Supporting Young Children's Emotional Well-Being: Cumbria County Council

Cumbria County Council
Supporting
Young Children’s
Emotional
Well-being
Serving the people of Cumbria cumbria.gov.uk

Contents
• Introduction
• Definition and signs of Well-being
• What does the Early Years Foundation Stage say about Personal Social and Emotional Development?
• Impact on brain development and long term learning
• Overview of the Leuven Scales
• 10 Top tips to promote Well-being
• Movement Play
• Empathy Dolls
• Summary
• Further Documentation
2
Supporting Young Children’s Emotional Well-being
Introduction
During summer 2013 training for early years
practitioners on supporting young children’s emotional
Well-being took place across Cumbria. As part of the
training practitioners were given high quality resources
to support their work with young children.
The training was followed up in the autumn term with
smaller cluster group meetings where practitioners
shared the impact of the training and resources on
children’s emotional Well-being and began to create
case studies of their work. This pack contains selected case studies and a
guidance booklet of ideas to further support the
Case studies based around using Movement Play or an development of practice and professional development
Empathy Doll to support children’s emotional Well-being of staff in this area.
were completed.
The training was part of a wider project within
The project enabled practitioners to understand the the Local Authority aimed at improving children’s
importance of developing high levels of Well-being in emotional Well-being and has been funded through
young children. Health Gain funding overseen by the Children’s Joint
Commissioning Board.
‘If I had my child to raise over again’

Dianne Loomans
If I had my child to raise all over again

I’d build self esteem first, and the house later.
I’d finger paint more, and point the finger less.
I would do less correcting and more connecting.
I’d take my eyes off my watch, and watch with my eyes.
I would care to know less and know to care more.
I’d take more hikes and fly more kites.
I’d stop playing serious, and seriously play.
I would run through more fields and gaze at more stars.
I’d do more hugging and less tugging.
I’d see the oak tree in the acorn more often.
I would be firm less often. And affirm much more.
I’d model less about the love of power,
And more about the power of love.
3
The Leuven definition of Well-being

Well-being is a particular state or feeling that can be
recognised by satisfaction enjoyment and pleasure.
The person is relaxed and expresses inner rest,
feels the energy flow and radiates vitality, is open to
the surroundings, accessible and flexible.
What are the signs of Well-being?

When children….
• feel at ease
• act spontaneously
• are open to ideas
• feel relaxed
• show confidence and self-esteem
• are in touch with own feelings
• and emotions
• enjoy life and show vitality
...we know their mental health is secured
What does the Early Years Foundation Stage (EYFS)

say about Personal, Social and Emotional Development
(PSED)?
Four guiding principles should shape practice in
early years settings.
These are:
• Every child is a unique child, who is constantly

learning and can be resilient, capable, confident
and self-assured
• Children learn to be strong and independent
through positive relationships
• Children learn and develop well in enabling
environments, in which their experiences respond
to their individual needs and there is a strong
partnership between practitioners and parents and/ Personal, social and emotional development
or carers involves helping children to develop a positive sense of
• Children develop and learn in different ways themselves, and others; to form positive relationships
and at different rates. The framework covers the and develop respect for others; to develop social skills
education and care of all children in early years and learn how to manage their feelings; to understand
provision, including children with special educational appropriate behaviour in groups; and to have
needs and disabilities confidence in their own abilities.
(Statutory Framework for the EYFS p.6) (Statutory Framework for the EYFS p.8)
4
Brain Development
Young brains develop rapidly and are affected by things Babies and young children can themselves become
that are positive or negative. Relationships, security, stressed if their parent/carer lack responsiveness
understanding and rresponsiveness of parent/carer are to their emotional and physical needs. Their bodies
essential to the healthy cognitive, physical, emotional will release cortisol at times of stress, affecting the
and social development of the child. This early brain by impeding the development of connections
development has a massive impact on the nature and between brain cells. These connections are needed for
extent of their adult capacities. successful development and learning.
The plasticity of the brain – effects of extreme deprivation
Image courtesy of Harry Chugani MD, Children’s Hospital of Michigan, Wayne State University.
5
The Leuven Scales

