Rationale
In Machrie Nursery we acknowledge that not every child has the same educational, emotional, physical or sensory needs. There may be specific children who require a differentiated curriculum to take account of individual needs and to feel welcomed into a supportive inclusive environment, which ensures that the contributions of all children are valued and listened to. This ensures we Get it Right for Every Child by nurturing and celebrating all children’s successes and achievements.
Additional Support and Inclusive Practice can arise as children may experience some barriers to learning and wellbeing these can be either short or long term and can originate from a variety of factors such as:
Sensory Profile
Physical, visual or hearing impairment
Social, emotional needs
Other additional support needs
Loss and bereavement
Breakdown in family relationships
Through our observations and interactions, we may recognise that a child may require short term or long-term interventions to support their developmental needs. We will work collaboratively with a family and agencies as a team around the child to identify if there are supports, we need to put in place to ensure a child meets their full potential.
The nursery is an active partner in the Early Years Staged Intervention Meetings (SIIM) which are held once per month locally within our Learning Community. The SIIM has representatives from our local Heads of nurseries who attend monthly alongside our link Speech and Language therapist and Educational Psychologist. Further to a discussion and agreement with the parent/carer we can refer a child to the SIIM to look for support or strategies that will help the child’s development and wellbeing. The outcome of the SIIM meeting will be shared with the child’s keyworker and parents/carers.
Aims
Effective identification and assessment procedures.
An appropriately differentiated or adapted curriculum.
Effective approaches to learning and teaching.
Attainment and achievement of learning.
Parental involvement for both the child and the centre.
Inter-professional co-operation. Team around the Child/family approach.
Appropriate CPD for all staff.
Effective management of provision and enabling environments to meet the needs of children.
A supportive environment where all children, staff and parents feel valued and respected.
Equipping children with the confidence, skills, attitudes and expectations necessary to be successful citizens in an ever-changing society.
Ensuing good health and wellbeing in all children through strategies which promotes physical and mental well-being and self-esteem.
Objectives
To improve our knowledge and understanding in practice, promoting equality and valuing diversity.
To Ensure inclusive practice is a thread that runs through all the experiences in the setting.
Guidelines
To adhere to the policies and procedures as detailed in ‘The Education (Additional Support for Learning) (Scotland) Act 2004’. It has introduced a legal framework for supporting all children who require additional support, promoting collaborative working amongst all those involved in supporting the child.
Responding to the additional learning needs of children through the framework of Well-being Assessment Plans (WAP).
Adhere to Glasgow City Council policies supporting the Children Scotland Act 2004, namely Additional Support for Learning Policy and the Code of Practice which outlines its commitment to the implementation of the Act and how it should be integrated into educational establishments regarding ASL, assessment, identification, planning and recording.
To organise team around the child meetings at pertinent times throughout the year with staff/families/agencies to ensure all are fully informed of current needs.
To ensure transitions are well planned and individualised as much as possible for every child when starting nursery, throughout their session, moving between playrooms and onto School.
Success Criteria
All children will feel valued and included and treated with dignity and respect.
All children will have opportunities to grow and learn in high quality play spaces and flourish at their pace.
Created 19th December 2025 Stephanie Glen Acting Head of Centre
Statement
All children and young people have the right to be in a calm secure, supportive and nurturing environment, which allows them the opportunity to develop respect for self, along with respect for other people’s needs, opinions and property. To this end our strategies for promoting positive relationships will be based on a philosophy of solution orientated and nurture principles approaches to endeavour to make things better together.
Rationale
Children and young people should feel happy, safe respected and included in the nursery environment and all staff should be proactive in promoting positive relationships within the playrooms, outdoors and within the wider community. Our policies and practice ensure the safety and wellbeing of children in our Nursery. As a staff team we encourage and show understanding of how children’s behaviour is communicated through various types of behaviours. We offer opportunities through play to help children express their feelings in a positive way and encourage respect for themselves and others. This will help children to become Confident Individuals, Responsible Citizens, Successful Learners, and Effective Contributors.
Aims
Communicating a positive approach towards children’s emotional wellbeing.
Reflecting realistic expectations of how children’s behaviour is communicated.
Supporting children to have a positive sense of self, developing children’s self-esteem and celebrating their successes.
Help children to develop communication and language and negotiation skills.
All staff are aware of the Nurturing Principles, and these are our golden thread in creating our warm inclusive nurturing environment.
When a child presents with distressed behaviour, we stay calm, keeping our voices quiet and be aware of our own body language. It’s important we self-regulate and model this with the children.
Set a good example by role modelling positive relationships and be consistent in our approach.
We will treat each child with respect and dignity.
Provide an interesting and enabling environment that meets the needs of all our children.
Staff Role
To support children to negotiate with each other and problem solve together.
Our Practice is based on the following nurture principles.
1 Children and young people’s learning is understood developmentally
The classroom/ school offers a safe base
3. The importance of nurture for the development of wellbeing
Language is a vital means of communication
All behaviour is communication
6. The importance of transition in young people’s lives
Success Criteria
All staff are aware of the guidelines in this policy document and adhere to the content
We should see staff confidently support all children
Children should feel supported to regulate their emotions
Practitioners should feel supported and heard by the SLT when faced with ongoing dysregulated emotions from a child
Feedback from Care Inspectorate will determine the efficacy of this policy
Created 20h November 2025 Stephanie Glen Acting Head of Nursery