Standards and Quality Report

Girvan Early Years Centre 2019/20

Introduction (Manager) This year has been like no other and the closure of Girvan EYC in March has had an impcat on delivery of our service. In August 2019 parents were able to take advantage of the increased offer of 1140 hrs of early learning and chidlcare including choices on how to use their hours throughout the year. There were challenges in achieving the options that were requested but these were overcome and through postive collaboration we achieved our goals of meeting the needs of the families. Staff adapted well to working in shifts and children were able to access longer days. The environment also had to cahnge to reflect these new ways of providing a service. Both staff and children have managed well with the new provision and parents/carers have been understanding and been involved in the process. We also fully appreciate the impact of lockdown on our chidlren and families and we have worked hard keeping in touch with everyone and sharing chidlrens learning and experiences during this time.

This report will cover the year from August 2019 until June 2020 outlining the successful outcomes we have achieved.

❖ We continue to refresh our vision, values and aims to reflect our changing team. ❖ The outdoor area continues to develop and grow. More storage space has been added and the loose

parts area has been extended. We purchased a dome to support our outdoor learning provision. ❖ Children being able to self regulate their emotions and manage their behaviour continues to be positive

with the introduction of the Colour Monster Book. The Acting Senior EYP lead this and the feedback from staff was very positive.

❖ The Centre’s Facebook page continues to be well received by the parents/carers and the community. It has proven to be a very successful way of communicating and sharing information and advice. There is now a Twitter account for the Centre. We continue to work on setting up a website for the EYC.

❖ PEEP sessions were very well attended throughout the year where 2 members of staff led them and supported parents/carers to engage with their children. Feedback from parents/carers was positive and this was evident by the numbers attending every week. The Tiny Tots group continues to thrive. Due to children getting older and young babies joining and the increase in the numbers, it was decided to offer a new group, Tiny Tots 2, on a short term basis. We will review on going and plan to offer another group with input from the Health Visitor

❖ Parenting sessions were run by the Family Worker and these proved to be successful. Transition activity was unfortunately impacted by Covid with transition to school for 4 year olds focussed on those children who would have had enhanced transition.

❖ Bookbug sessions were well attended and the feedback was very positive from parents/carers. 2 members of staff led these sessions which were offered to all the children.

❖ Most of the children in the Centre were involved in our intergenerational work in the community by visiting at least once in their key group. Transport was paid for through the continuous grant from the Davison Trust.

❖ A successful bid from the Participatory Budget Fund enabled us to pay for a Drama tutor to work with groups of children alongside our ‘older friends’ which developed our intergenerational links. These were very well received by everyone involved. Unfortunately due to Covid 19 we were unable to complete the sessions but will continue our intergenerational links .

❖ Collegiate working with the Health Visitors continues to be positive. ❖ All staff engaged in home link activities to support chidlrens learning at home during lockdown. These

included ways of encouraging children to be learning at home in fun ways both indoors and outdoors. ❖ We applied and were successful in receiving a grant to work with Adventure Centre for Education (ACE)

with planned trips and activities. This was put on hold however we will carry this plan into next session. ❖ E profiling has been rolled out and has proven to be very popular with the children and families. Staff are

also becoming more confident in using this as a way of recording progress. We continue to monitor this to ensure quality and consistency.

❖ We have had a very successful fundraising year due to the collaborative work bewtween our parent council and Family Worker who was successful in rasing enough funds to support all the children to attend swimming lessons at the local pool. There were many events including parents hiring and volunteering in the local thrift shop A stall at the local Academy, selling home made goods at Xmas and parents being successful in securing a grant from the local Participatory Budget Fund boosted the funds needed to pay for the lessons. Not all groups managed to access lessons due to lockdown And we hope to continue to offer this next session. Good links have now been formed with the local pool and we will continue to build on these.

❖ 1 in 5 children in Girvan are living in poverty and it is in the top 10 most deprived data zones in Ayrshire. 30% of the children on the roll were living in SIMD 1 and 2 and we were tracking these children specifically with attendance and milestones and supporting them as required.