The Leuven Scales1 were developed by Ferre Laevers Level 3: a fluctuating or neutral state of Well-being
as a way of identifying and measuring levels of Well-
being. Use of these promotes a consistent approach These children seem ‘quite’ happy. They occasionally
between practitioners. show signs of emotional discomfort, but these do not
(excessively) colour their functioning. There are also
The scale for Well-being in children times when they look relaxed and relatively vigorous.
They display a fair amount of self confidence & at times
Level 1: extremely low level of Well-being seem to fully enjoy themselves.
These children look ‘low’ and unhappy. They often Variation: Level 3 is also attributed to children who
look tense & are not very lively. There are no, or only rarely or never or thoroughly enjoy themselves.
a few, moments of real enjoyment. These children Their relationships with the world are not ideal. They
display a great deal of symptomatic behaviour, such as regularly shut themselves off & show only moments of
crying, looking dejected, destroying things, shouting, openness. Their relations are lacking in intensity.
being listless, showing fear of failure, sucking their
thumbs, wetting their trousers or bed. They possess Level 4: high level of Well-being
little openness or flexibility. They find it difficult to be
assertive or to cultivate a fighting spirit: they tend to These children look generally happy. The moments
react aggressively or let themselves be walked over. of Well-being clearly out number the moments of
Relations with their environment are predominantly discomfort. For the greater part of the observation
negative. period these children feel fine. They only show
occasional signs of emotional discomfort. The relations
This often seems to indicate that these children are with the immediate surrounding are good. Occasionally,
threatened in one or more of their basic needs. Their however, friction shows (quite openly), e.g. they may be
overall development is in danger of coming to a upset when an unknown person enters the room. They
standstill. are able to satisfy their basic needs.
Level 2: low level of Well-being Level 5: extremely high level of Well-being
These children do not have a feeling of Well-being. These children are like ‘fish in water’ & obviously feel
About half the time they display signs of emotional very comfortable. They radiate vitality, relaxation &
discomfort. These moments alternate with neutral & inner peace, and show self confidence & self esteem.
positive signals of Well-being. These children are often They are in close contact with their inner selves, needs,
tense. They rarely radiate vitality. Sometimes they take wishes & thoughts. They will not push a disagreeable
pleasure in the ‘wrong’ things, or they enjoy themselves experience aside, but will admit it and readily deal with
in a distorted way, e.g. by hurting or annoying other it. They take pleasure in their activities & experiences,
people, by needing excessive mothering. Sometimes & thoroughly enjoy themselves. They adopt an open
the feeling of discomfort is concentrated in one area & receptive attitude towards their environment. They
(e.g. the relationship with the teacher), but then this display flexibility, e.g. by readily adapting to new or
problem carries too much weight, that it casts a dark strange situations or people. These children dare to
shadow over other areas of their life. be assertive, showing they wish to be both respected
& taken into account. This great amount of positive
Variation: this can be seen in children who generally interactions with their surroundings allows them to
have a (relatively) high level of WB, but who show satisfy their basis needs. They manage temporary
extreme moments of discomfort e.g. when saying frustrations independently.
goodbye to parents or when an unknown person enters
the room. If these occurrences are frequent the child is
placed on level 2, if they are rare the child is placed on
level 3.
1
(Ref: Well-being and Involvement in Care Settings. A
Process-oriented Self-evaluation Instrument,
Ferre Laevers (Ed.) Research Centre for Experiential
Education, Leuven University. ISBN: 978-90-
77343-76-8)
6
The scale for Well-being in babies and Level 3: moderate

toddlers
The child gives a ‘motionless’ impression, has a neutral
posture.There are no signs indicating sadness or
Level 1: very low
pleasure, comfort or discomfort. Facial expressions and
posture show little or no emotion.
During the episode of observation the child clearly
shows signals of discomfort:
Level 4: high
• Whining, sobbing, crying, screaming, etc
The child shows signals of satisfaction (see level
• Looking dejected / sad or frightened, panicky
5). However, the signals indicating pleasure are not
• Looking angry or furious
constantly present in the same degree of intensity.
• Bodily tension: waving arms and / or stamping feet,
wriggling, breaking things, hurting others
Level 5: very high
• Thumb sucking, rubbing one’s eyes
• No reaction to the environment, avoiding contact,
During the entire observation period there are clear
withdrawing
signals indicating comfort, feeling great, enjoying life to
• Hurting oneself: banging one’s head, deliberately
the full:
falling down on the floor, etc
• Feeling happy and cheerful: smiling, beaming,
Level 2: low
crying out of fun, etc
• Being spontaneous, being oneself, being
The posture, facial expression and actions indicate that
expressive
the child does not feel at ease. However, the signals are
• Talking to oneself, playing with sounds, humming,
less explicit than level 1, or the sense of discomfort is
singing, etc
not expressed the whole time.
• Being relaxed, not showing any signals of stress
• Being open, approachable for the environment
• Being lively, radiating, reacting energetically, etc
• Expressing self-confidence and self-assurance
7
10 Top tips to promote children’s Well-being
Top tip 1
Top tip 2
Rearrange the space into an appealing
area Enrich the areas
• How cosy is it? Top tip 3
• How inviting is it? • Do they attract children?
• How simulating is it? • How rich are they? Introduce new and
• Are there enough unconventional
materials to make them materials and
worthwhile? activities
Top tip 4 • What fascinates

children?
Find activities to meet children’s • What challenges
interests. Observe Top tip 5 them?
• What speaks to them? Supporting activities with

• What interests them? impulses. Make activities more
• Offer appropriate materials intense by
• Develop great projects • Invitation to talk Top tip 6
• Materials
• Suggestions Encourage child initiative
• Information
• Thought provoking questions • Open organisation
• Opportunity to choose
Top tip 7 • Initiative and autonomy
• Structure
Work at the climate and
Supporting rules
atmosphere Top tip 8
• Children and adults Explore feelings, behaviour
• Children and children and values
• Togetherness
• In harmony with others
• In touch with oneself
Top tip 9
Support children with emotional problems. Top tip 10
Help them by:
Support children with
• Attention developmental needs.
• Talk Which children?
• Materials
• Stories • Level of development
• Expression • Interest
• Success
8
Ofsted Evaluation Schedule 2013

