# data[].attributes.headline
ELC Induction - Mandatory Self-Learning SWAY

# data[].attributes.subject
ELC Induction - Mandatory Self-Learning SWAY

# data[].attributes.attachment_link.title
Perth and Kinross Council Early Learning and Childcare Induction

# data[].attributes.attachment_link.description
This sway has been created as one part of the induction process for ELC staff new to working in Perth and Kinross local authority settings.

# data[].attributes.headline
The Scottish Social Services Council (SSSC) - Mandatory Induction PowerPoint 

# data[].attributes.subject
The Scottish Social Services Council (SSSC) - Mandatory Induction PowerPoint 

# data[].attributes.attachment_link.title
ELC Induction - The Scottish Social Services Council

# data[].attributes.headline
Infection Prevention and Control - Mandatory e-learning module (Click below to access)

# data[].attributes.subject
Infection Prevention and Control - Mandatory e-learning module (Click below to access)

# data[].attributes.body
Completion of this infection prevention and control module is a mandatory part of your induction.

# data[].attributes.headline
Quality Framework for Early learning and Childcare

# data[].attributes.subject
Quality Framework for Early learning and Childcare

# data[].attributes.attachment_link.readable_text
Skip to main content

About this framework

This self-evaluation framework supports quality improvement in early learning and childcare (ELC) settings. It can be used by all ELC services. This includes childminders and school age childcare providers.

The Care Inspectorate and His Majesty's Inspectors of Education (HM Inspectors) will use the framework for the inspection of ELC settings, ensuring that these inspections are thorough and focused on enhancing the quality of care and education provided.

Where an ELC setting provides Gaelic Medium Education HM Inspectors will continue to use the advice on Gaelic education alongside this framework. This will reflect the distinctive features of Gaelic Medium Education, such as total immersion and rights-based approaches.

This rights-based framework provides a holistic approach to assessing care, play, and education. It contains quality indicators which support reflection. These can help you identify practice that works and areas that need improvement.

At the heart of the Care Inspectorate and HM Inspectors work is ensuring that children are:

safe and protected from harm

cared for and able to thrive

offered high-quality learning and development opportunities

The Care Inspectorate and HM Inspectors will use the framework to work with ELC services and sector-wide bodies to enhance the quality and effectiveness of self-evaluation.

Framework quality indicators
keyboard_arrow_down

Quality indicators can help you to evaluate performance at every level. You should use evaluations from all headings to consider opportunities for improvement. Quality indicators may help you to understand the difference you are making, what you need to do next, and how to make positive changes.

The quality indicators are grouped under four important headings:

leadership

children thrive and develop in quality spaces

children play and learn

children are supported to achieve

The framework offers quality indicators for the following sectors:

Early learning and childcare

The quality indicators for ELC should be used for all provision types, except for childminding and school age childcare services.

Childminding

HM Inspectors and the Care Inspectorate agree that childminders who deliver funded or non-funded care should self-evaluate against the quality indicators found within the childminding-specific content. This means that childminders providing funded care do not need to self-evaluate against any additional quality indicators in the wider framework or other sector specific content.

Childminders delivering school age childcare can also self-evaluate their service using the quality indicators within the childminding sector specific content.

School age childcare

The quality indicators for school age childcare should be used by services providing out-of-school care.

Principles of this framework
keyboard_arrow_down

The framework is underpinned by the principles of the United Nations Convention on the Rights of the Child (UNCRC) and the Health and Social Care Standards.

UNCRC principles

This framework reflects a commitment to ensuring that children grow up loved, safe, respected, and supported to achieve their full potential.

This rights-based approach underpins how services deliver for children and how inspectors evaluate quality. This framework considers four general principles of children's rights:

Non-discrimination: children are protected from discrimination and treated fairly.

Best interests of the child: when making any decision, adults must do what is best for children rather than themselves. This includes governments and businesses. In every inspection, the welfare and rights of children will be central.

Survival and development: children must be supported to grow up into what they want to be without harmful interference.

Respect for children's views: children have opinions that must be taken into account.

Health and Social Care Standards

The Health and Social Care Standards are a set of principles and outcomes that guide all health, social care and social work services in Scotland, including all early learning and childcare services.

Consideration should continue to be given to the Health and Social Care Standards alongside this framework. These standards must be used to ensure babies, children and young people receive high-quality, compassionate care that is right for them.

The Health and Social Care Standards are intrinsically linked to The Promise and The Pinky Promise, which is Scotland's commitment to ensure that all babies, children and young people grow up "loved, safe and respected so they can realise their full potential". Careful consideration of The Promise has been taken when creating this framework.

The self-evaluation process
keyboard_arrow_down

The framework contains quality indicators that focus on specific areas of practice. They can help you identify strengths in the ways you are currently working. They will also highlight ways to improve outcomes for children and their families.

Self-evaluation will help you explore your progress, development and practice. The self-evaluation process uses evidence to reflect on achievements. It will also help you develop action plans for improvement. Self-evaluation is a key component for improvement. Inspectors will consider aspects of your self-evaluation as part of the inspection process.

The process of self-evaluation is part of a wider quality assurance approach. It requires a cycle of reflection based on the following three questions:

1. How are we doing?

2. How do we know?

3. What are we going to do now?

It is important for self-evaluation to be manageable. You should consider which areas you wish to evaluate and why. Use evidence to support your analysis.

Self-evaluation can also be a forward-looking assessment. Consider any factors that might affect improvement. Such factors might include staff changes, restructuring or financial constraints.

Roles and responsibilities of inspectors
keyboard_arrow_down

The Care Inspectorate has statutory obligations under section 53 of the Public Services Reform (Scotland) Act 2010 to carry out inspections of all ELC and school age childcare settings that are registered with them.

