
- Settling in procedures
- Healthy eating
- Observation, assessment & planning
- Aims, values & principles
- Play & learning
- Outdoor play & learning