Food Matters Nurturing Happy Healthy Children

Food
Matters
Nurturing happy, healthy children
Foreword
Eating well is essential for children in their early years. This resource
celebrates the many ways in which early learning and childcare (ELC)
settings are supporting children to have positive eating experiences and
enjoy well-balanced, nutritious food. I would like to thank all of the
people who have worked with us to create this resource and share their
stories. The contributions from children, young people, parents,
practitioners and service providers have been invaluable. Their passion
and drive to support children around eating well is inspiring.
The Care Inspectorate works across a wide range of registered care services, social work services and
local partnerships. We exist to ensure that care services are of the highest quality and meet people’s
needs. Food Matters makes a significant contribution to Scotland’s early learning and childcare. Many
children already spend a large proportion of their day in a care setting and this is set to increase with
the Scottish Government’s expanded provision in ELC by 2020. This resource is timely and gives clear
messages about the importance of children getting well-balanced, nutritious food in a supportive and
nurturing environment.
This resource supports the Care Inspectorate strategic objective to support improvements in social
care, providing assurance and building a rights-based system that is world class. By highlighting
examples of good practice, we aim to promote a culture where everyone is learning from each other.
This supports our Improvement Strategy, which is designed to use the evidence from scrutiny to
spread what works well, so that more people can experience high quality care and support more often.
I hope that you will find this a useful tool on your journey of improvement.
Scotland’s new Health and Social Care Standards firmly embed a rights-based approach where quality
in care is assessed through the lens of the person experiencing care. This resource highlights the
relevant standards and demonstrates how early years settings can make the standards a reality for
children in relation to eating well.
The Care Inspectorate is on a journey moving from being an enforcer of rules to an enabler of quality,
building effective relationships to better support high quality care for everyone. This resource
demonstrates our commitment to this. I very much hope it is useful to you.
Gordon Weir
Interim Chief Executive, Care Inspectorate
Page ii Food Matters: nurturing happy, healthy children

Contents
1. Introduction 2
2. Making improvements in early learning and childcare settings 6
3. Looking through the GIRFEC wellbeing indicators lens 9

3.1 Safe 9
3.2 Healthy 19
3.3 Achieving 29
3.4 Nurtured 37
3.5 Active 46
3.6 Respected 53
3.7 Responsible 62
3.8 Included 72
4. Further reading 80
5. Acknowledgements 82
6. Working group 83
www.hub.careinspectorate.com Page 1
1. Introduction
Food Matters is a resource that highlights examples of good practice from across the early learning
and childcare (ELC) sector. We have worked alongside the sector to enable providers, practitioners and
families to tell their own stories of how they are supporting children to eat well and enjoy good food
every day. This resource complements, and should be used alongside, NHS Health Scotland’s Setting
the Table, the nutritional guidance and food standards for the ELC sector.
Food Matters shares Unicef’s core message and vision: If a child receives the right nutrition and care
at the start of their lives, they’ll grow up healthy and strong – and there’s no limit to what they can
become. This aligns with Health and Social Care Standard 1.6: I get the most out of life because the
people and organisation who support and care for me have an enabling attitude and believe in my
potential.
Throughout this resource, we link the examples to the new Health and Social Care Standards, which
are based on human rights and wellbeing principles and set out what people should expect from their
care and support. These standards are written from the perspective of the person experiencing care
and support, and they are designed to drive improvement, promote flexibility and encourage
innovation.
The eating and drinking elements of the Health and Social Care Standards can be found under
Standard 1: I experience high quality care and support that is right for me. The relevant descriptive
statements are listed below.
1.33 I can choose suitably presented and healthy meals and snacks, including fresh fruit and
vegetables, and participate in menu planning.
1.34 If I need help with eating and drinking, this is carried out in a dignified way and my personal
preferences are respected.
1.35 I can enjoy unhurried snack and meal times in as relaxed an atmosphere as possible.
1.36 If I wish, I can share snacks and meals alongside other people using and working in the
service if appropriate.
1.37 My meals and snacks meet my cultural and dietary needs, beliefs and preferences.
1.38 If appropriate, I can choose to make my own meals, snacks and drinks, with support if I need
it, and can choose to grow, cook and eat my own food where possible.
1.39 I can drink fresh water at all times.
Page 2 Food Matters: nurturing happy, healthy children

