Toddler Quality Toolkit
Toddler Quality Toolkit Sample Pages
Toddler Quality Toolkit Sample Pages
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Vision, values and long term planning<br />
Long term planning is based around your setting’s vision and values and your underpinning professional beliefs about working with babies and young<br />
children. This activity encourages you to think about your provision and practice, to revisit your vision, values and long term planning and to review<br />
whether these reflect best practice for 2 year olds.<br />
Decide which section of this activity you would like to<br />
work through first.<br />
You may eventually go on to complete all the sections<br />
or you may choose to look at just those that you feel<br />
will be of most benefit.<br />
Transition into the setting<br />
Things you might like to consider…<br />
• Is sufficient time given to really getting to know a<br />
child’s family and what is important in their lives<br />
outside the nursery?<br />
• When and how is the ‘All about me record’<br />
completed?<br />
• What could you do to improve children’s<br />
separation experiences on arrival and departure?<br />
• Is the key person approach organised to enable<br />
consistency and continuity for the child and the<br />
parent/carer, particularly in relation to transition<br />
between rooms or settings?<br />
• How do all practitioners seek to engage parents/<br />
carers in their child’s learning? Do practitioners<br />
share child development knowledge with the<br />
child’s family and suggest activities to support their<br />
child’s learning at home?<br />
• Do practitioners work in partnership with other<br />
agencies and know where and how to signpost<br />
parents/carers for relevant support?<br />
• Do staff recognise children’s schemas and know<br />
how to support them?<br />
• How are 2 year olds prepared for what might<br />
happen next, therefore avoiding unnecessary<br />
distress?<br />
Arrival/departure for children and<br />
families<br />
How are children/families welcomed to the setting on<br />
arrival?<br />
Things you might like to consider…<br />
• Whether all children/families arrive/leave at the<br />
same time?<br />
• Whether they are greeted by the child’s key<br />
person?<br />
• What the children do on arrival e.g. hang up coats,<br />
play independently, sit on the carpet?<br />
• How you create time to communicate individually<br />
with parents/carers?<br />
• How parents/carers are encouraged to be actively<br />
involved in children’s learning?<br />
• How are departure times planned to meet the<br />
needs of individual children?<br />
Personal Care Routines<br />
How are personal care routines organised for 2 year<br />
olds (e.g. nappy changing, toileting)<br />
Things you might like to consider…<br />
• Whether children’s personal care routines are<br />
organised in response to their individual needs e.g.<br />
are children’s nappies changed when needed or as<br />
part of a nappy run? Which adults are involved in<br />
these?<br />
• How all practitioners demonstrate high standards<br />
in care routines which are focused on children as<br />
individuals and are seen as valuable learning and<br />
development opportunities?<br />
• How children’s independence is encouraged in<br />
their self-care routines e.g. using the toilet, washing<br />
hands, dressing for outdoors?<br />
14 <strong>Toddler</strong> <strong>Quality</strong> <strong>Toolkit</strong> © Bath & North East Somerset Council<br />
<strong>Toddler</strong> <strong>Quality</strong> May 2019 aw.indd 14 03/10/2019 10:55
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