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.

We operate a Key Person system so that both children and parents have a key point of contact, the relationships built with key persons help our children to feel safe and secure. Our staff set firm boundaries that children can understand, which also makes them feel safe. However, they are also there to give them some personal time, encouragement or a cuddle if that is what’s needed.
One of the key features within our routine is our carpet time or small group activities, which offer children the opportunity to communicate with both practitioners, but also the other children so that they can share their frustrations and their happy moments throughout the day.
We strive to recognise children throughout the day by praising for good work, playing nicely, or even sharing resources, this shows children that their positive behaviour is being appreciated.
Our practitioners provide children with activities which link to their interests, extend their learning and help to promote their self-worth.

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• A child being withdrawn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