We have also highlighted other standards that apply to the range of examples featured. We hope that
this helps bring these standards to life and enhances everyone’s understanding of how they can
support positive outcomes for children and their families in ELC settings across Scotland.
We make the link to the Getting it Right for Every Child (GIRFEC) wellbeing indicators. This
demonstrates how eating well and enjoying positive eating experiences contribute to children being
safe, healthy, achieving, nurtured, active, respected, responsible and included. It is also aligned with
our approach of putting positive outcomes for children at the forefront of our work.
Food Matters develops the same model as our resources My World Outdoors, Our Creative Journey and
My Childminding Experience in sharing and celebrating good practice. It is intended to be practical,
inspirational and support improvement. We worked with Scottish Government’s Maternal & Infant
Nutrition Co-ordinator, Education Scotland and senior health promotion specialists from NHS Lothian
and NHS Borders to highlight key messages and share good practice. We hope that providers and
practitioners will use this resource to initiate innovative practices to support children to eat well and
have positive relationships with food.
The examples we have shared cover a variety of good practice and show how services have made
significant improvements both throughout their settings and for individual children and families.
These examples demonstrate a range of different approaches, some are traditional and direct while
others are gentle and nurturing. These gentle and nurturing approaches are enhanced when children
have developed strong attachments with key adults. In addition, they provide an opportunity to
support children and their families in a way which makes them feel valued and included.
The Care Inspectorate is committed to promoting equality and Food Matters aims to support
Scotland’s ambition that all children will have the best start in life. We recognise that the earliest
years of life are crucial to a child’s development and will have a lasting impact on their health
outcomes. The expansion in the annual provision of ELC services from 600 to 1140 hours for all three
and four year olds and eligible two year olds in Scotland means many more of our youngest children
will be spending more time in these settings. Many children will receive a considerable proportion of
their daily nutrition and food experiences here. This means it is even more important that they have
high quality food and are enabled to develop a positive relationship with food. The Care Inspectorate
recognises that the expansion means new challenges for ELC settings to provide meals and snacks for
children over the extended session times, but also that there are exciting opportunities to help
children eat well and lay the foundations for a healthy diet. This approach is firmly rooted in early
intervention and the aspiration in Scotland’s National Performance Framework that we are healthy
and active and that we grow up loved, safe and respected so we realise our potential.
Closing the poverty-related attainment gap is a key aim of the expansion of ELC in Scotland.
Examples in this resource highlight the importance of children having access to high quality, nutritious
food and understanding the difference this makes to them. We recognise that health inequalities and
associated issues such as food poverty are complex. With this in mind, we have included an example
of an initiative undertaken in Dalmarnock Primary School in Glasgow even though this is not a service
within our regulatory jurisdiction. This example alongside others shows the many benefits of children
accessing well-balanced and nutritious food through community-based activities and support.
We recognise that many families live in challenging circumstances and the ELC sector is well placed to
support children and families to explore and connect positively with food. There are some fantastic
examples within this document that highlight great whole-family approaches and partnership working
to help overcome barriers to eating well.
It is important the new Health and Social Care Standards that apply to eating and drinking are
embraced and taken forward positively. There is a variety of options available to service providers
around food provision. No matter which option they choose, it is their responsibility to ensure that
children are offered well-balanced, minimally processed, nutritious and appetising meals that include
fresh fruit and vegetables. Some service providers will offer children a variety of choices and others
will opt to have a set menu. Where a choice is offered, providers need to ensure that children are
supported by knowledgeable staff to make balanced choices. While choice is important, sometimes it
is better for children to have limited choices so long as the food is of high quality, well-balanced,
nutritious and appetising. Decisions around food provision and menu planning should always involve
consultations with the children and their families. Children can evidence their enjoyment of food in a
variety of ways, including those who may not be able to verbalise their feelings. Providers need to
respond positively to the feedback, however it is given.
Some vulnerable children in ELC settings may have experienced considerable trauma in their lives.
There is increasing evidence of the impact of adverse childhood experiences (ACEs) and the potential
for long-term, cumulative health problems. For these children, mealtimes can be especially important,
giving them opportunities to experience food in a therapeutic and healthy way. Some children have
had poor and disrupted early attachment experiences and may need extra support to eat well and
enjoy food. Some who have experienced trauma can be wary about unpredictable things happening.
For them, a reliable daily routine around food which includes consistent communication from sensitive,
attuned staff can help reduce their anxiety. A positive relationship with food and enjoyable eating
experiences with others has the potential to build resilience and reduce the impact of adverse
childhood experiences.
This resource will be helpful for you as it provides some of the key elements that will encourage
creative thinking around children’s food provision. You can use these examples to think about your
own service and how you can make improvements that impact positively on children’s relationships
with food and their eating experiences.