Values Our values take priority both at home and in the Centre. They are at the heart of what we do every day to benefit the children we care for: Honesty Respect Consistency Fun Quality

At Girvan Early Years Centre our vision is to strive to support everyone in achieving their full potential in a vibrant, safe, inclusive, high quality learning environment. We will achieve this by:

• Working in partnership with families, agencies and the wider community

• Ensuring the experiences we provide are of high quality and are available to every child

• Using effective quality assurance systems, involving stakeholders, to ensure continuous improvement

• Using Getting It Right For Every Child (GIRFEC) to improve outcomes for all children.

Aims To provide children with:

➢ A safe, happy, nurturing environment which offers a variety of challenging and stimulating learning experiences both indoors and outdoors

➢ Experiences that meet their needs, develop curiosity and builds confidence ➢ Opportunities to be a part of the community and to be aware of the importance of caring about the

environment and others ➢ Smooth transitions throughout the Centre and with local primaries to ensure continuity and progression

where information is shared and valued. Using SHANARRI well being indicators our aims are achievable and reflect Health and Social Care Standards principles of: Dignity and Respect Compassion Responsive Care and Support Wellbeing Be Included

Context of the Early Years Centre

Girvan EYC Percentage Attendance

Attendance

10% Most Deprived

SIMD D2

SIMD D3

SIMD D4

SIMD D5

SIMD D6

SIMD D7

SIMD D8

SIMD D9

10% Least Deprived

All Pupils

Aug – Dec 2017 85.7 83.3 86.1 82.2 82.6 89.5

84.6

Jan – Mar 2018 84.3 83.7 86.4 87.0 82.9 88.3

85.7

The following table demonstrates the percentage of children who have achieved all milestones in all of the three areas.

Health and Wellbeing Communication and Language

Maths and Numeracy

June 2016 44 % 36 % 34 %

June 2017 38 % 31 % 32 %

June 2018 SIMD 1 & 2

58.7% 97.7%

38.1 % 42.3%

60.3 % 37.3%

June 2019 Care Experienced

92% (auth average 79%) 87.5%

67% (53%) 67.5%

78% (63%) 75%

CfE Achievement of a Level: Percentage of Children Achieving CfE Level or Better* (End of P1 Session)

Year Centre Reading Writing Listening and

Talking

Mathematic

2015-16 Girvan Early

Years Centre

60.0% 62.3% 78.8% 77.6%

Authority 84% 88% 90% 91%

2016-17 Girvan Early

Years Centre

66% 65% 78% 83%

Authority 85% 82% 89% 91%

2018-19 Girvan Early Years Centre

68% 53% 74% 74%

Authority

The Centre has had 145 children on the role at its fullest and this included 19 in the 2 year old room. The Centre is registered with the Care Inspectorate to cater for a maximum of 120 children per session, aged 2 years and over, where no more than 20 of these can be under 3 years old. There were 12 children on Staged Interventions which comprised of 5 care experienced children, 5 children with additional support needs and 2 children on the Child Protection register.

The catchment area is mainly Girvan although we have children attending from nearby villages, eg. Kirkoswald, Barrhill and Dailly. We are situated within Girvan Primary School where we accommodate 3 playrooms, an outdoor area and a parent/family room. The building is located centrally where families can access us easily. Staffing at present comprises of: 1 Manager 1 Depute Manager 1 Clerical Assistant 2 Teachers 1 temp Senior Early Years Practitioner 22 Early Years Practitioners 2 School Assistants All staff are registered with SSSC or GTCS. 3 Modern Apprentices From August 2020 this will increase to : 2 Senior EYPs Our last inspection by Education Scotland was in 2018 with evaluations as follows:-

Quality Indicators Evaluation

Leadership of change good

Learning, teaching and assessment good

Securing children’s progress good

Ensuring wellbeing, equality and inclusion very good

Our last inspection by the Care inspectorate was in 2018 with evaluations as follows:-

Care Inspectorate Standards Grade

Quality of care and support very good

Quality of environment very good

Quality of staffing very good

Quality of management and leadership very good

What key outcomes have we achieved?

School Priority 1 : Improve attainment in literacy

NIF Priority: Improvement in attainment, particularly in literacy.

