School age childcare quality indicators: Playing, learning and developing

'Very good' children’s engagement

We have a strong understanding of how children develop and progress. Our staff skilfully use relevant theory and practice to deliver high-quality play experiences that excite and empower children. We offer opportunities for play and leisure activities that support children in building confidence, learning about themselves and developing their social skills. Children are highly motivated and fully engaged by the rich, challenging, planned and responsive experiences available both indoors and outdoors.

Well-considered innovations and creative approaches successfully engage children’s imagination and enrich their play experiences. Skills for life are developed and enhanced through a playful, engaging environment. This includes the appropriate use of digital technology to enhance experiences.

We work effectively with families to support their understanding of the benefits to children of play-based experiences which challenge and delight them. This collaborative approach fosters the development of trust and cooperation, which supports children’s wellbeing and development and gives them opportunities to flourish.

Children make informed choices about their play within our creative, challenging and enabling environment. We give them the time, space and support they need to make decisions and use their voice. We are skilled at using high-quality interactions, spaces and experiences to extend and sustain children’s interests.

'Weak' children’s engagement

Children have limited opportunities to follow their own ideas and interests, in their own way for their own reasons. Our play environment overall lacks inspiration. There is little to challenge or ignite children’s imagination and curiosity, or to encourage them to explore their ideas.

Our understanding of child-led play is underdeveloped. Children’s individual development needs and their interests are not reflected within interactions, experiences and spaces. As a result, children are not engaged. They miss opportunities to build confidence and to develop their leadership and social skills. Children therefore lack interest and motivation and may experience boredom, upset or frustration.

'Very good' quality of interactions

Careful observation allows us to interpret children’s interests and provide opportunities to extend their thinking without directing their play. We use a variety of approaches to respond to children’s cues to support development of self-regulation, empathy, confidence, creativity and curiosity.

We support children as they grow and develop. We understand that interacting and exploring with children is a valuable way to foster understanding, and a sense of wonder and excitement about the world. We enable next steps and give praise for trying things out.

Children pursue their interests at a pace that is right for them, having fun as they explore the world around them. We take time to understand children’s verbal and nonverbal communication which helps us to judge when to interact and when to wait and observe. We encourage children’s interactions with each other, recognising the important role other children have in enriching play. This enables children to make the most of their interactions and experiences.

Our children have frequent, appropriate opportunities to develop their thinking and problem-solving skills through imaginative play and storytelling. This helps children to extend their own thinking, practice new skills and consolidate their learning in ways which are meaningful to them.

'Weak' quality of interactions

Conversations and interactions with children lack structure and challenge and miss opportunities to build on their interests. We lack understanding around children’s communication and language needs or their preferred ways of communicating. This results in missed opportunities for children to make progress and can mean children become passive, upset or frustrated.

We are not child focused during our interactions and fail to recognise and value children’s thoughts, interests and processes during play. Children’s play is often interrupted by adult led routines and interactions that are task oriented. As a result, children lack opportunities to become absorbed in their play, solve problems and follow their own interests.

'Very good' child-centred planning

Children are at the centre of our planning. We are skilled at recognising and responding to children's individual interests, stages of development and play preferences. These insights are thoroughly considered when we plan new experiences and opportunities. We use observations of each child's play to plan, support, challenge and extend their interests.

Children are highly motivated and fully engaged by the range of rich, challenging play opportunities, offered through a balance of intentional and responsive planning. Experiences reflect children’s ideas, aspirations, curiosities and meaningful next steps in their development.

Through careful observations of play, we can recognise and promote children's interests and are able to plan for and implement any additional supports needed. Our highly responsive approach ensures children are included and developing a broad range of skills for life and learning.

We work together with children, families and partners to support children to enjoy their successes and share their achievements.

'Weak' child-centred planning

We miss important opportunities to observe children during their play. This leads to gaps in our understanding of what they can do, their interests and how they are developing.

We also fail to use the information that families and partners share with us. This makes it difficult to plan effectively to meet each child's unique needs and interests, including any additional support required. As a result, some children are not getting the right opportunities through play and are not being challenged at the right level.

Families are not involved or given high-quality information on their children’s experiences, which results in a lack of consistency and continuity for children.

The following challenge questions can support your self-evaluation:

• How well do we support and encourage children’s natural curiosity, creativity and problem solving in our service?

• What approaches are we using to promote children’s developing skills?

• How do our approaches support emotional, social, and physical development?

• How can children be supported to have confidence in leading their own play?

• How do we ensure we keep up to date with relevant theory?

• How do we apply our knowledge to support high-quality play experiences?

• How do we ensure our approach to children’s needs recognises the independent thoughts and feelings of children as individuals?

• How does our service approach support for children to develop their thinking and problem-solving skills?

• How well do we support staff in undertaking their role in planning for and evaluating children’s experiences?

• How effective are our processes to evaluate children’s development and achievements?

• How well does information gathered about children’s needs and interests inform our planning?

• How do we maximise opportunities for children to be challenged, creative and engaged in their play and experiences?