The Care Inspectorate will inspect all children's services whether or not the setting delivers the funded entitlement for ELC. The aim of inspection is ensuring all children, whatever their age or setting type, have the highest quality care, play and learning experiences.

Scottish Ministers' powers relating to the inspection of educational establishments and services are set out in section 66 of the Education (Scotland) Act 1980. Inspections of educational establishments are carried out by HM Inspectors.

The Education (Scotland) Act 2025 received Royal Assent on the 6 August 2025. Once in force, it will change the statutory framework for inspection of educational establishments and services. This framework aligns with current legislation and is adaptable to future statutory requirements.

Both inspectorates will retain their current roles and responsibilities. The Care Inspectorate will continue to inspect all ELC settings, including childminders and school age childcare settings, whether or not they provide funded ELC. HM Inspectors will inspect settings providing funded ELC (other than childminders).

Inspection
keyboard_arrow_down

This shared framework supports a more coherent and consistent approach to inspection across Scotland. The Care Inspectorate and HM Inspectors will use the framework for the inspection of ELC. This includes inspections they undertake independently and when they work together as part of a shared inspection.

The Care Inspectorate will apply this framework within their inspection and regulatory role to ensure all elements of funded or unfunded ELC, childminding and school age childcare receive the highest standards of care and learning.

HM Inspectors will continue to evaluate the quality of children's educational experiences in accordance with current legislative requirements. In some settings, HM Inspectors may refer to additional national advice to support inspection activity. This includes guidance on Gaelic Medium Education, and additional support needs, where relevant. The framework has distinct quality indicators for the inspection of education. HM Inspectors will use these quality indicators to inspect settings providing funded ELC (other than childminders).

Both organisations have safeguarding responsibilities. The Care Inspectorate has core assurances that they inspect against at every inspection. An element of the core assurances is safeguarding. HM Inspectors will consider whether educational settings have adequate arrangements in place to safeguard and promote the welfare of children.

The six-point scale for evaluation
keyboard_arrow_down

The six-point scale is a tool for evaluating the quality indicators. It is used by HM Inspectors and the Care Inspectorate for reporting on the outcomes of inspections. Local authorities and other governing bodies may choose to use it for the purpose of national and/or local benchmarking across a number of settings. It is not necessary for individual settings to measure themselves against the six-point scale although they may choose to do so to help evaluate and understand their performance.

Level 6: Excellent

This means that aspects of the setting's work are outstanding and sector leading. The experiences and achievements of all children are of a very high-quality. This represents an outstanding standard of provision which exemplifies exceptional best practice. It is based on achieving equity and inclusion. Settings show a deep professional understanding which is worth sharing to support sector-wide improvement. It implies that very high levels of performance are sustainable and will be maintained.

Level 5: Very good

This means that there are major strengths in this aspect of the setting's work. There are very few areas for improvement, and any that do exist do not significantly diminish children's experiences. An evaluation of very good represents a high standard of provision for all children. There is an expectation that the setting will make continued use of self-evaluation to plan further improvements. The setting will work towards improving provision and strive to raise performance to excellent.

Level 4: Good

This means that there are important strengths within the setting's work; however, some aspects could benefit from improvement. The strengths have a significantly positive impact on almost all children. The quality of experiences is diminished in some way by aspects in which improvement would be beneficial. The setting should seek to improve further the areas of important strength and also take action to address the areas for improvement.

Level 3: Satisfactory/adequate

This means that strengths in this aspect of work just outweigh the weaknesses. These strengths may have a positive impact on children's experiences; however, children only access a basic level of provision, which constrains the overall quality of their experiences. Practice at this level may be tolerable in particular circumstances, for example, where a service or partnership is not yet established or is in the midst of major changes. Continued performance at this level should not be considered acceptable in the long term. The setting needs to build on their strengths to improve practice, creating positive experiences and better outcomes for all.

Level 2: Weak

This means that there are some strengths, but there are important weaknesses within this aspect of the setting's work. These weaknesses, either individually or collectively, are sufficient to diminish children's experiences. Improvements must be made as a matter of priority. Without improvement the welfare, safety or learning and development of children may be compromised, or their individual needs not met. Weak performance requires prompt improvement action. Structured and sustainable improvements must be prioritised.

Level 1: Unsatisfactory

This means there are major weaknesses in critical aspects of performance which require immediate, remedial action to improve experiences and outcomes for children. These weaknesses may relate to care, play, or learning, and are likely to result in children's welfare, safety, or learning being compromised by risks or deficiencies that cannot be tolerated. Those accountable for carrying out the necessary actions for improvement must do so as a matter of urgency. Children must be protected and their safety, wellbeing and progress in learning and development improved. This will require focused support from senior managers in planning and carrying out the necessary actions to effect improvement. This will usually involve working alongside other staff in other settings or agencies.

Frequently asked questions (FAQs)
keyboard_arrow_down

Education Scotland and the Care Inspectorate will begin to use the new framework for inspection from September 2025.

With help from stakeholders, we have compiled some frequently asked questions (FAQs) on the Care Inspectorate website. Answers address some of the points raised with us so far. We will keep these FAQs updated as new questions arise.

This framework replaces both How good is our early learning and childcare and A quality framework for daycare of children, childminding and school age childcare.

Both inspectorates will engage with settings to support them to become familiar and confident in using the new framework for self-evaluation.

Download this document
keyboard_arrow_down

# data[].attributes.attachment_link.title
Quality improvement framework for the early learning and childcare sectors

# data[].attributes.attachment_link.description
Education Scotland is a Scottish Government executive agency responsible for supporting quality and improvement in Scottish education.

# data[].attributes.headline
Health and Social Care Standards (Scotland) 

# data[].attributes.subject
Health and Social Care Standards (Scotland) 

# data[].attributes.attachment_link.readable_text
We use cookies to collect anonymous data to help us improve your site browsing experience.

