Pre-Birth to Three

We recognise the importance of the first years of life in influencing children's development and future outcomes. A focus on this period is therefore critical to achieving positive outcomes for our children and families.

The rights of the child, relationships, responsive care and respect are the four key principles which form the basis of this guidance. All staff working with babies and young children should be aware that these key principles are interrelated and interdependent.

Curriculum for Excellence

Curriculum for Excellence is intended to help children and young people gain the knowledge, skills and attributes needed for life in the 21st century, including skills for learning, life and work.

Its purpose is often summed up as helping children and young people to become:

  • Successful learners
  • Confident individuals
  • Responsible citizens
  • Effective contributors.

These are referred to as the four capacities.

At Alford Day Nursery we use these documents and guidelines to help us with our daily planning, observations, evaluations and monitoring. By working with them all we can plan and review what we are doing to provide the children, families and community with the best care and service possible.
Building the Ambition

Building the Ambition is a document which provides national practice guidance to support staff in providing high quality early learning and childcare.

This guidance on early learning and childcare builds upon Pre-Birth to Three and Curriculum for Excellence early level from 3 years to 6 years. It provides detailed, practical guidance on the experiences and interactions necessary to deliver the learning journey at the most important developmental stage for babies, toddlers and young children. It describes what is good practice in creating caring and nurturing settings that allow wellbeing, communication, curiosity, inquiry and creativity to flourish.

How Good is Our Early Learning and Childcare

‘How Good Is Our Early Learning and Childcare?’ is a self-evaluation framework that takes account of childminders, all private, voluntary and local authority early learning and childcare settings. It is therefore for all practitioners working with children from birth to starting school.  It has 15 Quality Indicators (QIs), which are organised into three key categories, these are:

  • Leadership and Management
  • Learning Provision
  • Successes and Achievements

In this new framework each quality indicator has 'features of highly effective practice', these are to help you identify the kind of evidence which helps support self-evaluation and also sets out 'challenge questions' to reflect, discuss, and support professional dialogue to support a shared understanding of your setting’s strengths and next steps.  Each quality indicator is described further through a number of themes, each of which has illustrations of what a 'very good' level of practice looks like.