Food Matters: nurturing happy, healthy children is available online
This resource is published as a printable document, but is also maintained as a live resource on The
Hub. This means that services can continue to provide good practice examples for us to share on an
ongoing basis. It also means we can host videos and live links to other resources. If you would like to
submit a practice example, please visit www.hub.careinspectorate.com and click on Submit your
story.
Food Matters is on YouTube
We have produced three short documentary videos to accompany this resource. They feature staff and
children from Dens Road Primary School Nursery (Page 66), Fernielea Out of School Club (Page 62) and
Glen Family Centre (Page 37) telling us about their own stories. You can watch them on our YouTube
channel.
www.youtube.com/user/careinspectorate
2. Making improvements in early learning and
childcare settings
We want this resource to support care providers, practitioners and inspectors to make improvements
in early learning and childcare (ELC) settings around children’s eating experiences and their
relationship with food. The good practice examples in this resource will support providers and
practitioners when considering approaches to use.
The Care Inspectorate encourages providers and practitioners to use the Model for Improvement (MFI)
when making changes so they can evidence that a change is an improvement, which they can embed
into everyday practice.
The three questions in the diagram below are a good place to start before you begin the Plan Do
Study Act (PDSA) cycle.
Act Plan
Study Do
Source: http://www.ihi.org/
resources/PublishingImages/
ModelforImprovement.jpg
1. What are we trying to accomplish?

It is important to be able to say what it is we want to improve and by when. Have a clear aim and
objective that is SMART:
S Specific
M Measurable
A Achievable
R Relevant
T Time specific
2. How do we know that a change is an improvement?

We need to make a record of where we are now and consider the changes we make to see if they do
make an improvement.

3. What changes can we make that will result in improvement?
It is important to think about what we are able to do to actually make this improvement and come up
with ideas of what we can do to make the improvement happen.
Good Practice Example

The example provided by Glen Family Centre demonstrates how the MFI works for them (see page 37).
Staff identified the children’s lunchtime experience as an area for improvement and then undertook a
series of small PDSA tests of change to bring about an improvement to the children’s experience.
The PDSA cycles included trialling different approaches.
• The service looked at staffing and made changes to improve the children’s experience.
• They began small, testing the new experience with one table of children first before increasing the
scale once things were going well.
• Staff organised the dining room differently before settling on an arrangement that worked best.
• Several different sized serving utensils were tested so that the children could learn to serve
themselves.
• Table cloths were trialled but removed as staff found this was a distraction because the children
would often pull at them.
By using the MFI and PDSA cycles, the change to the new Swedish lunchtime experience was a
success. The new approach was tested and adjusted at each step of the way with small changes made
when necessary.
http://www.ihi.org/
resources/PublishingImages/
PDSA_Ramp.jpg
Further resources
A range of resources, including information on the PDSA cycle to support continuous improvement and
the Care Inspectorate’s Improvement Strategy, are available on The Hub website:
hub.careinspectorate.com/improvement
3. Looking through the GIRFEC wellbeing indicators lens
3.1 Safe
Children and young people are protected from