Section 4. The contribution of the early
years provision to children’s Well-being
You may find it helpful to refer to the sections of Early
Years Outcomes referring to children’s personal, social
and emotional development and pages 11–14 of the
evaluation schedule. This section is about how your
care practices help children feel emotionally secure and
ensure they are physically, mentally and emotionally
healthy.
You should evaluate how well you help children:
• form appropriate bonds and secure emotional

attachments with their carers
• learn to behave well and develop good relationships
with their peers
• develop the characteristics of effective learning.
Do not just list what you do but consider the impact

of your care on children’s healthy development by
considering whether:
• practice ensures each child forms appropriate

bonds and secure emotional attachments with
carers
• care practices ensure children are happy and enjoy
what they doing
• children are learning how to behave well, play
cooperatively and develop their independence
• care practices and routines such as nappy
changing are used to support children’s all-round
development and Well-being
• practitioners encourage children to explore their
surroundings and use their imagination
• practitioners help children to talk and play with each
other and the adults that care for them
• practice helping children to develop an
understanding of the importance of physical
exercise and a healthy diet
• children are prepared for their transition within the
setting, into other early years settings and into
maintained nursery provision and/or reception class.
9
Movement Play
Increased access to spontaneous movement play Five types of movement play
has substantial benefits for children’s Well-being.
Children who are supported to learn on the move Floor play
are more involved in their learning, communicate
more, are more confident and more in touch with As babies and children play on the floor on their backs
themselves. they:
• Begin to uncurl from the curled up letter C shape
they had in the womb
• Begin to find their ‘ends’ as they grab their toes with
their hands Develop a sense of interest in the world
around
• Develop a felt sense of their upper body and their
centre (important for writing later on)
Belly crawling
This helps babies and children to:

• Gain an accurate sense of hunger and fullness,
heat and cold
• Build an accurate pain threshold which helps them
to stay safe
• Develop open hands (important for fine motor skills
Children show higher levels of Well-being in all areas later on)
when they are involved in movement play. Specifically:
Crawling
• In movement play, there is a substantial increase
in level 4 and 5 scores, ‘high’ and ‘extremely high’
This helps babies and children to:
(Leuvens 5 point Well-being scale)
• Develop a sense of balance
• The atmosphere in the classroom/setting is calmer
• Stabilise hip and shoulders ready for standing
when children have access to a free choice
• Develop eye tracking they need to look smoothly up
movement area for at least some of the time
and down (which helps them later to read lines in a
• There are fewer accidents when children have
book)
expanded opportunities for child led movement play
• Develop the ability to sort and sift information
from an early age
10
Push, pull, stretch and hang
These help babies and children to:
• Build a strong sense of their body

• Coordinate their movement
• Take safe risks and build their confidence
• Learn to take care of themselves and others
• Fling the ring - Stand in a big circle and explain that

you will count slowly, ‘1...2...3...FLING!’ On the word
‘fling’ the children let go of the elastic. Explain that
if the children have really good ‘listening skills’ and
‘follow instructions’ really well that the ring will land
in the centre of the circle! Show children how to hold
the ring with their pointer fingers and thumbs only
as little children have trouble uncurling their hands
from a grasping position in time to fling and may get
hit by the ring instead
Spinning, tipping, rolling and falling
• Tie a yellow ribbon - Tie a coloured ribbon quite
tightly onto the elastic. Play music and pass the
These help babies and children to:
elastic around the circle from hand to hand. When
the music stops the child holding the piece of elastic
• Build a strong sense of their body
with the coloured ribbon on it has to make up an
• Coordinate their movement
action for everyone to follow
• Take safe risks and build their confidence
• Frog Game - Imagine the elastic is a pond. All
• Learn to take care of themselves and others
children to hold onto the elastic in a circle crouching
• Develop balance - physical and emotional. Ensure
down. One child is to be the frog in the middle- they
their eyes can focus well. Sort and organise
can either wear a frog hat- band with a laminated
information and be ready to learn
frog stuck to it or hold a toy frog in hand;
Sing the song below to the first few lines of Twinkle

Activities to promote movement play Twinkle
Frog jumps up and frog jumps down
Using Giant Elastics: Frog does a little dance all around
Movement for children holding the band - all children
• Stretch the elastic out into a big circle by standing raise band up, lift band back down
inside with elastic around middles and walking Frog- jumps up, jumps back down, then jigs around
backwards or forwards or by standing outside the inside the circle
ring and pulling with hands while moving backwards Repeat with new verse
• Can we make a small circle, a big circle, 2 circles, a Frog points up and frog points down
long thin shape etc Frog points to his friends all around.
• Pass the rope / ribbon - Very loosely tie a piece of Movement for children holding the band - all children
rope or ribbon to form a circular loop around the raise band up, lift band back down
elastic. Children move the elastic up and down to try Frog- jumps up and points upward, jumps down and
to get the rope / ribbon to travel all the way around points down, then points to his friends inside the
the circle of elastic circle
11
• In and Out the Dusty Bluebells - Children to hold

