Working with Children

SUPPORTING DEVELOPMENT

I am confident that my service is meeting the needs of the children in my care
as:

I know each child individually and can discuss their needs, rights and interests.

Each child has a care plan in place which is regularly reviewed and updated.

Plans are made which take into account the ages and stages of development of the children and there is evidence in place to support this

There is clear involvement of children in the planning process.

I am knowledgeable of the Getting It Right For Every Child (GIRFEC) approach.

Reflective questions…

How do I demonstrate I am meeting the needs, rights and interests of children?

Which national guidance do I use and how do I use this when assessing children’s needs?

To what extent do I involve children in decision making?

How do I use the wellbeing indicators effectively to ensure I am meeting the needs of children?

Wellbeing Indicators
Safe, Healthy, Achieving, Nurtured, Active, Respected, Responsible, Included
Health and Social Care Standards
1.1 I am accepted and valued whatever my needs, ability, gender, age, faith, mental health status, race, background or sexual orientation

1.2 My human rights are protected and promoted and I experience no discrimination

1.6 I get the most out of life because the people and organisation who support and care for me have an enabling attitude and believe in my potential

1.7 I am supported to discuss significant changes in my life, including death or dying, and this is handled sensitively

1.9 I am recognised as an expert in my own experiences, needs and wishes

1.10 I am supported to participate fully as a citizen in my local community in the way that I want

1.11 I can be with my peers, including other people who use my service, unless this is unsafe and I have been involved in reaching this decision

1.12 I am fully involved in assessing my emotional, psychological, social and physical needs at an early stage, regularly and when my needs change

1.14 My future care and support needs are anticipated as part of my assessment

1.15 My personal plan (sometimes referred to as a care plan) is right for me because it sets out how my needs will be met, as well as my wishes and choices

1.19 My care and support meets my needs and is right for me

1.25 I can choose to have an active life and participate in a range of recreational, social, creative, physical and learning activities every day, both indoors and outdoors

1.26 I can choose to spend time alone

1.30 As a child, I have fun as I develop my skills in understanding, thinking, investigation and problem solving, including through imaginative play and storytelling

1.31 As a child, my social and physical skills, confidence, self-esteem and creativity are developed through a balance of organised and freely chosen extended play, including using open ended and natural materials

1.32 As a child, I play outdoors every day and regularly explore a natural environment

2.17 I am fully involved in developing and reviewing my personal plan, which is always available to me

2.22 I can maintain and develop my interests, activities and mealtimes, if this is what I want

SSSC Codes of Practice for Social Service Workers

1.1 I will treat each person as an individual

1.2 I will respect and, where appropriate, promote the views and wishes of people who use services and carers

Education Scotland Quality Indicators
Learning provision: 2.2 Curriculum – Rational and design; Learning and developmental pathways; Pedagogy and play; Skills for life and learning

Learning provision: 2.3 Learning, teaching and assessment – Learning and engagement; Quality of interactions; Effective use of assessment; Planning, tracking and monitoring

Successes and achievements: 3.2 Securing children’s progress – Progress in communication, early language, mathematics, health and wellbeing; Children’s progress over time; Overall quality of children’s achievement; Ensuring equity for all children

I am confident that I can promote and uphold the rights of the child in the work I do
as:

I have an understanding of the UN Convention on the rights of the child and can demonstrate how these are applied in practice.

I use a variety of methods to engage children in decision making and planning.

Reflective questions…

What methods do I use to promote children’s rights to the children in my care?

How do I know these methods are effective?

Wellbeing Indicators
Safe, Healthy, Achieving, Nurtured, Active, Respected, Responsible, Included
Health and Social Care Standards
1.1 I am accepted and valued whatever my needs, ability, gender, age, faith, mental health status, race, background or sexual orientation

1.2 My human rights are protected and promoted and I experience no discrimination

I am confident that I am able to observe and assess children’s learning and development
as:

I regularly undertake observations of children and use these to inform planning

My evaluations of observations are clearly linked to development and learning needs and/ or national guidance

Reflective questions…

How effective are my observations in identifying learning and development needs of children?

How well do I use observation evidence in planning for children’s needs, rights and interests?

How involved are the children in developing plans to meet their needs?