HGIOELC QIs: 1.1 1.2 1.5 2.2 2.3 2.4 2.7 3.1 3.2 3.3

Progress and Impact: STAND ALONE

Unfortunatley due to circumstances realted to Covid we did not achieve the outcomes relating to the Forest Schools Approach. In House

Throughout the first term of the year we gathered developmental milestone data alongside attendance, SIMD and LAC. We collated this so that each key worker could clearly see where each child is achieving and which areas need to be targeted for support or challenge. During planning meetings key workers were able to highlight these children to ensure that the whole team were aware and that this information was current. The book creator app is used on our ipads to record children’s progress in their learning and towards their care plan targets. These are available for families to look at whenever they wish. This has also proved to be an easy way to moderate the content of the profiles and make adjustments as necessary. PEEP sessions continued to be very well attended and the Family Worker liaises well with staff to ensure that she is addressing areas in a child’s development which require support and can work with families on a one to one basis as required. A member of staff was supporting her with group PEEP sessions which helped develop relations with parents/carers. Tiny Tots is proving to be a huge success with families of younger children and babies. The uptake has been very good and consistent. Our collaborative working with Health Visitors has been instrumental in the success of this initiaitive. Literacy was supported throughout lockdown with homelinks through our facebook page to literacy milestones and examples of how to support children in achieving these. Parents sent photos of their child trying out the activities. 3 Read Approach was implemented for all groups. Book Club was initiated by the teachers where all children could be involved in a story session which included childen targeted for support/challenge. Phonological awareness training was useful for teachers to share with staff and implemented briefly before lockdown.

Next Steps: • To fulfil the Stand Alone Priority relating to literacy

• Continue to support families with literacy activities on line and encourage them to share experiences from home through emails. Messenger etc

• Continue to incorporate 3 Read Approach into practice

• Introduce the Big Read

• Support families with online Book Bug and 1-1 sessions

School Priority 2: To promote intergenerational partnerships

NIF Priority: HGIOELC QIs:

Progress and Impact: Manager completed the online training on Intergenerational Learning with information to be shared with staff but has been put on hold due to Lockdown. Funding was secured for a drama tutor to link with groups of children and visit the settings we have linked with, either residential or day care, every week for blocks of 6. A group would work together with the children and the tutor where there would be activities incorporating, language and promoting communication between the generations. This happened up to lockdown and the feedback was very positive. There was always a small showcase at the end of the 6 week block where the group would show an audience what they had been doing. We also continued to have the usual visits twice a week with small groups to the other settings where everyone got so much from the time they spent together sharing their news and playing games together. This continues to be a successful project for the EYC. Feedback from the service users informed us that they enjoyed the children visiting and it made them happy. We invited our ‘older friends’ to our Christmas nativity held in Girvan Academy where there was easy access and more space for their wheelchairs. Next Steps:

• Due to Covid we are not able to visit in person but we will continue to keep in touch with our older friends through sending pictures and letters and hope to link virtually with the settings .

• Send regular updates of what we are doing in the Centre through photos and video

School Priority 3 : Improve attainment in numeracy through STEM

NIF Priority: Improvement in attainment, particularly in numeracy. CLUSTER PRIORITY

HGIOELC QIs: 1.1 1.2 1.3 2.2 2.3 2.4 2.7 3.2 3.3

Progress and Impact: STEM related activites and training offered through the cluster was very well received and beneficial to all staff. Although not finalised due to Lockdown. One member of staff was the key STEM link and she started creating packs of STEM activities for staff to use. Funding was also secured to help with building a bank of resources for the cluster. In house Throughout the first term of the year we gathered developmental milestone data alongside attendance, SIMD and LAC. We collated this so that each key worker could clearly see where each child is achieving and which areas need to be targeted for support or challenge. Numeracy opportunities have included working with loose parts and block play. Staff planned for mathematical language throughout all areas of play. Teachers went for training on Practical Maths and this is being rolled out. 10s frames were used for children as a way of voting to record their likes and dislikes. Numeracy and literacy events held outdoors and parents/carers attended. Homelink activites were created and sent home for children to share with the family. Feedback was positive from parents and would have offered more if we could have. Evaluation of the numeracy opportunites was started but unfortunately not concluded. Numeracy was supported throughout lockdown with homelink activities through our facebook page and emails to keyworkers relating to numeracy milestones and examples were given of how to achieve these. Parents sent back photos of their child trying out the activities. Next Steps:

• Involvement in Maths Week in September

• Ensure all staff are encouraging numeracy in everyday learning

• Continue being involved in the STEM cluster and supporting staff in promting numeracy within this

• Continue to develop use of loose parts in developing mathematical skills

• Effective use of Blooms Toxonomy

• Introduce drama/music to develop mathematical skills through staff leading this

School Priority 4: Improve children’s health and well being especially relevant due to increase to 1140 hours

NIF Priority: Improvement in children's and young people’s health and wellbeing.