• Colours ring - Tie different coloured ribbons (1 per onto the ring, lift hands up, sing song and one
child) at intervals along the elastic. Sing song “Pass children weave in and out
the ribbons round and round, round and round,
round and round, pass the ribbons round and
round, until I say STOP!” whilst passing the elastic
Using Lycra sheets:
hand to hand around the circle of children. On
• Children to hold all corners and sides, move it up
the word stop, the children should hold the ribbon
and down whilst trying to keep a ball or soft toy
nearest themselves. Then adult chants a rhyme
on top of it. A photograph of the child can also be
such as:
placed of a child, family member etc
• How big can we make the lycra?
If you have yellow shake one shoulder,
• Child to hide underneath the lycra sheet. Children
If you have green march in place,
and practitioners to hold it down and sing a simple
If you have orange wriggle one thumb,
song- make up a tune- child under the lycra to
Everybody bend at your waist,
wriggle about and make shapes
If you have blue wave your hand,
Where is Hannah hiding, hiding, hiding?
If you have red pat your head,
Where is Hannah hiding?
Then wriggle the ring, wriggle it, wriggle it,
Let’s have a look!
wriggle it
After last line is sung, the lycra sheet is raised and
Pass it round again
all children are to jump up to reveal the hidden child
• Place the lycra on the floor and ask a child to lie in
Movement to music: the middle- practitioners to hold the corners and
encourage the child to roll from side to side
• Put on slow music eg. Saint Saens –The Elephant • Children to hold onto the sides and gently all pull
from Carnival of the Animals and encourage the back after saying 1, 2, 3, GO!
children to walk around slowly holding on with both • Children to hold the corners of the lycra and let it
hands- move clockwise then anticlockwise gently swing backwards and forwards with a toy
• As above but children can sit and either rock from doll, soft toy etc in it
side to side or forwards and backwards- adult to
make it explicit as to what is going to happen and
needs to model to ensure there are no bumped
heads
• Movement to songs - Row, Row, Row your Boat
- children sit on the floor with legs outstretched
in circle holding elastic. Sing the song and rock
backwards and forwards
• Children to hold onto the elastic in each hand and
gently rock forward and backwards whilst singing
See-Saw Marjorie Daw
• Children crouch down holding onto the elastic - sing
the nursery rhyme Half a Pound of Tupenny Rye -
bob up and down in time to the rhyme, all stay down
until somebody shouts - Pop, goes the weasel - all
the children jump up
• Ring a Ring O Roses - Stand in a big circle holding
the elastic. Walk or skip around. All fall down at the
end and then get up and go in the other direction for
the second verse
• Hokey Cokey - Use the elastic to hold instead of
holding hands
• Grand Old Duke of York - All stand outside the
ring and hold the elastic, march around in a circle
to the speed of the lyrics. When the lyrics say
“top”, “down”, “up”, or “halfway” put the ring at the
appropriate level
12
• Place the lycra on the floor, child lies on top on their Using Scarves and Streamers:
stomach pretending to swim, whilst the children waft
the material up and down • Provide slow calm music for children to move to and
• Using five soft toy monkeys- bounce monkeys on swirl scarves about
the Lycra sheet held by the children whilst singing - • Take streamers outside on a windy day
5 little monkeys bouncing on the bed - Monkeys to • Use one streamer or two, make circles moving arms
be knocked off one at a time. forwards and backward
• Collect leaves during autumn - sing the song below • Encourage children to move the scarves up/down/
to the tune of London Bridge to the side/snake like on the floor/swirl above their
heads
See the leaves are tumbling down • Scarves can be held in the child’s hand or attached
Tumbling Down, Tumbling Down by loosely tying them to the child’s wrist
See the leaves are tumbling down
Now it’s Autumn Home made streamers - Attach two or three lengths
of colourful ribbon roughly one meter long to hair
Five Little Birdies scrunches
Five bird finger puppets or bird soft toy puppets needed
One little birdie flew and flew - shake Lycra with one
bird
Along came another one and that made two

One… Two… - lift Lycra up high together twice, while
counting
Two little birdies, busy as could be - shake lycra with

two birds
Along came another one and that made three One…
Two… Three… - lift Lycra up high together three times,
while counting
Three little birdies wanted one more

Along came another one and that made four etc
Four little birdies glad to be alive
Along came another one and that
made five etc
Five little birdies flying very high
Flapping wings and soaring, up

in the sky - shake lycra madly and
watch those birds fly off!
13
Empathy Dolls
Introducing the Empathy Doll in the
setting
This process needs to be planned, the doll needs
to become an integral member of the setting and
participate in all the activities the children do such as
snack time, outdoor play and toileting.
• Introduce the doll by a series of short visits so the

doll can settle in
• At each visit give the children a little more
information about the doll
• Make sure the doll has everything the children have
e.g. coat peg, basket, self registration photo
• Make the doll a visible and prominent member of
the setting
Showing Empathy
• To show empathy is to identify with another’s
feelings
• It is to emotionally put yourself in the place of
another
• The ability to empathise is directly dependent on
your ability to feel your own feelings and identify
them
14
Developing Your Empathy Doll’s Story

