The best for every child
‘The best for every child’ is the first of the seven key features of effective practice outlined in the revised Development Matters (2021). At Little Hands Daycare, each and every one of our staff team want the very best for every child in our care. Working towards this shared vision together, we each have high expectations for every child and what they can achieve – it’s at the heart of everything we do!
Every child has the ability to learn and develop. Having high expectations is especially important in achieving better outcomes for the most vulnerable children. Some children require additional support and different learning experiences and opportunities to help them learn and develop. At Little Hands Daycare, we:
- Commit to having high expectations for all children’s learning and development
- Ensure that every child experiences success in their learning and development
- Recognise that every child learns in a different way, but some children require quite different opportunities and support to do this
- Work collaboratively with our families to support children’s learning and development outside of nursery
High expectations from both early years professionals and parents can enhance children’s resilience, achievement, motivation and self-belief later in life. When key adults in a child’s life have low expectations of them, it impacts directly on children’s self-confidence, belief in their own abilities, and their future education outcomes.
Our team benefit from an incredibly robust professional development programme to support them to do this effectively, enabling the children in our care to make the best possible progress during their time with us.
Our aim is to ensure all children feel included, secure and valued. We support them to form exceptionally positive relationships with both our staff teams and each other. In turn, we build strong relationships with each family to ensure each child’s early years experiences build on what children already know and can do. As a result, children develop a positive attitude towards learning from an early age and are ready for their next stage of learning.
No child should ever be excluded or disadvantaged because of their ethnicity, culture or religion, home language, family background, special educational needs, disability, gender or ability. This is key to our work in promoting fundamental British values and an environment where there is mutual respect and children feel safe and secure.
We aim to provide each child a unique, exciting and challenging curriculum that provides them with key skills that will support their future growth and development. By wanting the very best for every child, we plan and encourage children to join in with activities planned by adults and also those that they plan or initiate themselves. We feel it is imperative that our children do not make a distinction between ‘play’ and ‘learning’ and neither should practitioners. We provide each of our children with sufficient time to maintain high levels of engagement, become engrossed in their play and display awe and wonder as they explore our inspiring environments.
Our team then skilfully tune into each child and make observations of what they need to learn next. Research shows that well-planned and purposeful activities delivered by well-trained and enthusiastic practitioners enthuse children in the learning process and help them make rapid progress in their learning. We ensure that all of our children have rich and stimulating experiences, and focus on creating fun and well-organised learning environments. This then provides the structure for teaching within which children explore, experiment, plan and make decisions for themselves, enabling them to learn, develop and make the best possible progress.