Click 'Accept all cookies' to agree to all cookies that collect anonymous data. To only allow the cookies that make the site work, click 'Use essential cookies only.' Visit 'Set cookie preferences' to control specific cookies.

# data[].attributes.attachment_link.title
Health and Social Care Standards: my support, my life

# data[].attributes.attachment_link.description
Scottish Government standards setting out what people should expect when using health, social care or social work services in Scotland.

# data[].attributes.headline
Step-by-Step Guide on SSSC Registration 

# data[].attributes.subject
Step-by-Step Guide on SSSC Registration 

# data[].attributes.attachment_link.title
SSSC Registration online instructions 17.02.21

# data[].attributes.attachment_link.readable_text
Congratulations!
You're almost there. Once your Powtoon is ready to be downloaded we'll send you an email.
If this Powtoon contains live video, the export process may take a bit longer.

# data[].attributes.attachment_link.title
UNCRC in ELC | Created using Powtoon - The Visual Communication Platform

# data[].attributes.attachment_link.description
Congratulations! You're almost there. Once your Powtoon is ready to be downloaded we'll send you an email. If this Powtoon contains live video, the export process may take a bit longer.

# data[].attributes.headline
Care Inspectorate, Keeping Children Safe, Practice Notes 

# data[].attributes.subject
Care Inspectorate, Keeping Children Safe, Practice Notes 

# data[].attributes.attachment_link.readable_text
Early learning and childcare (ELC) staff should create a place of safety where children want to be and where they can develop a sense of wonder about the world. Caring for children involves staff being responsive and sensitive in meeting children's needs. Children require a balance of independence, risk, new experiences, familiar routines, support and connections. When these needs are met, children will play and learn because they feel safe and secure.

ELC environments should be fun, challenging, stimulating and a place where children feel loved and respected, but importantly an environment that is safe and children feel protected. A strongly connected relationship and knowledge of individual children's needs are key to children's safety and wellbeing.

It is everyone's responsibility to ensure that children are safe, secure, and protected from harm. Our notifications and scrutiny work has highlighted that children's safety is at greater risk when outings, transitions and children's natural curiosity and exploration are not fully understood and supported by staff. To support ELC staff to keep children safe, we have developed a range of practice notes.
Keeping Children Safe - Practice Note to Support ELC Trips and Outings
This practice note provides a prompt for reflecting on and developing approaches to keeping children safe on trips and outings while ensuring they still have opportunities to be curious and develop their learning.

You can read this practice note in full below.

You can download this practice note here.
Keeping Children Safe - Practice Note to Support Transitions in ELC
This practice note will provide a prompt for reflecting on and developing approaches to keeping children safe during transitions, while ensuring they still have opportunities to build connections with others, play and learn.

You can read this practice note in full below.

You can download this practice note here.
Keeping Children Safe - Practice Note to Support Curiosity and Exploration in ELC
This practice note will provide a prompt for reflecting on and developing approaches to keeping children safe, while supporting their learning and development through regular opportunities to be curious, creative and to develop a sense of wonder about the world.

You can read this practice note in full below.

You can download this practice note here.
Keeping Children Safe - Practice Note Supporting Positive Mealtime Experiences in ELC
This practice note is designed to provide support and guidance in the planning, preparation and provision of nutritious and healthy meals and snacks for children.
You can download it here.

Keeping Children Safe - Practice Note to Support ELC Trips and Outings

This practice note provides a prompt for reflecting on and developing approaches to keeping children safe on trips and outings while ensuring they still have opportunities to be curious and develop their learning.

You can read this practice note in full below.

You can download this practice notehere.

Children benefit from enjoying positive learning and play experiences in a wide variety of settings. Trips and outings provide opportunities for children to connect with their local community, build on their learning, develop new interests, promote health and wellbeing, and grow an appreciation for nature and their environment.

Through our scrutiny work and notifications of incidents we know that children have sometimes left a group and their responsible adult when on an outing. This presents a serious risk to their safety and wellbeing. A strongly connected relationship and knowledge of the individual child are key, without them, children's safety and wellbeing are at risk.

Sometimes children are not familiar with the environment, are curious about something they see, or are looking for something they need and leave the group. As a result, children have crossed roads, made their way home, and have been found by members of the public. Children who are unsupervised are at risk of coming to serious harm.

As ELC staff, it is your responsibility under the United Nations Convention on the Rights of the Child ( UNCRC 1989) to ensure children's rights to life, survival and development (Article 6), protection from violence, abuse and neglect (Article 19) and to leisure, play and culture (Article 31) are promoted.

"As a social service worker, I must protect and promote the rights and interests of people who use services and carers."( Codes of Practice for Social Service Workers and Employers, Scottish Social Service Council)

This practice note will provide a prompt for reflecting on and developing approaches to keeping children safe on trips and outings while ensuring they still have opportunities to be curious and develop their learning.
You can download this practice note here.
Listen to children's words, actions, and emotions. What are they telling you?
Children's voices: "I don't feel safe here." "I need the toilet." "I think my house is just over there, I'll just go and see..." "I'm not sure how far I'm allowed to go on my own." "I think I just saw a bird over there. I'll go to find it." "I know where to go. I've been here before." "I've lost my toy. I need to go back and get it." "I feel tired and want to find a cosy space to lie down."
We want to share our learning so you can be confident that you provide safe, nurturing, and supportive care.

Respond, Reflect, and Remember

The three R's ( Respond, Reflect, and Remember) can help you to keep children safe.
Respond to children
It is important to take account of children's voices in matters that affect them. Each child will experience the care you provide differently.
Reflect on practice

Make sure you know me, where I am and who is responsible for me.