Your empathy doll is a unique member of your group and so should have their own story. This should be
recorded and shared with all adults who have contact with the setting; it should be added to and kept up to date.
Things to decide prior to introducing to the setting.
Name:
Birthday:
Family Background:
Consider parents/carers information
Do they have any siblings, Grandparents and extended family?
Where do they live, who lives with them and what sort of house do they live in?
What do the family members spend time doing?
Do they have a job or any hobbies that would be good to include?
Likes and Dislikes:

To create a rounded person everyone has some things that they like and don’t like and we need to acknowledge
this.
Things we are good at and things we are not so good at:

Think about how this is phrased, everyone has strengths and things they find difficult so instead of saying ‘He’s
good at playing on the bike but not so good at sharing’ you could say ‘He’s good at playing on the bikes and is
trying really hard to share his toys with the other children’
15

The adult that promotes high Well-being:

• Shares thoughts and experiences
• Makes eye contact
• Is affectionate
• Builds trusting relationships with families
• Develops a positive emotional and physical environment
Ideas to develop your practice to further support young children’s emotional Well-being
Some ideas for you to develop in your setting:
• Develop a movement play area

• Plan a focused movement play activity each week
• Develop the use of specific and positive praise
• Use an Empathy Doll as a member of your setting
• Run a parent workshop on supporting children’s emotional development
• Change an area of your provision or your routine of the day
A people place………
If this is not the place where tears are understood,

where do I go to cry?
If this is not a place where my spirits can take wing,
where do I go to fly?
If this is not a place where my questions can be asked,
where do I go to seek?
If this is not a place where my feelings can be heard,
where do I go to speak?
If this is not a place where you’ll accept me as I am,
where can I go to be?
If this is not a place where I can try to and learn to grow,
where can I just be me?
William J. Crocker
16
A Motivational Story
with Wisdom:
The Professor and the Jar
By Author Unknown
A Professor stood before his philosophy class
and had some items in front of him. When
the class began, wordlessly, he picked up
a very large and empty mayonnaise jar and
proceeded to fill it with golf balls. He then
asked the students if the jar was full. They
agreed that it was.
So the Professor then picked up a box of

pebbles and poured them into the jar. He
shook the jar lightly. The pebbles rolled into
the open areas between the golf balls. He
then asked the students again if the jar was
full. They agreed it was.
The Professor next picked up a box of sand

and poured it into the jar. Of course, the
sand filled up everything else. He asked
once more if the jar was full. The students
responded with a unanimous “yes.”
The Professor then produced two cups of

coffee from under the table and poured the
entire contents into the jar, effectively filling
the space between the grains of sand.
“Now,” said the professor, as the laughter subsided, “I want you to recognise that this jar represents your
life. The golf balls are the important things - your family, your children, your health, your friends, and your
favourite passions - things that if everything else was lost and only they remained, your life would still be
full.
The pebbles are the other things that matter like your job, your house, and your car. The sand is
everything else - the small stuff.
“If you put the sand into the jar first,” he continued, “there is no room for the pebbles or the golf balls. The
same goes for life. If you spend all your time and energy on the small stuff, you will never have room for
the things that are important to you. Pay attention to the things that are critical to your happiness. Play
with your children. Take time to get medical checkups. Take your partner out to dinner. Play another 18.
There will always be time to clean the house and fix the disposal. “Take care of the golf balls first, the
things that really matter. Set your priorities. The rest is just sand.”
One of the students raised her hand and inquired what the coffee represented. The Professor smiled. “I’m
glad you asked. It just goes to show you that no matter how full your life may seem, there’s always room
for a couple of cups of coffee with a friend.”
17
Further
Documentation
18
Summary of Assessment Documentation
Post Its
Tape recordings Transcripts
of Conversations
Significant
Portfolios comments from
spontaneous
observations
Previous
records from other Getting to Photographs
settings
know me –and
‘Building a picture’
for Assessment
Significant
Video comments
recording from planned
observations
Written
reports on the
Samples of
practitioners
children’s work
knowledge
of the child
Learning Stories Child initiated

activities e.g. role
play
19
CUMBRIA EARLY YEARS PROGRESS CHECK

BIRTH-36 MONTHS
Name Date Age
Communication and Language Personal, Social and Emotional Development
Listening and attention; understanding; speaking Self confidence and self-awareness; Making
relationships; managing feelings and behaviour
Listening and Attention Self-confidence and self-awareness