HGIOELC QIs: 1.1 1.2 1.4 1.5 2.1 2.3 2.4 2.5 2.6 2.7 3.1 3.2

Progress and Impact:

Girfec principles and SHANARRI indicators were discussed with children and parents. Children were involved in collating evidence on their thoughts of SHANARRI and what it meant to them. A display of their work and language was available in the EYC Children were made aware of their rights through discussions about UNCRC and most of them had a good understanding of what this meant to them. Their views were also noted and displayed. There were regular discussions on rights and a different one discussed every few weeks. These discussions were evidenced in floorbooks. Children and parents/carers were supported accessing the new extended hours offered in different ways.

Some children required extra transition time due to the longer sessions so were supported in gradually extending to a full day session. Lunches were well received by most children and they really enjoyed the experience of going into the school dinner hall and eating there. Most children were able to serve their lunch themselves without support. The extended afternoon sessions were used by a small number of children so this offered the chance to do different activities and develop strong relations. As nurture is already embedded into practice this helped with settling children into the new routines and nearly all children adapted well to the changes. Some children who took a bit longer had strategies put in place to support them. Parents/carers were involved in the changes and were consulted as required. Visits from parents/carers were encouraged and they all got the chance to share in the lunch experience with their child. The feedback from this was very positive and nearly all were surprised at how confident their child was at serving themselves and coping with the whole lunch process. All children were confident and happy in the Centre before Lockdown and would come in happily to spend their day playing and learning. Next Steps:

• To follow the Covid 19 recovery plan

• Ensure children/staff feel safe, happy and secure within the Centre

• Follow guidance and risk assessments as required

• Continue with Colour Monster to allow emotions to be shared

• Implement Responsibility Of All documentation as a document to support health and well being

Evaluative Summary

Quality Indicator School Self Evaluation (Please add 3 or 4 evaluative statements linked to the themes) Evaluation (Include recent HMI / Care Inspectorate evaluations)

QI 1.3 Leadership of change

Developing a shared vision, values and aims relevant to the EYC setting and its community. Our centre’s meaningful vision, values and aims were created in collaboration with practitioners, parents and partners. They reflect the needs of our community and of the aspirations our team have for our children and families. Our vision, values and aims are clearly displayed throughout the centre for all visitors to see and comments are welcomed. The whole team are working together to successfully promote a fully inclusive, safe and high quality learning environment for children and families. We will continue to review and refresh our vision, values and aims to ensure they continually reflect the needs of our children, families, staff and local community. Our PEEP and Tiny Tots sessions are very successful and involve parents on our journey to achieve the best for our children. The sessions are reflected on to ensure that they are in line with our aims and objectives. Meeting with other centres at cluster sessions allows staff to share good practice and discuss shared vision within South Ayrshire. Our fortnightly team meetings allows the opportunity to share practice and refer to our vision. Strategic planning for continuous improvement The team are committed to on-going professional learning and actively research and share best practice. This approach supports leadership roles throughout the centre, where staff drive a variety of activities which help to involve and improve outcomes for children and families in the community. The manager and staff are regularly involved in reflective discussion, peer observation and Personal Development Review, all of which links back to our Centre Improvement Plan. We welcome the chance to change approaches as the needs of the Centre change. Guidance from Mindstretcher was valuable but unfortunately the recommendations were only beginning to be put into practice when Lockdown was introduced. We will continue to work on this. Staff are proactive in suggesting training for self improvement.

Implementing improvement and change

Changes in the leadership team with a new depute appointed in January

2020 who moved on I August 200. We are delighted to welcome back

Mandy McMaster as Depute. Our centre improvement plan is monitored

regularly and is a working document. Good progress is evident in the

children’s involvement in their learning journals home-links and attendance.

Our strong community links, especially intergenerationally, has successfully

facilitated our approach to improvement and achieve the best possible

outcomes for our children and families. Through consultation with staff it

was decided to review the freeflow access to all areas as it was felt that the

tracking children was more challenging. The children were still able to

access outdoors freely.. Up until lockdown staff felt this approach was more

manageable and effective in tracking their children’s movements and

development.