Speak to my family about my experiences to help you plan outings.

Take account of my interests and learning needs to ensure outings are meaningful to me.

I need a familiar adult nearby.

Be patient with me, I might not have experience of being out in the community.

Help me feel safe and reduce my anxiety in new places.

Communicate with me in a way that I understand.

Give me freedom to explore within safe boundaries

Include me, especially if I need extra help.

Notice me and know when to encourage my risky play and when to offer me support.

Assessing the environment
These questions are designed to help staff in the process of reflection.
Staff/adults roles and responsibilities

How do you know that the location of the outing meets children's learning and development needs?

How do you assess the environment where trips and outings take place?

How does this inform your risk assessment?

How familiar are you and the children with the location and potential risks?

How do you know the address of your location to alert emergency services if need be?

How do you know that there is a mobile phone signal in the location of the outing?

Staff communication

How do you ensure you understand your roles and responsibilities?

How do leaders know that procedures are clearly understood by all staff?

How do you create a culture where staff feel comfortable reporting concerns about children's safety?

What procedures would you follow if a child was identified as missing?

Family engagement

How do you ensure that children are always accounted for?

How do you ensure effective communication with each other?

How would you get extra help from a colleague if needed?

How do you monitor children and communicate about where they are?

Knowing and understanding the children in your care

How do you engage families to support safe planning of trips and outings?

What do you need to know about each child before going out of the setting?

How do you use the information that parents provide you with?

How do you know that children will benefit from the outing?

How do you empower children to keep themselves safe?

How do you know that children understand messages about safety when out of the setting?

Scenario 1
Time to Reflect

A childminder and her two minded children arranged to meet another childminder and her three minded children at local woods. After 15 minutes of playing together, one of the children fell and cut themselves on a branch. While both childminders responded to the injured child, another child walked to a park at the entrance to the woods. The child regularly visited this park with their parents and loved playing there. A member of the public noticed the child playing alone and called the police because of their young age.

Discuss this scenario:
Scenario 2

What should the childminder have considered when planning this outing?

What action do you consider was needed to prevent this?

What do you consider were the thoughts of the child?

To prevent this happening to a child in your service, how could you develop your practice on outings?

A group of 10 children aged four was going on an outing to a park a few miles away from the ELC setting. Staff had assessed that the safest way to travel was by public transport. The bus was very busy and this meant that the children were unable to sit together. Staff helped the children to find a seat and then found themselves a seat close by.

When they arrived at the destination, staff verbally encouraged children to exit the bus. Two children from the group were sitting at the back of the bus and did not hear staff instruct them to leave. After the bus had pulled away staff realised that two children were missing. After 10 minutes a member of public noticed that the children were alone. They notified the bus driver who called the police.

Discuss the scenario:

How might the children have felt?

What are your procedures when going on an outing?

What are your reflections and what would you do to prevent this from happening?

What are your reflections and what would you do to prevent this from happening?

Keeping Children Safe - Practice Note to Support Transitions in ELC

This practice note will provide a prompt for reflecting on and developing approaches to keeping children safe during transitions, while ensuring they still have opportunities to build connections with others, play and learn.

You can read this practice note in full below.

You can download this practice notehere.

In early learning and childcare (ELC), transition is understood to mean a time of change for children. From their earliest years, children experience daily and major transitions as their environments, routines, expectations and relationships change. These changes can happen across the day or over time. If children are given the right support, they will learn to adjust to new situations and to form new and trusting relationships with others. This
places them in a good position to have the confidence to explore, develop their interests and progress their learning.

For most children, transitions are a source of excitement and opportunity. However, for some transitions can be a time of anxiety.

Through our scrutiny work and notifications of incidents, we know that children have sometimes left the setting or have been left behind during times of transition. This presents a serious risk to their safety and wellbeing. Knowledge of the individual child and listening to their words and actions are key. Without them, children's safety and wellbeing are at risk.

Sometimes children leave a setting as they are not familiar with the environment or routine, are curious about something they see or are looking for someone familiar. As a result, children have crossed roads, made their way home and have been found by members of the public. Children who are unsupervised are at risk of coming to serious harm.

As ELC staff, it is your responsibility under the United Nations Convention on the Rights of the Child (UNCRC 1989) to ensure children's rights to life, survival and development (Article 6), protection from violence, abuse and neglect (Article 19) and to leisure, play and culture (Article 31) are promoted.

"As a social service worker, I must protect and promote the rights and interests of people who use services and carers." (Codes of Practice for Social Service Workers and Employers, Scottish Social Service Council)

This practice note will provide a prompt for reflecting on and developing approaches to keeping children safe during transitions, while ensuring they still have opportunities to build connections with others, play and learn.

Respond, Reflect and Remember

We want to share our learning so you can be confident you provide safe, nurturing, and supportive care. The three R's (Respond, Reflect and Remember) can help you to keep children safe.
Respond to children
It is important to take account of children's voices in matters that affect them. Each child will experience the care you provide differently.