Wellbeing Indicators
Achieving, Respected
Health and Social Care Standards
1.12 I am fully involved in assessing my emotional, psychological, social and physical needs at an early stage, regularly and when my needs change

1.13 I am assessed by a qualified person, who involves other people and professionals as required

1.14 My future care and support needs are anticipated as part of my assessment

1.19 My care and support meets my needs and is right for me

1.23 My needs, as agreed in my personal plan, are fully met, and my wishes and choices are respected

Education Scotland Quality Indicators
Learning provision: 2.3 Learning, teaching and assessment – Learning and engagement; Quality of interactions; Effective use of assessment; Planning, tracking and monitoring

Successes and achievements: 3.2 Securing children’s progress – Progress in communication, early language, mathematics, health and wellbeing; Children’s progress over time; Overall quality of children’s achievement; Ensuring equity for all children

I am confident children are involved in planning
as:

I use a variety of methods to demonstrate children are involved in planning their experiences.

I gather evidence to show I have responded to children’s suggestions

The children are confident about making suggestions and can direct their own play.

I can explain how my interventions in play are appropriate and help provide positive outcomes for children.

Reflective questions…

How effective are the methods I use to engage children in the planning process?

How have my responses to children’s suggestions resulted in positive outcomes for children?

To what extent am I involved in children’s play and why?

We know from research that the level of involvement a child shows in their play and learning can be a key sign of the quality and effectiveness of what is being provided and tells us a great deal”. Building the Ambition, Scottish Government 2014

Wellbeing Indicators
Achieving, Respected
Health and Social Care Standards
1.6 I get the most out of life because the people and organisation who support and care for me have an enabling attitude and believe in my potential

1.9 I am recognised as an expert in my own experiences, needs and wishes

1.12 I am fully involved in assessing my emotional, psychological, social and physical needs at an early stage, regularly and when my needs change

1.14 My future care and support needs are anticipated as part of my assessment

1.15 My personal plan (sometimes referred to as a care plan) is right for me because it sets out how my needs will be met, as well as my wishes and choices

2.2 I am empowered and enabled to be as independent and as in control of my life as I want and can be

2.11 My views will always be sought and my choices respected, including when I have reduced capacity to fully make my own decisions

2.17 I am fully involved in developing and reviewing my personal plan, which is always available to me

2.22 I can maintain and develop my interests, activities and what matters to me in the way that I like

2.27 As a child, I can direct my own play and activities in the way that I choose, and freely access a wide range of experiences and resources suitable for my age and stage, which stimulate my natural curiosity, learning and creativity

SSSC Codes of Practice for Social Service Workers
1.1 I will treat each person as an individual

1.2 I will respect and, where appropriate, promote the views and wishes of people who use services and carers

1.3 I will support the rights of people who use services to control their lives and make informed choices about the services they use

1.5 I will work in a way that promotes diversity and respects different cultures and values

Education Scotland Quality Indicators
Leadership and management: 1.2 Leadership of learning – Professional engagement and collegiate working; Impact of career-long professional learning; Children leading learning

Learning provision: 2.3 Learning, teaching and assessment – Learning and engagement; Quality of interactions; Effective use of assessment; Planning, tracking and monitoring

I am confident that I can express the unique bond or love I have for children in my care whilst understanding and respecting professional boundaries
as:

I show warm and friendly care to the children and this includes physical comfort if the child wants.

The children are comfortable and confident in their interactions with me.

Reflective questions…

How well do I demonstrate to the children that I care about them?

How do I know these methods are appropriate to each child?

Wellbeing Indicators
Nurtured, Respected, Included
Health and Social Care Standards
3.1 I experience people speaking and listening to me in a way that is courteous and respectful, with my care and support being the main focus of people’s attention

3.6 I feel at ease because I am greeted warmly by people and they introduce themselves

3.7 I experience a warm atmosphere because people have good working relationships

3.8 I can build a trusting relationship with the person supporting and caring for me in a way that we both feel comfortable with

3.9 I experience warmth, kindness and compassion in how I am supported and care for, including physical comfort when appropriate for me and the person supporting and caring for me

3.10 As a child or young person I feel valued, loved and secure

I am confident I am promoting health and wellbeing with the children I care for
as:

Children can take part in a variety of different activities which promote physical activity and a healthy lifestyle.

There are opportunities for children to relax rest or sleep if they choose.

There are regular and consistent opportunities of the children to play outdoors.