0-11 8-20 16-26 22-36 30-50 40-60+ ELG 0-11 8-20 16-26 22-36 30-50 40-60+ ELG
Understanding Making relationships
0-11 8-20 16-26 22-36 30-50 40-60+ ELG 0-11 8-20 16-26 22-36 30-50 40-60+ ELG
Speaking Managing feelings and behaviour
0-11 8-20 16-26 22-36 30-50 40-60+ ELG 0-11 8-20 16-26 22-36 30-50 40-60+ ELG
Physical Development Characteristics of Learning
Moving and handling; Health and self-care Playing and exploring:
Active Learning
Creating & thinking critically
Moving and Handling

0-11 8-20 16-26 22-36 30-50 40-60+ ELG
Health and self-care
0-11 8-20 16-26 22-36 30-50 40-60+ ELG
Next steps to support learning and development
Parent(s) signature(s) / comment Key Person signature
Moderated by:
20
CUMBRIA EARLY YEARS PROGRESS CHECK

36 + MONTHS
Name Date Age

Communication and Language Personal, Social and Emotional Development
Listening and attention; understanding; speaking Self confidence and self-awareness; Making
relationships; managing feelings and behaviour

Listening and Attention Self-confidence and self-awareness

0-11 8-20 16-26 22-36 30-50 40-60+ ELG 0-11 8-20 16-26 22-36 30-50 40-60+ ELG
Understanding Making relationships
0-11 8-20 16-26 22-36 30-50 40-60+ ELG 0-11 8-20 16-26 22-36 30-50 40-60+ ELG
Speaking Managing feelings and behaviour
0-11 8-20 16-26 22-36 30-50 40-60+ ELG 0-11 8-20 16-26 22-36 30-50 40-60+ ELG
Physical Development Characteristics of Learning
Moving and handling; Health and self-care Playing and exploring:
Active Learning
Creating & thinking critically
Moving and Handling

0-11 8-20 16-26 22-36 30-50 40-60+ ELG
Health and self-care

0-11 8-20 16-26 22-36 30-50 40-60+ ELG
Parent(s) signature(s) / comment Key Person signature

Moderated by:
30 21
Literacy Mathematics
Reading; Writing Numbers; Shape, space & measures

Reading Numbers
0-11 8-20 16-26 22-36 30-50 40-60+ ELG 0-11 8-20 16-26 22-36 30-50 40-60+ ELG
Writing Shape, space & measures
0-11 8-20 16-26 22-36 30-50 40-60+ ELG 0-11 8-20 16-26 22-36 30-50 40-60+ ELG
Understanding the world Expressive arts and design
People and communities; The world; Technology Exploring and using media and materials; Being
imaginative
People and communities

0-11 8-20 16-26 22-36 30-50 40-60+
ELG
The world Exploring and using media and materials
0-11 8-20 16-26 22-36 30-50 40-60+ ELG 0-11 8-20 16-26 22-36 30-50 40-60+ ELG
Technology Being imaginative
0-11 8-20 16-26 22-36 30-50 40-60+ ELG 0-11 8-20 16-26 22-36 30-50 40-60+ ELG
Parent(s)/Carer(s) signature/comment
31
22

Incidental Observations
Incidental Observations
This sheet may be used to record the following types of observation:
This sheet may be used to record the following types of observation:
• Participant observation
 Participant – carried
observation out while
– carried out you
whileare
youplaying and and
are playing working with
working children.
with children.
• Incidental or spontaneous
 Incidental observation
or spontaneous – things
observation youyou
– things noticed happening
noticed happeningwhichwhichyou
youfelt
feltwere
were significant
significant
and shouldandbe should
noted down.
be noted down.
• Planned  observation – where– you
Planned observation wherestand back to
you stand watch
back a child. These
to watch planned
a child. These plannedobservations
observations usually lastfor
usually last
for anythinganything
from between three three
from between and 10 minutes. You
and 10 minutes. You may
may want
wanttotouse
use aa focused/long
focused/long observation
observation sheet for
sheet for aa planned observation.
planned observation.
Name of Child: Date: Time: Name of Observer:
It is useful to gather observations

from a range of staff, not just a key
person.
Child-initiated activity Adult-focused activity Group time (circle/highlight one)
Solitary Pair Small group (3-5) Larger group (circle/highlight one)
Indoors Outdoors (circle/highlight one)
Area: Role play, maths, writing, small world, home corner, computer/ICT, listening, book,
construction, malleable, creative, water, sand, snack, bathroom, climbing
Other:
Observations need to be made over time, in different situations and different times of the day to capture a
breadth of learning and development.
Observation notes:
If you normally record your short observations on post-it notes or stickers

this is where to place it.
 Observation describes the process of watching children in our care, listening to them and taking
note of what we see and hear.
 Be careful to record what you actually saw and/or heard. Do not write assumptions into your
observation and do not allow preconceptions to influence what you have observed.
 Note significant and/or unusual observations. They should be about what a child can do, brief,
precise and valuable to those who will use them to inform planning.
 Photos and recordings could be linked to an observation. This can be a good way of sharing
observations with children and their parents.
Observation links – characteristics of Observation links – areas of learning and

effective learning development
Reflect on the learning characteristics shown by a Prime Areas: PSED PD CL

child. It is important to reflect upon how a child Specific Areas: L M UTW EAD
learns, and not just what they learn.
Aspect/s:
Playing and exploring – engagement Remember, stage not age – children will not be in
Finding out and exploring one age band across all the areas of learning and
Playing with what they know development. This is also the same when we
Being willing to ‘have a go’ consider the aspects within a single area of learning
and development.
Active learning – motivation
Being involved and concentrating
Keeping trying
Enjoying achieving what they set out to do
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Creating and thinking critically – thinking