* Make sure I am always cared for by people I know and who know me.
* When I feel overwhelmed or fearful, I need someone who makes me feel safe.
* Support me to make friends and to form trusting relationships with others.
* Remember that I feel big emotions and need help to make sense of them.
* Sometimes I feel fearful when I cannot predict what is going to happen next.
* I will seek comfort and safety from those I know and trust. Be patient with me as I build my attachment to you.
* Please take time to get to know my family, as well as me. They can help you to better understand me, what I like and what I might need support with.
* If I am upset or feeling anxious, do not be afraid to change plans so my care is responsive.
* Be curious about what my needs are and what my behaviour is communicating.
Reflect on practice
These questions are designed to help staff in the process of reflection.
Assessing the environment
* How do you assess the environment to identify potential safety risks during times of transition?
* What potential risks have you found, and how could these be addressed to ensure children's safety?
Staff/adult roles and responsibilities
* How do you plan staffing arrangements to ensure that children are safe?
* What are the responsibilities of a child's key person in supporting transitions?
* What discussions take place about the impact of transitions on children's safety?
* How do leaders provide staff with feedback on their practice to support improvement?
* If a child were missing, what procedures would you follow?
Staff communication
* How do you communicate about children's needs during daily transition?
* How do you ensure children are supported, and accounted for, during the different transitions across their day?
* How do you ensure that colleagues understand when you need support?
* How do you supervise children and communicate about where they are?
Family engagement
* To support transitions, how are families encouraged to share their knowledge and insights about their children with you?
* When children and their families arrive at your setting, how do you know they feel welcomed and feel connected with staff and children?
* How do you communicate with families to determine if children need extra emotional support across the day?
* How can comforters from home help a child feel settled, safe, and secure?
Knowing and understanding the children in your care
* How would you be reassured that children are secure and settled?
* How do you interpret what children are trying to communicate?
* How do you ensure nonverbal children can express their needs, feelings and wants?
* How do your observations and knowledge of a child influence the routine of the day?
* How do you promote children's sense of self, independence and responsibilities?
Time to Reflect Scenario 1
A child who has been attending your service for 18 months arrives one day upset. The parent appeared rushed at drop off and explained they were late for an appointment.

They highlighted that their child had not wanted to come to nursery and that they had a "very difficult" morning. The parent also seemed upset. A member of staff escorted the child to the garden where their friends were playing and then returned indoors. Unobserved by staff, the child then left the nursery garden by means of a small gap in a fence. After some time, the child was found in the nursery car park by an adult visiting the service. The adult brought the child to the nursery office. No one had been aware the child was missing. Although upset, the child had thankfully not come to any physical harm.

Discuss this scenario:

* What do you consider the emotions and thoughts were for the child?
* What actions do you consider were needed to prevent this?
* To prevent this happening to a child in your service, how will you improve your practice?
Scenario 2
Lunch time was approaching in a primary school nursery class. Children were encouraged to come inside from the garden, tidy up and wash their hands before going to the gym hall for lunch.

One member of staff asked the group of 20 children if they were ready before leading the way to the gym hall. The other staff walked alongside the children. One child was still washing their hands when everyone else left the playroom and the child did not hear the others leaving. When the child realised all the children had already left, they made their way out of the playroom through the open door that led into the school. At the gym hall, children were busily collecting their meals before sitting down. It was 10 minutes later before the child's key worker realised they were missing. Staff began searching for the child who was found alone five minutes later in the school library.

Discuss the scenario:

* What do you consider the emotions and thoughts were for the child?
* What actions do you consider were needed to prevent this?
* Identify and discuss transition periods at your service, and reflect on whether any changes are needed to ensure children are accounted for and their needs met?

Keeping Children Safe - Practice Note to Support Curiosity and Exploration in ELC

This practice note will provide a prompt for reflecting on and developing approaches to keeping children safe, while supporting their learning and development through regular opportunities to be curious, creative and to develop a sense of wonder about the world.

You can read this practice note in full below.

You can download this practice notehere.

Children's learning and development are supported through regular opportunities to be curious, creative and to develop a sense of wonder about the world. Children in your setting may at times experience many new, exciting and challenging situations. This normally includes becoming familiar with new routines, people, spaces, ideas and concepts. When children have a strong connection to their care environment and the people in it, exposure to new experiences builds self-esteem and a love of learning. ELC staff are tasked with creating a fun
learning environment that is safe and familiar, as well as challenging and stimulating.

Through our scrutiny work and notifications of incidents, we know some children have left the care of their responsible adults to go and explore something interesting or when they have felt overwhelmed. In some instances, this has gone unobserved by the adults responsible for these children and some have been found by members of the public.

Children who are unsupervised are at risk of coming to harm. A strongly connected relationship and knowledge of the individual child are key. Without them, children's safety and wellbeing are at risk.

As ELC staff, it is your responsibility under the United Nations Convention on the Rights of the Child (UNCRC 1989) to ensure children's rights to life, survival and development (Article 6), protection from violence, abuse and neglect (Article 19) and to leisure, play and culture (Article 31) are promoted.

"As a social service worker, I must protect and promote the rights and interests of people who use services and carers." (Codes of Practice for Social Service Workers and Employers, Scottish Social Service Council)

Respond, Reflect and Remember
Respond to children
We want to share our learning so you can be confident you provide safe, nurturing, and supportive care. The three R's (Respond, Reflect and Remember) can help you to keep children safe.

It is important to take account of children's voices in matters that affect them. Each child will experience the care you provide differently.

* Make sure you know me, where I am and who is responsible for me.
* Provide me with a wide range of experiences so I can lead my own play.
* Involve me and talk to me about staying safe.
* Respond when you notice I need your help to explore and investigate the world around me.
* Play is my serious work, keep my experiences interesting and challenging.
* Be curious about the world with me. This will strengthen our emotional connection and help keep
me safe.
* Explain things to me in a way that I can understand.
* Notice me and know when to encourage my risky play and when to offer me support.
* Ensure that the environment reflects my individual needs and interests.
* Please take time to wonder what my actions are communicating.

