Emotional Health & Well-being

Our aim at Bright Beginnings is to ensure that every child feels emotionally secure, safe and is looked after well as every child deserves the best possible start in life and support to fulfil their potential.
Children’s health is an integral part of their emotional, mental, social, environmental and spiritual well-being.
Every Child Matters 2003,
A safe and happy child is important in its own right. Emotional well-being includes being happy and confident and not scared or anxious. Social well-being allows children to make good relationships and a child’s experience in Early Years has a major impact on their future life chances.

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. 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 partnership with parents. We record children's well-being & involvement as part of our focus observations. This can be viewed at twice per year at our parents evenings and you can add to it at any time by sharing and recording your child’s achievements with the key person.
Practitioners understand children’s emotional health needs and have the time & skills to develop nurturing relationships. 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  • A child being withdrawn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 behavioural problem
  • Delayed speech or poor communication & language skills

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

The settings existing policies that support this one are as follows

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


Parents are also asked to contribute to these:

We also like to hear about your child's experiences outside of nursery. This provides us with a greater understanding of each child and provides a valuable opportunity to promote their language development. Each key group has its own display board in nursery and they display examples of the children's art work and photographs of their achievements and activities. We invite parents to bring items from home to display here as well, e.g. photos of events, days out, holidays, or anything else important to your child.