Children are able to choose from a range of healthy food options if I provide this.

Reflective questions…

How well do the activities I plan create healthy outcomes for children and how do I demonstrate this?

How well do I use the wellbeing indicators to assess the quality of the experiences of children?

Children and young people have different experiences and needs at different times in their lives. Understanding how this affects their wellbeing, and providing the right support when they need it, helps them grow and develop and reach their full potential
Getting it Right for Every Child (GIRFEC) Scottish government 2014

Wellbeing Indicators
Safe, Healthy, Achieving, Nurtured, Active, Respected, Responsible and Included
Health and Social Care Standards
1.6 I get the most out of life because the people and organisation who support and care for me have an enabling attitude and believe in my potential

1.25 I can choose to have an active life and participate in a range of recreational, social, creative, physical and learning activities every day, both indoors and outdoors

1.26 I can choose to spend time alone

1.28 I am supported to make informed lifestyle choices affecting my health and wellbeing, and I am helped to use relevant screening and healthcare choices

1.29 I am supported to be emotionally resilient, have a strong sense of my own identity and wellbeing, and address any experiences of trauma and neglect

1.30 As a child, I have fun as I develop my skills in understanding, thinking, investigation and problem solving, including through imaginative play and storytelling

1.31 As a child, my social and physical skills, confidence, self-esteem and creativity are developed through a balance of organised and freely chosen extended play, including using open ended and natural materials

1.32 As a child, I play outdoors every day and regularly explore a natural environment

1.35 I can enjoy unhurried snack and meal times in as relaxed an atmosphere as possible

1.36 If I wish, I can share snacks and meals alongside other people using and working in the service if appropriate

1.39 I can drink fresh water at all times

2.24 I make informed choices and decisions about the risks I take in my daily life and am encouraged to take positive risks which enhance the quality of my life

2.25 I am helped to understand the impact and consequences of risky and unsafe behaviour and decisions

2.27 As a child, I can direct my own play and activities in the way that I choose, and freely access a wide range of experiences and resources suitable for my age and stage, which stimulate my natural curiosity, learning and creativity

SSSC Codes of Practice for Social Service Workers
1.4 I will respect and maintain the dignity and privacy of people who use services
Education Scotland Quality Indicators
Successes and achievements: 3.1 Ensuring wellbeing, equality and inclusion – Wellbeing; Fulfilment of statutory duties; Inclusion and equality

Successes and achievements: 3.2 Securing children’s progress – Progress in communication, early language, mathematics, health and wellbeing; Children’s progress over time; Overall quality of children’s achievement; Ensuring equity for all children

I am confident that I have a good knowledge of child development and can apply this in practice
as:

I am aware of the stages of child development and am able to relate these to the children in my care.

I regularly undertake observations of development and I record these to be used in planning.

Reflective questions…

How do I know that children are making progress in their development and learning?

How effective are the observations I take in informing the planning process?

How well do I share this evidence with parents/carers?

Wellbeing Indicators
Healthy, Achieving, Nurtured, Included
Health and Social Care Standards
3.14 I have confidence in people because they are trained, competent and skilled, are able to reflect on their practice and follow their professional and organisational codes

3.18 I am supported and cared for sensitively by people who anticipate issues and are aware of an plan for any known vulnerability or frailty.

4.11 I experience high quality care and support based on relevant evidence, guidance and best practice

4.14 My care and support is provided in a planned and safe way, including if there is an emergency or unexpected event

Education Scotland Quality Indicators
Leadership and management: 1.4 Leadership and management of practitioners – Governance framework; Building and sustaining a professional team; Practitioner wellbeing and pastoral support

Successes and achievements: 3.2 Securing children’s progress – Progress in communication, early language, mathematics, health and wellbeing; Children’s progress over time; Overall quality of children’s achievement; Ensuring equity for all children

I am confident I understand how my interactions and relationships can have a significant impact on children’s learning and development
as:

I know individual children’s needs and I can demonstrate adaptability in my interactions to suit each child needs.

I demonstrate a positive and encouraging attitude towards the children.

Children are confident in their interactions with me.

Reflective questions…

How effectively do I use praise and encouragement in developing self-esteem in children?

How do I adapt my communication methods to meet the individual needs of each child?