Reflect on practice
Assessing the environment
These questions are designed to help staff in the process of reflection.
Staff/adult roles and responsibilities

* How do you ensure children cannot leave the premises without an authorised adult?
* How do you identify and address safety risks within children's spaces and environment?
* How does your environment support children's natural curiosity, while keeping them safe?
* How do you ensure that children's spaces, choices, and experiences reflect their needs?
Staff communication
* How do you know what your responsibilities are within your team?
* How do you keep children safe, while at the same time, encourage them to lead and take
responsibility for their own learning?
* How do you ensure that children have opportunities to be creative, curious, and imaginative within a safe environment?
* How do you share concerns and speak out when things need to improve?
* What procedures should you follow if a child is identified as missing?
Family engagement
* How do you know who you are responsible for?
* How do you ensure effective communication with each other?
* How do you let your colleagues know you need their support?
* How do you observe, monitor, and communicate about where children are?
* As a team, how do you critically discuss your care and learning environment to support improvement?
Knowing and understanding the children in your care
* To support curiosity and learning, how are families encouraged to share their knowledge and
insights about their children with you?
* How do you ensure children feel secure and able to explore, be curious and learn?
* How do you work in partnership with families to plan children's emotional support across their day?

* How do you ensure that children have at least one strong emotional connection with someone
responsible for their care, support and learning?
* How do you know when a child needs challenge, additional support or help to pursue their
interests?
* How do you include children's needs, interests, and capabilities in your planning processes and
risk assessments?
* How do you support children to assess their safety during exploratory play?
Scenario 1
Time to Reflect

A young child had recently started in your setting and was in the outdoor play area. The child was used to collecting their older sibling from school and they were familiar with the school playground. Unobserved by staff, the child left the nursery outdoor area by means of an opened gate and went to the school nearby to play in the sandpit. After some time, the child was observed by an adult passing who took them to the school. Fortunately, this child did not come to any harm.

Discuss this scenario:

Scenario 2

* What do you consider the emotions and thoughts were for the child?
* What actions do you consider were needed to prevent this?
* What would your immediate next steps and actions be after an incident like this?
* To prevent this happening to a child in your service, how will you improve your practice?

A child was being creative and building with large resources at the rear of the nursery garden. They successfully balanced two crates on top of each other and climbed on top. To build a little higher, the child moved the crates closer to the fence. While balancing on the crates and holding on to the fence, the child was able to see into the nursery car park. There were some interesting sticks in the car park and the child climbed over the fence to gather them for their play. Once outside, the child realised they could not get back into the garden. They shouted but no one heard or noticed they were gone. The child's house was a few streets away from the nursery and they were familiar with the area. The child walked home where they found their dad who was home working. The child did not come to any physical harm but was emotionally distressed by the time they got home.

Discuss the scenario:

* What do you consider the emotions and thoughts were for the child?
* How was it possible for the child to leave the garden unnoticed?
* What would your immediate next steps and action be after an incident like this?
* To prevent this happening to a child in your service, how will you improve your practice?

Keeping Children Safe - Practice Note Supporting Positive Mealtime Experiences in ELC

This practice note is designed to provide support and guidance in the planning, preparation and provision of nutritious and healthy meals and snacks for children.
You can download it here.

# data[].attributes.attachment_link.description
Early learning and childcare (ELC) staff should create a place of safety where children want to be and where they can develop a sense of wonder about the world. Caring for children involves staff being responsive and sensitive in meeting children's needs. Children require a balance of independence, risk, new experiences, familiar routines, support and connections.

# data[].attributes.headline
Getting it right for every child (GIRFEC) 

# data[].attributes.subject
Getting it right for every child (GIRFEC) 

# data[].attributes.attachment_link.readable_text
Getting it right for every child (GIRFEC) is our commitment to provide all children, young people and their families with the right support at the right time. This is so that every child and young person in Scotland can reach their full potential.

We want all children and young people to live in an equal society that enables them to flourish, to be treated with kindness, dignity and respect, and to have their rights upheld at all times.

Our ambition is to work together with children, young people, families, organisations and communities to make Scotland the best place to grow up. Through GIRFEC, everyone in Scotland can work together to build the scaffold of support children and young people need to grow up loved, safe and respected.

GIRFEC provides Scotland with a consistent framework and shared language for promoting, supporting, and safeguarding the wellbeing of children and young people. It is locally embedded and positively embraced by organisations, services and practitioners across Children's Services Planning Partnerships, with a focus on changing culture, systems and practice for the benefit of babies, infants, children, young people and their families.

Actions

We:

Background

GIRFEC timeline

2019: In September 2019, the Deputy First Minister made a commitment to the Scottish Parliament to seek to repeal Parts 4 and 5 of the Children and Young People (Scotland) Act 2014 and GIRFEC guidance.

Contact

Email: girfec@gov.scot

Telephone: 0300 244 4000 - Central Enquiry Unit

Post:
GIRFEC Team
Scottish Government
Children and Families Directorate
Victoria Quay
Edinburgh
EH6 6QQ

Twitter: @girfec

# data[].attributes.attachment_link.title
Getting it right for every child (GIRFEC)

# data[].attributes.attachment_link.description
National approach to improving the wellbeing of children and young people in Scotland.

# data[].attributes.attachment_link.description
Scotland’s curriculum – Curriculum for Excellence – helps our children and young people gain the knowledge, skills and attributes needed for life in the 21st century.

# data[].attributes.attachment_link.readable_text
Improvement questions

Reflective questions are embedded throughout this interactive toolkit.

When using the toolkit in general, please consider the following reflective questions:

What is my understanding of the current Early Level policy and guidance landscape in relation to play pedagogy?

How do I use self-evaluation, research and evidence to inform and improve my practice?

How to use this toolkit

This interactive toolkit comprises of a multimedia Sway presentation of three parts:

Why play pedagogy?

