1. Children’s learning is understood developmentally – Differentiation should account for the unique developmental needs of each child or young person regardless of their chronological age. Staff should aim to maintain high-quality relationships and communication with each other and the children they work with, recognising the importance of attachment. Children should be afforded the opportunities to play as early as possible - either child-led or with adult scaffolding, dependent upon need.

2. The classroom offers a safe base – The environment should offer a physically and emotionally safe place for children. Here children should be encouraged to be part of everyday routines in a setting that is structured and consistent with staff who emphasise clear boundaries and are fair. It is in this environment where adults can model positive relationships even during times of stress, through attuned interactions with children and young people. For more on making the classroom as safe space, see the SWAN Framework and Inclusive Practice.

3. The importance of nurture for the development of well-being – Children’s big and small achievements should be celebrated appropriately with meaningful praise provided by staff. Social and emotional development should be regarded as equally as important as academic development. When a child expresses positive self-perception, it should be encouraged by staff. While negative perceptions should be challenged appropriately.

4. Language is a vital means of communication – Interactions should aim to establish and continually build on nurturing and supportive relationships between adults and children. Positive interactions, empathy, kindness and active listening should be consistently and explicitly named and recognised by staff, being respectful of the child’s developmental stage. All feelings and emotions should be recognised as valid and children should be encouraged to express and share them. All interactions with children should convey the message they belong, they are safe and they are valued. Promoting language development can be done in a variety of ways, e.g. a staff member may look for more opportunities to extend conversations they have with children; staff may wish to provide commentary of emotions that children may be experiencing; share experiences that children can also relate to.

5. All behaviour is communication – It is equally important for staff to pay attention to children’s non-verbal and verbal communication. Staff need to be aware of challenging behaviours and the underlying nurturing supports needed when they occur. Challenging behaviour in a nurturing context is never met with punitive action and instead is supported through understanding and respect. It is vitally important that children’s voices are heard and that their behaviour is understood.

6. The importance of transition in children’s lives – Transitions big and small should be recognised and where possible and appropriate children should be consulted about them. Transitions should be as transparent as possible with thorough preparation, and routines can help best prepare for change. It is important to recognise that transitions can be very stressful and regression in achievements a child has made may not be sustained during times of uncertainty. Transitional objects should be encouraged and opportunities for children to see key adults should be planned as and when they are needed.