The evaluation of this statement is good.

2.3 Learning and teaching Learning and engagement

The majority of children in our centre are confident learners who are able to sustain good levels of interest and motivation. The children are becoming increasingly more confident in talking about what they are learning and engaging in evaluative dialogue about their learning journals. We have been working with the staff team on the importance of facilitating quality experiences. We continue to use aspects of the Frobelian approach in our practice. The adults observe the children during their play and learning and encourage them to make independent choices and decisions and to practice skills and techniques. The children are motivated to learn via a wide range of experiences on offer which are tailored to their individual needs and interests. The children are able to lead their own learning because they have the time and space to develop their creativity and independence through play. All children have the opportunity to enjoy regular outings in the local community which helps them to learn about the world around them. The opportunity to use the local swimming pool for lessons was offered to all children up until Lockdown. Quality interactions

All practitioners have been supported to implement an approach which

nurtures the feelings, relationships and all-round development of children

and their families. At team meetings we discuss individual children’s needs

to allow us to be responsive and to put in place effective strategies to

support or challenge. We encourage the children to develop self- regulation

by consistently promoting positive behavior and spending time to discuss

why some actions may upset others or be inappropriate. The staff have a

sensitive manner offering help when required, but equally allowing children

to make mistakes and learn from them. We try to ensure that the focus is on

what the children can do and develop what they can’t, therefore building

self-esteem and confidence. We are constantly evaluating our environment

to ensure that it is meeting the learning and emotional needs of all our

children, promoting a balance of calm and stimulation.

Effective use of assessment

Fundamentally our team know the children very well, this is evident during

the regular discussions which are held during team meetings and informally

throughout the day. Every staff member has got an I-pad on which they can

capture photographic evidence and back these observations up with notes.

The team find this a very effective way to gather information and is time-

saving and environmentally friendly, in terms of paper use. We have

produced an information guide to support staff with completing children’s

personal profiles, which are generated on the Book Creator App. We take

part in regular training within the authority, including moderation of early

level literacy event May 2019, and also meet regularly in Clusters of EYC’s

to moderate assessment approaches. We encourage the children to look at

their e-profiles with their key worker and parents are also invited to share

and contribute to the document and share wider achievements.

Our established relationship with parents, carers and partners allows us to effectively share assessment information during transitions. Transitions have been challenging for some children due to Covid 19. Planning, tracking and monitoring

Planning is proportionate and manageable. It is used by staff to ensure all

children have access to relevant, progressive, learning opportunities which

take account of their stage of development. Planning across the whole

centre is designed to be responsive to the needs and interests of all children.

Our team is skilled in tailoring experiences to suit individual needs and

children are consulted and involved in the planning process.

Regular monitoring meetings ensure that the needs of individual children are carefully tracked, monitored and appropriately planned for. Progress in developmental milestones and care plan targets are reviewed and next steps identified for individual children. Most children understand their targets and recognise success when these are achieved. When these are not achieved a plan is put in place to support as required. This may involve requesting advice from an outside agency. All children’s progress is recorded in their learning journey folders and shared with parents regularly. Talking tubs also being introduced before lockdown to support learning intentions. The evaluation of this statement is good.

3.1 Ensuring wellbeing, equity and inclusion

The wellbeing of children and families is central to the whole ethos of the centre. Practitioners’ understanding of the GIRFEC principles has created a respectful culture where strong relationships are evident with children, parents, staff and partners. The leadership team is very visible to families and as a result is well-trusted and respected. The children are happy to talk about their Children’s Charter which successfully promotes rights, respect and responsibility. Nurture principles are embedded in practice, with staff confidently and sensitively manage diverse and sometimes challenging situations surrounding individual families. Practitioners successfully support the children to understand the importance of keeping themselves healthy. This is done through the promotion of healthy eating and by providing regular opportunities for fresh air and exercise. PEEP activities are well-attended and continue to promote elements of health and wellbeing to both current and future families in the community. Practitioners are confident in their ability to promote positive behaviour through role-modelling and positive reinforcement. Colour Monster has been very effective in allowing children to talk about their emotions. Staff regularly discuss and implement strategies to support children in managing their emotions. Fulfilment of statutory duties

All staff are SSSC registered and are aware of their PRTL responsibilities. All staff are aware of and regularly evaluate their evidence for fulfillment of the Health and Social Care Standards.