Play pedagogy in practice

Moving forward

SWAY presentation

Download(s)

To assist those who may require to access the toolkit offline, the content has been divided into smaller downloadable PowerPoint presentations.
PDF file: Play pedagogy sketchnote (2 MB)SWAY presentation: Early Level Play Pedagogy Toolkit - Introduction (7 MB)Powerpoint presentation: Early Level Play Pedagogy Toolkit - Why Play Pedagogy? (Large file - 15.5 MB)SWAY presentation: Early Level Play Pedagogy Toolkit - Play pedagogy in practice (154 KB)Powerpoint presentation: Early Level Play Pedagogy Toolkit - Play pedagogy in practice (3.6 MB)SWAY presentation: Early Level Play Pedagogy Toolkit - Moving forward (72 KB)Powerpoint presentation: Early Level Play Pedagogy Toolkit - Moving forward (402 KB)SWAY presentation: Early Level Play Pedagogy Toolkit - Further reading (679 KB)Word file: Early Level Play Pedagogy Toolkit - Further reading (51 KB)

# data[].attributes.attachment_link.description
Improvement questions Reflective questions are embedded throughout this interactive toolkit. When using the toolkit in general, please consider the following reflective questions: What is my understanding of the current Early Level policy and guidance landscape in relation to play pedagogy? How do I use self-evaluation, research and evidence to inform and improve my practice?

# data[].attributes.attachment_link.title
Risk in Play | Created using Powtoon - The Visual Communication Platform

# data[].attributes.attachment_link.description
Sign up for free to create engaging, inspiring, and converting videos with Powtoon. Make an Impact.

# data[].attributes.body
Here is where you will find a range of CPL courses to enhance your professional development and inform your practice.

# data[].attributes.attachment_link.readable_text
All applications for training sessions must be completed via the following links

My View for all Internal Perth and Kinross Council Staff - Click Here

CPD1 Form for External Applications -

There will be no charge for courses unless otherwise stated within the description for each course.

Supply cover and travel costs will be incurred by the attendee's establishment.

A penalty charge of £50 will be made for non-attendance.

General enquiries should be directed to the ECS Learning Hub e-mail account: ecslearninghub@pkc.gov.uk

The information provided by you will be used by Perth & Kinross Council to allocate you a place on our continuing professional development courses. The information will not be disclosed to third parties / The information may be shared with our training providers for the use of the course register on the training day.

The Council may check information provided by you, or information about you provided by a third party, with other information held by us. We may also get information from certain third parties or share your information with them in order to verify its accuracy, prevent or detect crime, protect public funds or where required by law.

For further information, please look at our website www.pkc.gov.uk/dataprotection email dataprotection@pkc.gov.uk or phone 01738 477933.

# data[].attributes.attachment_link.description
All applications for training sessions must be completed via the following links My View for all Internal Perth and Kinross Council Staff - Click Here CPD1 Form for External Applications - There will be no charge for courses unless otherwise stated within the description for each course.

# data[].attributes.body
Please note, you will require your GLOW login to access this link.

# data[].attributes.attachment_link.description
RM Unify is your Launch Pad to the Cloud - a single sign-on system, application library and management console designed specifically for education.

# data[].attributes.body
An insight into the developing brain of a baby.

# data[].attributes.headline
CIRCLE, Up, Up and Away - Inclusive Learning and Collaborative Working 

# data[].attributes.subject
CIRCLE, Up, Up and Away - Inclusive Learning and Collaborative Working 

# data[].attributes.attachment_link.title
CIRCLE Early Years. Up up and away September 2019

# data[].attributes.headline
Child Protection E-Module (Click below to access) 

# data[].attributes.subject
Child Protection E-Module (Click below to access) 

# data[].attributes.body
Completion of this child protection module is a mandatory part of your induction.

# data[].attributes.attachment_link.title
Updated Essential Child Protection E-learning Module (2022) - Perth & Kinross Council

# data[].attributes.attachment_link.description
Perth and Kinross Child Protection Committee has updated the Essential Child Protection E-Learning Module for 2022. The module provides key information about how you can recognise the signs that a child or young person may be at risk of harm or abuse, and know how to respond effectively to help prot…

# data[].attributes.attachment_link.readable_text
Congratulations!
You're almost there. Once your Powtoon is ready to be downloaded we'll send you an email.
If this Powtoon contains live video, the export process may take a bit longer.

# data[].attributes.attachment_link.title
UNCRC in ELC | Created using Powtoon - The Visual Communication Platform

# data[].attributes.attachment_link.description
Sign up for free to create engaging, inspiring, and converting videos with Powtoon. Make an Impact.

# data[].attributes.attachment_link.readable_text
Congratulations!
You're almost there. Once your Powtoon is ready to be downloaded we'll send you an email.
If this Powtoon contains live video, the export process may take a bit longer.

# data[].attributes.attachment_link.title
SIMOA in PKC | Created using Powtoon - The Visual Communication Platform

# data[].attributes.attachment_link.description
Sign up for free to create engaging, inspiring, and converting videos with Powtoon. Make an Impact.

# data[].attributes.attachment_caption
We recommend that you complete this module to further enhance your knowledge and understanding of the GIRFEC approach. 

# data[].attributes.headline
Getting it Right for Every Child (GIRFEC) PKC E-Module 

# data[].attributes.subject
Getting it Right for Every Child (GIRFEC) PKC E-Module 

# data[].attributes.headline
SIMOA Bitesize Session 1 - Staff Responsibilities 

# data[].attributes.subject
SIMOA Bitesize Session 1 - Staff Responsibilities 

# data[].attributes.body
This video explores the SIMOA practice notes and the responsibilities of all staff in relation to keeping children safe.

# data[].attributes.attachment_link.title
SIMOA bitesize session 1 - staff responsibilities

# data[].attributes.headline
Consistent Approaches to Planning Padlet

# data[].attributes.subject
Consistent Approaches to Planning Padlet

# data[].attributes.headline
Supporting Bereaved Children in ELC Settings Padlet 

# data[].attributes.subject
Supporting Bereaved Children in ELC Settings Padlet 

# data[].attributes.body
Getting Our Priorities Right

(GOPR)

# data[].attributes.body
Across Perth and Kinross, we consider the care the protection of children and young people to be a shared responsibility between all services and agencies in the public, private and third sectors and a partnership approach with the wider public.