Having their own ideas
Making links
Choosing ways to do things
Level of Involvement: 1 2 3 4 5 Level of Well-being: 1 2 3 4 5
Involvement is a quality of human activity that can Each child’s Well-being has a very strong influence
be recognised by concentration and persistence. It on the way the child develops, including their ability
is characterised by motivation, interest and to learn, to communicate, their behaviour, their
fascination, openness to stimuli and intense mental curiosity and their ability to cope with new
activity, deep satisfaction and a strong flow of experiences.
energy.
Assessment
 What does this show us about a child’s learning and development?

 Analysing observations is vitally important otherwise there is no point in doing them.
 It is important to make thorough observations, taking time to think about what you have seen and
heard, because the decisions that you then make affect the planning to meet individual and/or
group needs and have a very real impact on the Well-being of the child.
 A child’s response during a single activity is not always an accurate or reliable guide to
competence. There needs to be caution about conclusions drawn on the basis of one activity
alone.
 Are children involved in discussing their achievements?
Implications for future planning/Next steps:
 If practitioners are going to plan effectively for children’s next steps in learning, they need to know
exactly what children have already learnt and how they like to learn. Observation is the key to this.
 Build upon a child’s interests.
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24

Rebecca 5th September 2012 9.20am CAC
1 year, 7 months
Other: Cosy Corner
Observation notes:
Matched the pieces of an animal inset puzzle to the picture by placing the animals
on top of the right pictures. Self-corrected a couple of times.

Playing and exploring – engagement Prime Areas: PSED PD CL

Finding out and exploring Specific Areas: L M UTW EAD
Playing with what they know
Being willing to ‘have a go’ Aspect/s:
Shape, space and measure (16-26) – attempt to
fit shapes into spaces on an inset board.
Keeping trying

Making links

Assessment (what does this show us about a child’s learning and development?)
Interested in matching independently with no adult prompting and was able to correct herself.
Develop her interest in matching.
34 25

Billy 5th October 2012 3.15pm CW
3 year, 11 months
Other:
Observation notes:
In the role of waiter Billy said, “They need chapadums” while holding up two chopsticks.
Adult: “Do you mean chopsticks?”
“Yeah” said Billy, “Silly me! Chopsticks!”


Speaking (40-60+) – begin to use talk to pretend
imaginary situations.
Keeping trying People and communities ( 30-50) – enjoy role play
Enjoying achieving what they set out to do with peers.

Making links

Really grasping well at the new vocabulary here, although got into a bit of a muddle with the right new
words; saw the funny side of it!
Introduce proper names for familiar Chinese foods and other kitchen/eating tools.
26 35

Samuel 5th September 2012 9.20am KM
2 year, 8 months
Other: Cooking activity
Observation notes:
Joined in a planned cooking activity. Interested in cutting courgettes, initially

supported by staff then independently. Sustained this activity for much longer
than usual.


Moving and handling (30-50) – engaged in
activities requiring hand-eye coordination; use
Keeping trying one-handed tools and equipment.

Making links

This seems a very good choice of activity to build up his sustained concentration – he was obviously
involved at a deep level. Maybe using tools is the important aspect to sustain interest or build skills? Or
is it the link with home?
Provide tools such as play knives and scissors with other materials such as clay, playdough and more
cooking. Ask Mum about his involvement in cooking at home.
36 27

Jasmine 5th October 2011 11.15am SG
9 months
Other: Cosy Corner
Observation notes:
Sat in front of the mirror smiling at her image and showing signs of excitement,
waving her arms.


Understanding (8-20)
Speaking (8-20)
Keeping trying

Making links

Excited by and responding to reflection.
More play with mirrors of different dimensions and peep-a-boo games.
28 37
Guidance for Focused Activity Plan

Activity: The name of the activity Date(s):
Adult(s) leading:
Groupings:
What we want the children to learn linked to the EYFS:

Write a short description of what the children will learn and note the main area(s) of learning it covers
e.g. PSED/CL
What the activity or experience will look like:
Write a detailed step by step description of the activity.
• Think about an interesting stimulus to introduce your activity;

• Think about giving the children time to explore the resources;
• Make sure your activity is interactive and playful;
• How will you round off the activity?
• Will children have opportunities to practise and develop their learning?
Resources we will use:

List all the resources you will need.
How we will adapt the activity for different children:
Write the initials of the child(ren) who may need extra support or may need their learning extending.
Write next to the initials what you will do to meet the child(ren)’s needs.
What we will do to support the children’s learning:

Think about what the adult can do to support the children. This could include:
• Showing them how to use the resources;
• Talking about the experiences;
• Asking questions;
• Introducing new vocabulary;
• Introducing a challenge.
How the activity went / next possibilities:

This could include:
• What did the children learn?

