Emotional Health & Well-being Policy

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’

Ofsted 2012


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  • A child being withdrawn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

  • Safeguarding
  • Behavior management
  • Equalities
  • Special Education Needs & Disability (SEND)
  • Parents as partners
  • Settling in procedures
  • Healthy eating
  • Observation, assessment & planning
  • Aims, values & principles
  • Play & learning
  • Outdoor play & learning