Wellbeing Indicators
Healthy, Achieving, Nurtured, Respected, Included
Health and Social Care Standards
3.1 I experience people speaking and listening to me in a way that is courteous and respectful, with my care and support being the main focus of people’s attention

3.3 I have agreed clear expectations with people about how we behave towards each other, and these are respected

3.5 As a child or young person, I am helped to develop a positive view of myself and to form and sustain trusting and secure relationships

3.6 I feel at ease because I am greeted warmly by people and they introduce themselves

3.7 I experience a warm atmosphere because people have good working relationships

3.8 I can build a trusting relationship with the person supporting and caring for me in a way that we both feel comfortable with

3.9 I experience warmth, kindness and compassion in how I am supported and cared for, including physical comfort when appropriate for me and the person supporting and caring for me

3.10 As a child or young person I feel valued, loved and secure

SSSC Codes of Practice for Social Service Workers
1.1 I will treat each person as an individual
Education Scotland Quality Indicators
Learning provision: 2.3 Learning, teaching and assessment – Learning and engagement; Quality of interactions; Effective use of assessment; Planning, tracking and monitoring

Successes and achievements: 3.1 Ensuring wellbeing, equality and inclusion – Wellbeing; Fulfilment of statutory duties; Inclusion and equality

Successes and achievements: 3.2 Securing children’s progress – Progress in communication, early language, mathematics, health and wellbeing; Children’s progress over time; Overall quality of children’s achievement; Ensuring equity for all children

I am confident that I am able to use opportunities whilst out in the community to enhance learning and enrich children’s experiences and outcomes
as:

I regularly plan opportunities which make use of a range of community facilities and events.

I am able to identify the learning and development opportunities provided in the community and link these to individual plans.

Reflective questions…

How do I ensure local facilities and/ or events are suitable for the children in my care?

What evidence do I have to demonstrate these opportunities enhance development?

How effective are my risk/benefit analysis?

Wellbeing Indicators
Achieving, Active, Responsible, Included
Health and Social Care Standards
1.10 I am supported to participate fully as a citizen in my local community in the way that I want

1.25 I can choose to have an active life and participate in a range of recreational, social, creative, physical and learning activities every day, both indoors and outdoors

Education Scotland Quality Indicators
Learning provision: 2.2 Curriculum – Rationale and design; Learning and developmental pathways; Pedagogy and play; Skills for life and learning

Successes and achievements: 3.2 Securing children’s progress – Progress in communication, early language, mathematics, health and wellbeing; Children’s progress over time; Overall quality of children’s achievement; Ensuring equity for all children

SUPPORTING PLAY

I am confident that children have access to exciting and challenging play opportunities whilst in my care
as:

A wide range of stimulating and challenging play experiences are available.

Children can create their own play with appropriate interventions from me

Children are happy and stimulated by the play opportunities.

I carry out appropriate risk assessments (risk/benefit analysis)

Reflective questions…

How do I know the play space is exciting and challenging for the children?

How accessible are these play spaces to all of the children in my care?

How well do these opportunities support children’s risk taking, creativity and problem solving ?

How effective are my risk assessments?

How well do I manage my own feelings with regard to risk and challenge whilst respecting the chidls right to lead their own play?

Wellbeing Indicators
Healthy, Active
Health and Social Care Standards
1.25 I can choose to have an active life and participate in a range of recreational, social, creative, physical and learning activities every day, both indoors and outdoors

1.26 I can choose to spend time alone

1.30 As a child, I have fun as I develop my skills in understanding, thinking, investigation and problem solving, including through imaginative play and storytelling

1.31 As a child, my social and physical skills, confidence, self-esteem and creativity are developed through a balance of organised and freely chosen extended play, including using open ended and natural materials

1.32 As a child, I play outdoors every day and regularly explore a natural environment

2.2 I am empowered and enabled to be as independent and as in control of my life as I want and can be

2.22 I can maintain and develop my interests, activities and what matters to me in the way that I like

2.24 I make informed choices and decisions about the risks I take in daily life and am encouraged to take positive risks which enhance the quality of my life

2.25 I am helped to understand the impact and consequences of risky and unsafe behaviour and decisions

2.27 As a child, I can direct my own play and activities in the way that I choose, and freely access a wide range of experiences and resources suitable for my age and stage, which stimulate my natural curiosity, learning and creativity

Education Scotland Quality Indicators
Learning provision: 2.2 Curriculum – Rational and design; Learning and developmental pathways; Pedagogy and play; Skills for life and learning

Successes and achievements: 3.1 Ensuring wellbeing, equality and inclusion – Wellbeing; Fulfilment of statutory duties; Inclusion and equality

Successes and achievements: 3.3 Developing creativity and skills for life and learning – Developing creativity; developing skills for life and learning; developing digital skills

MY SKILLS DEVELOPMENT

I am confident I have the skills to build effective relationships with children
as:

I have an understanding of the importance of attachment and can demonstrate how I use this understanding in practice to meet the needs of children

I use a variety of skills and practices to show my understanding of the individual needs of the children.