There are numerous training opportunities available to support staff and to ensure they keep up with current developments. All staff are trained in Child Protection and are confident in their knowledge surrounding procedures to keep children safe. Children and families have access to 1140 hours early learning and childcare and this is offered on a flexible basis to suit with families’ needs. Inclusion and equality There are effective supports in place to ensure that children who have barriers to learning have access to their educational entitlement and a wealth of experiences. Practitioners are confident in implementing a variety of strategies to suit individual children’s needs and support them to achieve their full potential in learning. Partnership working is fundamental in providing the team with guidance and support when they require it to meet the needs of individual children and families. Parents/carers are effectively involved in reviewing children’s progress and agreeing new targets within the Care Plans. Practitioners are conscious of non- stereotyping roles in providing experiences for the children. TAC meetings are held regularly for children who are requiring extra support either in the Centre or from outside agencies. Transition visits to Invergarven’s pool was a great success and it proved to be useful as there were no planned transition visits due to Lockdown. The evaluation of this statement is good.

3.2 Raising attainment and achievement

Progress in communication, early language, mathematics and health and wellbeing Most children in the centre are making good progress across their learning and development. Staff have attended training on language and literacy and are implementing early intervention strategies learned from these sessions within their practice. As a team we continuously reflect on the learning environment to ensure that is stimulating and engaging for the children to freely choose experiences which will support the development of skills for life and learning. We encourage all children to be independent throughout the centre. Our introduction of a block play area and more open-ended resources is allowing children to further develop creative skills across a range of experiences and breadth of learning. We are continuing to work on adult/child interactions and how effective questioning can both challenge and support children’s learning, provoking children’s thinking and building understanding Children’s progress over time Over time children are making good progress in their development and learning. The practitioners take time to get to know the children well and use this knowledge to plan appropriate learning experiences.

Through the planning process we track children’s learning to ensure that over time they are accessing a broad and varied education. Within each child’s profile there is evidence of their learning journey and this is audited regularly to ensure that there is consistency and that it demonstrates significant learning. Children are encouraged to talk about their learning both in the centre and at home. We ensure that there is constant dialogue and sharing of information regarding all children so that appropriate and well-timed support and challenge is identified and in place. Working with families and professionals we are able to ensure that knowledge surrounding a child’s wellbeing and development is current and that collaboratively we put effective strategies in place to ensure appropriate progression and development.

Overall quality of children’s achievement Children’s achievements are recognised and celebrated consistently by practitioners.

We encourage families to share the children’s wider achievements with us by emailing photographs or information to us, or during key worker meetings through discussion. We have developed a new behaviour management strategy in which practitioners support children in a very consistent manner to self-regulate their emotions and to have respect for themselves and others at all times. Throughout the centre praise is used effectively, with the focus being on promoting positive behaviour. Practitioners take time to discuss with children cooperation and consequences of actions. Using the Colour Monster book to help discuss emotions has been particularly successful.

Ensuring equity for all children Strong relationships between practitioners, parents and partners allows for mutually agreed support and interventions to be put in place if required. We have a high level of engagement with external agencies which ensures that we can signpost families to or to support us in reducing barriers to effective learning. We will continue to scrutinise data in order to ensure a sustained focus on support and challenge for children. We regularly discuss any potential barriers to children learning and progressing and together find solutions to reduce these. The evaluation of this statement is good.

Maintenance Agenda Continuing development of outdoor learning experiences for all staff Nurture ethos continues throughout Self-evaluation and effective planning and tracking of progress Shared understanding from staff re level required for achievement of each milestone. (Moderation) Colour Monster

What are the key priorities for improvement in 2020/21 ?

• Raising attainment in literacy

• Raising attainment in numeracy

• Improvement in children and young people’s health and well being during Covid 19 recovery

What is the capacity for improvement?

The management team has changed again and with fresh ideas and a good insight into the Centre, the new Depute will be a great asset to the team. We strive to achieve the best possible outcomes for our children and families through inclusion and consultation with service users and partners. The staff team are now settled and are aware of each other strengths and areas of expertise which can only benefit the opportunities offered to the children in our care. Going forward into 2020 and with Covid 19 still around, we will strive to keep children and staff safe whilst supporting them with their learning, development and health and wellbeing during this time.