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Butterflies
Being on a child's level
Treetop top 5
Caring, responsive to child's needs
Using your authority to say no in appropriate situation
Shared sustained thinking
Positive feedback to families, making parents part of learning and nursery life ( phone calls, facebook)

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Facebook. Informal chats at the door. Phone calls to parents (all for parents)
Interactions tailored to suit the individual needs of each child. Based on our knowledge and understanding of the child’s age and stage of development. Timely interaction. When to support and when to observe. Based on our knowledge of interaction, using what we have learned as practitioners - ttt5, sign a long etc. Boardmaker. Use non verbal strategies to support when needed. (Sign a long/boardmaker)

Sensitive to parents needs. Knowledgeable. Relevant to each parent. Personalised comments about their child. Ensure all parents are included, not just the demanding ones.

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communication and interaction strategies that are age and stage appropriate.
Questioning to extend learning
Having a flexible service for children and families.
Meaningful interactions with children and parents.
Considering children and families values.
Creating a sense of ownership within Treetop for our children and families.
Ensuring children and families know that as a setting we are here for them at all times.
Giving parents a voice, shaping what happens within the setting and community.
Sense of belonging to the Treetop Family
Non judgemental
Safe and Secure
Shared understanding of goals with  Families to support children
Review Meetings
Identify barriers and try to problem solve.

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Planning follows individual child interests as well as overarching interests (eg dinosaurs, babies) open ended resources that are age/stage appropriate. Create opportunities for children to create projects that follow their interests. In the moment, responsive planning, allowing children to reach a natural conclusion.
Daily opportunities for play both indoors and out.
Relevant local experiences throughout the year, such as   Highland games. Contextual to the setting.

Linking experiences from home to nursery and vice versa. Transferable skills.

Challenging experiences that allow children to assess their own risks.
Learning being visible.
Experiences that add breadth, depth, knowledge, cohesion, personalisation etc

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Warming, nurturing and welcoming. They should be based on the individual child's needs and developmentally appropriate. Interaction should be interactive and use a range of strategies i.e Treetop Top 5. They should be appropriately timed - knowing when to intervene or when to observe and wait. Staff should use a range of skilled questions such as open ended and blooms taxonomy (higher order of thinking) which will relate to their well-being and their dev stages.

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They should extend thinking and learning and wide ranged. It should be well balanced between child centred and staff. It should be well planned, open ended, interesting, engaging. They should be collaborative. Experiences should be responsive to the developmental schemas. Experiences should be related to the individual child's developmental stage but should be appropriately challenging. Since being in all day the continuity of learning can be developed in more depth and in relation to 7 principles of CfE.

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Butterflies
Observing,planning and extending children's existing knowledge and what they can do.
Children should be involved in planning the experiences
Children should be allowed to lead their learning
Experiences should be meaningful to children and developmentally appropriate

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It should be welcoming and inviting area with a balance of small and large areas depending if it is a quiet space required or larger groups. Spaces should encourage children to be fun, creative, curious, problem solving, easily acceptable and appropriately organised with dev resources that are open ended. Spaces should offer the opportunity to access the curriculum and also take into account the 7 principles of CfE.

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Welcoming, inviting area.  With a balance of smaller cosy areas and larger areas allowing children to move freely. Quieter spaces. spaces to be active. spaces to be creative, spaces to quiet. Areas in our local environment that we can explore safely. Spaces that involve us in everyday community life. Eg library, hairdressers (when safe to do so). Interesting, inviting areas that spark curiosity and encourage learning.

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BUTTERFLIES
interesting, play provoking, accessible to children, encourage problem solving, well stocked
Well thought room layout to promote calm spaces for learning
no detritus, not too busy, avoid over stimulation

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Daily responsive planning
Fortnightly planning
Observations
Knowledge of child's learning and development
Team meetings for reviews
Phone calls
Newsletters
Sways
Drop off and pick up chat with parents
Garden visits
Respect for children and families
Caring and loving environment
Quality learning experiences
Core provision - Age and stage appropriate
Online learning and development using facebook

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Welcoming
Inviting
Room layout
Accessible resources
Stimulating
Resources that offer challenge and support independence
Safe environment
Comforting/calming
clean and clear environment and resources
Tidy environment

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BUTTERFLIES
offer indoor and outdoor spaces, giving children the choice to use both of them

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Rosyth
Routines, feel safe and secure.
Positive learning experiences through challenging children's learning, responsive planning etc.
Child lead approach opened ended resources.
Parents involvement to create a positive experience between nursery and home.
Strong communication with parents/careers

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Safe clean welcoming space for all.
Natural resources non stimulating colours throughout to create a clam/warm space.
Using space well adapted to the current Covid situation . Space for learning indoors and outdoors.
Quite space for children to be alone when needed.