Children are comfortable and confident to ask questions and share opinions.

Reflective questions…

How do I ensure children are welcomed into my setting?

How do I know the methods I use are effective?

How well do I communicate with individual children?

Wellbeing Indicators
Nurtured, Respected, Included
Health and Social Care Standards
1.6 I get the most out of life because the people and organisation who support and care for me have an enabling attitude and believe in my potential

3.1 I experience people speaking and listening to me in a way that is courteous and respectful, with my care and support being the main focus of people’s attention

3.3 I have agreed clear expectations with people about how we behave towards each other, and these are respected

3.5 As a child or young person, I am helped to develop a positive view of myself and to form and sustain trusting and secure relationships

3.6 I feel at ease because I am greeted warmly by people and they introduce themselves

3.7 I experience a warm atmosphere because people have good working relationships

3.8 I can build a trusting relationship with the person supporting and caring for me in a way that we both feel comfortable with

3.9 I experience warmth, kindness and compassion in how I am supported and cared for, including physical comfort when appropriate for me and the person supporting and caring for me

3.10 As a child or young person I feel valued, loved and secure

3.12 I can understand the people who support and care for me when they communicate with me

3.16 People have time to support and care for me and to speak with me

Education Scotland Quality Indicators
Successes and achievements: 3.1 Ensuring wellbeing, equality and inclusion – Wellbeing; Fulfilment of statutory duties; Inclusion and equality

I am confident of my role and responsibility in ensuring confidentiality
as:

I am aware of the need for confidentiality.

I do not inappropriately discuss any of the children or families who use my service outwith the business or with friends or family.

Social media sites that I use are secure and privacy settings are appropriate.

Reflective questions…

How effective are my recording procedures?

Wellbeing Indicators
Safe
Health and Social Care Standards
3.14 I have confidence in people because they are trained, competent and skilled, are able to reflect on their practice and follow their professional and organisational codes

3.20 I am protected from harm, neglect, abuse, bullying and exploitation by people who have a clear understanding of their responsibilities

3.21 I am protected from harm because people are alert and respond to signs of significant deterioration in my health and wellbeing, that I may be unhappy or may be at risk of harm

3.22 I am listened to and taken seriously if I have a concern about the protection and safety of myself or others, with appropriate assessments and referrals made

3.23 If I go missing, people take urgent action, including looking for me and liaising with the police, other agencies and people who are important to me

3.24 If I might harm myself or others, I know that people have a duty to protect me and others, which may involve contacting relevant agencies

3.25 I am helped to feel safe and secure in my local community

Education Scotland Quality Indicators
Learning provision: 2.1 Safeguarding and child protection – Arrangements for safeguarding, including child protection; Arrangements to ensure wellbeing; National guidance and legislation

SUPPORTING WELLBEING
I am confident in my role and responsibility in safeguarding and protecting children and how to respond to any concerns I have with regard to child protection issues
as:

I regularly update my knowledge and understanding of child and I keep a reflective log (or similar) which shows reflection on any changes I’ve made to my practice.

I have robust recording systems in place which include necessary information including chronology of events, actions or concerns.

Reflective questions…

How well do I reflect on any training I have undertaken?

Do I have evidence of any changes I have made to my recording systems and/or practices in light of this training?

How effective are the recording and reporting systems I have in place and how do I know this?

What support is available through my local authority and how can I access this?