# data[].attributes.attachment_link.title
Information and advice leaflets - Child protection - Perth & Kinross Council

# data[].attributes.attachment_link.description
Across Perth and Kinross, we consider the care the protection of children and young people to be a shared responsibility between all services and agencies in the public, private and third sectors and a partnership approach with the wider public.

# data[].attributes.headline
Information for anyone worried about a child or young person. 

# data[].attributes.subject
Information for anyone worried about a child or young person. 

# data[].attributes.attachment_link.title
Child protection - Perth & Kinross Council

# data[].attributes.attachment_link.description
Access guides and information relating to Child Protection

# data[].attributes.body
As part of your SSSC registration, you are required to complete CPL related to Adult Support and Protection annually (from 3 June 2024). We recommend that you complete this module.

# data[].attributes.headline
Climate Change online module - mandatory 

# data[].attributes.subject
Climate Change online module - mandatory 

# data[].attributes.headline
SSSC Continuous Professional Learning (CPL) Requirements - Updated May 2024

# data[].attributes.subject
SSSC Continuous Professional Learning (CPL) Requirements - Updated May 2024

# data[].attributes.attachment_link.description
Everyone registered with the SSSC must do continuous professional learning (CPL) for their role.

# data[].attributes.headline
Information on the new CPL Requirement for SSSC Reg Workers from June 2024

# data[].attributes.subject
Information on the new CPL Requirement for SSSC Reg Workers from June 2024

# data[].attributes.attachment_link.title
A new approach for continuous professional learning (CPL)

# data[].attributes.attachment_link.description
We're introducing new continuous professional learning (CPL) requirements for registrants with a focus on key skills and knowledge. We developed the requirements in consultation with registrants, employers and other key stakeholders. We'll introduce the new requirements on 3 June 2024.

# data[].attributes.body
This resource is a comprehensive guide to support planning for high quality experiences and children's individual learning and development.

# data[].attributes.body
This padlet contains instructions, examples and resources to support you to use the PKC ELC tracker to record and assess children's progress towards meeting their developmental milestones.

# data[].attributes.body
Please read and familiarise yourself with these codes. You must adhere to them both inside and outside of work.

# data[].attributes.attachment_link.title
SSSC Codes of Practice for Social Service Workers and Employers - 2024 version

# data[].attributes.headline
A link to the SSSC Codes of Practice webpage. 

# data[].attributes.subject
A link to the SSSC Codes of Practice webpage. 

# data[].attributes.attachment_link.readable_text
The Codes of Practice for Social Service Workers and Employers (the Codes) set out the behaviours and values expected of social service workers and their employers.

Download the SSSC Codes of Practice for Social service Workers and Employers.

We have posters and leaflets to help you promote and use the Codes in your service. You can download them here or ask for print copies by emailing communications@sssc.uk.com

SSSC Code of Practice for Social Service Workers

The Code of Practice for Social Service Workers sets out clear standards of professional conduct and practice that social service workers must meet in their everyday work.

Workers are responsible for making sure they meet the required standards and that nothing they do, or don't do, harms the wellbeing of people who use services.

The Code is part of the wider package of legislation, practice standards and employers' policies and procedures that social service workers must meet.

We expect social service workers to meet the standards in the Code and may take action if registered workers fail to do so.

SSSC Code of Practice for Social Service Employers

The SSSC Code of Practice for Social Service Employers sets out the responsibilities of employers in the regulation of social service workers.

Employers are responsible for making sure they meet the required standards and support their workers to meet the standards set out in the Code for Social Service Workers.

The Care Inspectorate take the Codes of Practice into account during inspection of services and may take action to support improvement or require change if providers don't meet the required standards.

What do the SSSC Codes of Practice mean for the public?

By setting clear standards of professional practice and behaviour, the Codes are an important part of regulating and improving the quality of care for people who use services.

The Codes let you know what you can expect from social service workers.

If you are concerned a worker providing a service for you or someone you care for does not meet the standards set out in the Codes you need to tell someone. Visit our raising a concern page to find out more.

Download the SSSC Codes of Practice for Social service Workers and Employers.

Download the Codes of Practice

We publish the Codes of Practice in different formats and other languages. Find out more here.

# data[].attributes.attachment_link.title
SSSC Codes of Practice - Scottish Social Services Council

# data[].attributes.attachment_link.description
The Codes of Practice for Social Service Workers and Employers (the Codes) set out the behaviours and values expected of social service workers and their employers. Download the SSSC Codes of Practice for Social service Workers and Employers. We have posters and leaflets to help you promote and use the Codes in your service.

# data[].attributes.headline
A Quality Framework for Early Learning and Childcare

# data[].attributes.subject
A Quality Framework for Early Learning and Childcare

# data[].attributes.attachment_link.title
Quality improvement framework for the early learning and childcare sectors

# data[].attributes.attachment_link.description
This self-evaluation framework supports quality improvement in early learning and childcare (ELC) settings.

# data[].attributes.body
Latest updated resource, March 2026

# data[].attributes.headline
Child Protection - Professional Curiosity and Challenge e-module

# data[].attributes.subject
Child Protection - Professional Curiosity and Challenge e-module

# data[].attributes.headline
Working Safely with Children and Young People e-module

# data[].attributes.subject
Working Safely with Children and Young People e-module

# data[].attributes.body
Supports ELC staff to be clear about the importance of professional boundaries and what to do if concerned about the behaviour of a colleague.

# data[].attributes.attachment_link.title
Working Safely with Children and Young People