Hi, these relate to your specific setting if you can read a copy of the setting's ofsted Self evaluation form you might find it helps answer these.
A few suggestions ..
Principles
1. The welfare of the child is paramount.
-- does the setting have policies and procedures in place that ensures each individual child is safeguarded overall?
-- does everyone know them and does everyone work well with them?
-- are conflicts resolved satisfactorily?
-- do risk assessments balance harm with children's opportunity to experience different situations?
-- does the setting work closely with parents and external agencies, sharing information that protects and celebrates children
2. Practitioners contribute to children’s care, learning and development and this is reflected in every aspect of practice and service provision.
-- are training opportunities regarding care, learning and developemnt available?
-- is each practitioner able to contribute towards planning ideas, environment changes, act as advocates for children's known interests
3. Practitioners work with parents and families who are partners in the care, learning and development of their children and are the child’s first and most enduring educators.
-- is there an open door policy that actively invites parents in to discuss children's development
Values
1. The needs, rights and views of the child are at the centre of all practice and provision.
Knowledge of
UNCRC,
human rights,
active listening, can-do approach and practice founded on a knowledge of the heiracy of needs -
A Maslow helps to make sure children are at the very centre of provision. Care routines, time and times to have a say, respect the right to express themselves, play, be safe, rest, be warm, cool, have family, a name, friends and be heard.
2. Individuality, difference and diversity are valued and celebrated.
How is each child welcomed into the setting, how do they experience a sense of belonging - do colleagues use a child's name, is their name written in text anywhere, do friends know their names.
How does the setting provide child centered practice, are children able to make plans to develop their own play and learning, are activities planned for them, do resources and the information found in role play areas, posters, books, explore other countries, lifestyles, wildlife and habitats? Is this always a positive experience or negative?
3. Equality of opportunity and anti-discriminatory practice are actively promoted.
Are colleagues confident in challenging discrimination?
Does planning and the layout of the setting take everyones needs into account so that access & participation is equal for all?
Use of positive images around a setting - on walls, in books, in toys, in language that welcomes diversity and challenges the idea of steryotypical roles - stay at home dads, same sex parents, firemen that are women, nurses and preschool colleagues that are male
4. Children’s health and well-being are actively promoted.
Through choice of healthy salt, sugar and salt aware foods, snacks and meals, healthy drinks, variety of activities happen indoors and out, dental hygiene, sun awareness issues are explored.
Dietary needs are recognised and met through sharing information and lists that safeguard against accidental servings.
Medical needs are agreed and met in ways that have been prooved effective, that are known to work well for an individaual setting and its partnerships.
5. Children’s personal and physical safety is safeguarded, whilst allowing for risk and challenge as appropriate to the capabilities of the child.
What security measures are in place to prevent children leaving the premises unsupervised and only with authorised persons?
What risk assessment happen before, during and after any activity that could cause harm?
How are situations handled where harm is a possibility so that children are still able to experience the opportunity to gain life skills - wood working tools, knives for buttering bread, climbing equipment ..
6. Self-esteem, resilience and a positive self-image are recognised as essential to every child’s development
The experiences that children have and how they feel about themselves impacts positively and negatively, as internally their self-identity is realised and grows and externally as they interact with others and their surroundings.
Having a non-judgemental approach when communicating with each other - in group games, circle times, pairs and when resolving/negotiating conflict, a no-blame culture where all parties are offered the opportunity to say what's happening and what happened helps to create an atmosphere that supports reflection, resillience and goes towards protecting each child's individual well-being.
How are each child's contributions valued? diaries, journals, wall displays, what language is used to share compliments and news with the children, between colleagues, with parents?
7. Confidentiality and agreements about confidential information are respected as appropriate unless a child’s protection and well-being are at stake.
Having regard to the law -
data protection act 1998 protects adults, children and a setting's reputation. Do policies and procedures guide where information is stored, how secure that is and how it's shared within the setting, with parents, children themselves and with external agencies?
Who is asked to sign a confidentiality agreement and what does that agreement say? When and why would information be taken out of the setting electronically via email/flash drive, vebally over the telephone or in face to face conversation or on paper as files/reports?
Does everyone understand why confidentiality and an individual's right to privacy is important and how do they feel about what happens in your setting?
8. Professional knowledge, skills and values are shared appropriately in order to enrich the experience of children more widely.
How are observations and information about childrens interests used in the setting?
How do colleagues share ideas and information that would benefit or enhance a setting's activity provision? meetings, suggestion box?
What resource sourcing happens and fundraising maybe for new equipment?
9. Best practice requires reflection and a continuous search for improvement.
It's good to know strengths and weaknesses.
Appraisal systems help to explore areas that we each do well, areas we can find support for and identifies where we can extend and develop further through training opportunities.
Buidling links with other providers, organisations, groups and business strengthens what an individual setting can offer. Subscriptions to magazines, newletters are a way of sharing best practice and proven ideas. With a motivated & genuinely interested approach they can help to influence daily practice and the porovision that children access.
These values & principles underpin the decommisioned CWDC's induction standards
Hths a little
The principles and values
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