Wellbeing Indicators
Safe
Health and Social Care Standards
3.20 I am protected from harm, neglect, abuse, bullying and exploitation by people who have a clear understanding of their responsibilities

3.21 I am protected from harm because people are alert and respond to signs of significant deterioration in my health and wellbeing, that I may be unhappy or may be at risk of harm

3.22 I am listened to and taken seriously if I have a concern about the protection and safety of myself or others, with appropriate assessments and referrals made

3.23 If I go missing, people take urgent action, including looking for me and liaising with the police, other agencies and people who are important to me

3.24 If I might harm myself or others, I know that people have a duty to protect me and others, which may involve contacting relevant agencies

3.25 I am helped to feel safe and secure in my local community

Education Scotland Quality Indicators
Learning provision: 2.1 Safeguarding and child protection – Arrangements for safeguarding, including child protection; Arrangements to ensure wellbeing; National guidance and legislation

I am confident I run an inclusive service which values and respects individuality, and celebrates diversity
as:

The children have a clear sense of belonging.

I am aware of my own culture, attitudes and values and how they influence my practice.

I plan resources and activities to support the children to consider their own identity and the identities of others.

Reflective questions…

How do I demonstrate I know each child’s needs and how well I meet these needs

How well do I include all the different ages and stages of development in activities, adapting them to suit needs and making children feel included?

You can find information regarding statutory requirements regarding equality and inclusion in The Equalities Act 2010

Wellbeing Indicators
Nurtured, Respected, Included
Health and Social Care Standards
1.1 I am accepted and valued whatever my needs, ability, gender, age, faith, mental health status, race, background or sexual orientation

1.2 My human rights are protected and promoted and I experience no discrimination

1.29 I am supported to be emotionally resilient, have a strong sense of my own identity and wellbeing, and address any experiences of trauma and neglect

2.3 I am supported to understand and uphold my rights

2.9 I receive and understand information and advice in a format or language that is right for me

2.10 I can access translation services and communication tools where necessary and I am supported to use these

4.1 My human rights are central to the organisations that support and care for me

4.3 I experience care and support where all people are respected and valued

Education Scotland Quality Indicators
Successes and achievements: 3.1 Ensuring wellbeing, equality and inclusion – Wellbeing; Fulfilment of statutory duties; Inclusion and equality

I am confident I understand the importance of positive transitions at different stages for children
as:

I know individual children’s needs and I can demonstrate a range of support appropriate to each child during transitions.

I can effectively communicate with those involved across the child’s care and learning.

Reflective questions…

How well do I understand the impact of transitions on children?

What support procedures do I have I place for each child?

How well do I involve parents/carers, children and other organisations, if appropriate, in planning for transitions.

How well do I support parents/carers in managing transitions?

Wellbeing Indicators
Achieving, Nurtured, Respected, Included
Health and Social Care Standards
1.19 My care and support meets my needs and is right for me

1.23 My needs, as agreed in my personal plan, are fully met, and my wishes and choices are respected

2.18 I am supported to manage my relationships with my family, friends or partner in a way that suits my wellbeing

2.20 If I need or want to move on and start using another service, I will be fully involved in this decision and properly supported throughout this change

3.6 I feel at ease because I am greeted warmly by people and they introduce themselves

3.7 I experience a warm atmosphere because people have good working relationships

3.8 I can build a trusting relationship with the person supporting and caring for me in a way that we both feel comfortable with

3.9 I experience warmth, kindness and compassion in how I am supported and cared for, including physical comfort when appropriate for me and the person supporting and caring for me

3.10 As a child or young person I feel valued, loved and secure

Education Scotland Quality Indicators
Learning provision: 2.6 Transitions – Quality of support for children and their families; Collaborative planning and delivery; Continuity and progression in learning

I am confident that children are supported to make their own relationships within the community
as:

I regularly plan opportunities which make use of a range of community facilities and events.

I support children to engage with others whilst out in the community.

Reflective questions…

How do I ensure local facilities and/ or events are suitable for the children in my care?

How effective are my risk/benefit analysis?

How well do I support children to be independent as appropriate to their stage of development?

Wellbeing Indicators
Achieving, Responsible, Included
Education Scotland Quality Indicators
Learning provision: 2.2 Curriculum – Rational and design; Learning and developmental pathways; Pedagogy and play; Skills for life and learning

Successes and achievements: 3.1 Ensuring wellbeing, equality and inclusion – Wellbeing; Fulfilment of statutory duties; Inclusion and equality

Successes and achievements: 3.2 Securing children’s progress – Progress in communication, early language, mathematics, health and wellbeing; Children’s progress over time; Overall quality of children’s achievement; Ensuring equity for all children