• Which children need more experiences like this?
• Which children need to move on in their learning?
• Did the adult support the children effectively?
• How did the children respond to the activity?
• Were the children interested in the activity?
• Did the children enjoy it?
• Are there any activities that you can include in your provision next week to give children
opportunities to practise their learning?
29
2-4 year old example

Focused Activity Plan
Activity: Build a zoo and sort the animals Date(s):
Adult(s) leading: SH MC MC
Groupings: 4 children per group
What we want the children to learn linked to the EYFS:

• To use the vocabulary of size (M)
• To sort the animals by their type and size (M/UW)
• To talk about how and why they have sorted their animals (CL/M)
What the activity or experience will look like:
• Remind the children about SP’s photograph she brought in of the lemur from the zoo and have the
copy of the story we shared ‘Dear Zoo’.
• Get a piece of paper and write a label- ‘The Zoo’ and ask a child to help stick it to the tray.
• Ask the children to build enclosures for the animals and add them to the zoo.
• Get the animal box and encourage the children to sort the animals by their type, putting them into
separate enclosures.
• Talk about the different sizes and reasons for sorting the animals whilst playing with them.
• Encourage the children to add natural materials to their enclosures. Talk about their choices with them.
Resources we will use:

• SP Photograph and Dear Zoo book. • Builders tray
• Duplo • Natural materials- leaves, twigs, leaves, sand
• Zoo animals
How we will adapt the activity for different children:

P.J – individual support to help build the enclosure.
L.G/H.M – use of gestures to accompany the vocabulary big and small.
M.C- encourage her to explore the concept/vocabulary medium/middle sized.
What we will do to support the children’s learning:

• Pay alongside the children using the names of the animals
• Introduce and model the mathematical language of comparing size
• Encourage the children to talk about size whilst playing with them
• Ask questions - How have you sorted your animals?
- Tell me why you have put that one there?
- Are your animals all the same?
• Key vocabulary we will use -big, small, large, tiny, huge, the same as, different, sort.
How the activity went / next possibilities:

All children except RS, MT, LG showed understanding of big and small and used the correct vocabulary
for this. Ready to move onto middle sized next time.
Next week- treasure hunt outdoors collecting objects which can be sorted into buckets of big, middle
sized and small.
Adults to join RS, MT, LG in their self chosen play and reinforce the concepts of big and small.
MC understands middle sized—to move onto ordering by size.
Talk to MC’s parents about activities they could support MC with at home.
Plan for the zoo to be in the small world area next week.
30
Well-being – enriching the environment
How currently used? Changes made? Observe again
Area – Date- Date- Date-
What did the children say about the changes?

31
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Supporting Young Children's Emotional Well-Being: Cumbria County Council

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Cumbria County Council

Serving the people of Cumbria cumbria.gov.uk

• Definition and signs of Well-being

• Impact on brain development and long term learning

• Overview of the Leuven Scales

• 10 Top tips to promote Well-being

‘If I had my child to raise over again’

If I had my child to raise all over again

The Leuven definition of Well-being

What are the signs of Well-being?

...we know their mental health is secured

What does the Early Years Foundation Stage (EYFS)

• Every child is a unique child, who is constantly

The plasticity of the brain – effects of extreme deprivation

The Leuven Scales

Level 2: low level of Well-being Level 5: extremely high level of Well-being

The scale for Well-being in babies and Level 3: moderate

10 Top tips to promote children’s Well-being

Top tip 4 • What fascinates

• What speaks to them? Supporting activities with

Ofsted Evaluation Schedule 2013

You should evaluate how well you help children:

• form appropriate bonds and secure emotional

Do not just list what you do but consider the impact

• practice ensures each child forms appropriate

This helps babies and children to:

Push, pull, stretch and hang

These help babies and children to:

• Build a strong sense of their body

• Fling the ring - Stand in a big circle and explain that

Sing the song below to the first few lines of Twinkle

• In and Out the Dusty Bluebells - Children to hold

Along came another one and that made two

Two little birdies, busy as could be - shake lycra with

Three little birdies wanted one more

Flapping wings and soaring, up

• Introduce the doll by a series of short visits so the

Developing Your Empathy Doll’s Story

Likes and Dislikes:

Things we are good at and things we are not so good at:

Supporting Young Children’s Emotional Well-being

Some ideas for you to develop in your setting:

• Develop a movement play area

If this is not the place where tears are understood,

So the Professor then picked up a box of

The Professor next picked up a box of sand

The Professor then produced two cups of

Summary of Assessment Documentation

Learning Stories Child initiated

CUMBRIA EARLY YEARS PROGRESS CHECK

Listening and Attention Self-confidence and self-awareness

Creating & thinking critically

Moving and Handling

Parent(s) signature(s) / comment Key Person signature

CUMBRIA EARLY YEARS PROGRESS CHECK

Listening and Attention Self-confidence and self-awareness

Creating & thinking critically

Moving and Handling