abuse, neglect or harm at home, at school and in
the community.
Calderwood Lodge Primary School Nursery Class
Calderwood Lodge Primary School Nursery Class is a local authority nursery based
in East Renfrewshire. It provides care for a maximum of 100 children aged between
three years and primary school entry. The service was inspected in December 2015
and was evaluated as being very good for the quality of care and support, the
environment, staffing, and management and leadership. The inspection report
noted that staff had created a very welcoming and caring setting for children and
developed very positive relationships with families. Staff were very knowledgeable
about individual children and understood their different interests and personalities.
Calderwood Lodge has introduced new ways of supporting children to eat well and have positive food
experiences. Its aim is to help children develop new skills in practical cookery that they can use at
home and to support them to be comfortable exploring different types of food in a nurturing
environment.
By working with catering staff in the school’s kitchen, children learn fundamental food safety and
hygiene skills. They are also learning to use everyday kitchen equipment including sharp knives.
Caring and nurturing staff support the children to develop their knife skills while keeping them safe. It
is important children have daily opportunities to take reasonable risks and challenges that help them
develop into strong and capable children.
All catering staff working for East Renfrewshire Council hold a qualification in food hygiene from the
Royal Environmental Health Institute in Scotland (REHIS). Staff are knowledgeable about food safety
and hygiene and are able to support the children well.
Each primary school in the local area has a seasonal fruit and vegetable box delivered from a local
organic producer. This underpins the Scottish Government’s vision for Scotland to become a Good
Food Nation where people benefit from and take pride and pleasure in the food they produce, buy,
serve and eat each day. The boxes contain a diverse range of produce such as harvest squash, purple
broccoli and kale. The catering team use them to show pupils produce in its original form, such as
carrots covered in soil, and the children are often surprised as they usually only see clean vegetables
in supermarkets. Children learn about the origins of the food and then participate in practical
cooking sessions.
Marion Calton, head teacher at Calderwood Lodge, explains the work they have been doing around
food provision.
“We work really closely with our catering staff to enhance our food education and technology
programme. The children come along to the kitchens and work alongside our catering staff to prepare
a variety of foods that are served as part of their lunch. Calderwood Lodge is a Jewish nursery and
because of that our kitchen serves kosher food for the children who request it through their families.
“Over the last few years we have worked really closely with East Renfrewshire Council, with catering
staff, with parents and with the local Jewish community. We have reviewed the food that we offer and
have looked to provide a wider range of foods that we can share with the children whilst also meeting
the nutritional standards that we are expected to provide in all of our schools.
“The fruit and vegetable boxes are a new addition to the nursery this year and we are now working
with our colleagues in catering to see how we can extend that right through the school through to
Primary 7. We are also looking at how we can facilitate the experience for after-school clubs.”
Using the model adopted by East Renfrewshire Council, menus at Calderwood Lodge are planned using
the NHS Health Scotland resource Setting the Table.
During lunch, children enjoy a home-like experience with a balanced and nutritious meal being
offered. Staff support them to help themselves from serving dishes on the table so they can decide
how much food to put on their plate. They use proper crockery and cutlery with appropriate
supervision, enabling them to develop these skills.
East Renfrewshire Council focuses on providing a relaxed and nurturing environment during
lunchtimes. The children sit with the same key staff in small groups ensuring continuity so they can
be responsive to the children’s needs and support them to develop positive attachments where they
feel loved, safe and secure. Nurturing approaches focus on building strong relationships with
children and their families and have been found to improve children’s social, emotional and
educational attainment.
Indicators

Fenton Barns Nursery
Fenton Barns Nursery is based in Fenton Barns, near North Berwick in East Lothian,
and is provided by Fenton Barns Nursery Ltd. The service is registered to care for a
maximum of 56 children aged between three months and primary school entry. It
was inspected in August 2017, when it was evaluated as being very good for the
quality of care and support and for the quality of the environment. The inspection
report noted children were observed to be happy and confident in their
surroundings and the innovative outdoor environment created a wealth of
opportunities for them to engage in challenging play experiences, such as climbing
trees and participating in fire-pit time.
The nursery focuses on providing children with outdoor learning experiences and supporting healthy,
balanced lifestyles. Children spend the majority of their time outside exploring the spacious gardens
and woodland area. The nursery has an ethos that encourages learning through natural curiosity,
communication, problem solving, building relationships, questioning and creativity.
The children are actively involved in growing their own fruit and vegetables in the nursery’s eco
garden, which is a special section of the garden that has been designated for growing produce. This
provides them with the opportunity to experience the ‘seed to plate’ journey and bring the food chain
to life. The nursery employs a gardener who works directly with the children to extend their
knowledge and get them involved in planting and nurturing their own fruit and vegetables. The
children also have regular consultations with the gardener to decide what fruit and vegetables they
would like to grow.
Vicky Richardson, nursery manager, describes their experience.
“The children help to nurture the fruit and vegetables by watering and weeding them. When the time
is right, they harvest the produce and take them to the cooks in the kitchen where they have an
opportunity to help prepare meals and snacks. The children see how their crops are used in meals and
they are involved in each of the stages, from seed to plate.
“The cooks work closely with the children and parents to plan the menus and ensure different cultural
and dietary needs are considered. Menus feature dishes from all around the world and when new
foods are introduced they are offered to the children in a fun way to make them feel comfortable and
safe. This encourages the children to try new foods even if they are not sure about them at first. They
have tasting sessions where they enjoy playing with new foods, exploring the feel, smell, textures and
flavours of previously unknown foods.
“Several parents have commented on how well their children eat at nursery and how pleased they are
that their children have the opportunity to try new foods and extend their palates. In addition, parents
can be reassured that their children’s allergies are catered for. The cooks work closely with parents
and staff to make sure that the children receive nutritious meals, ensuring that the child does not miss
out because of their allergy, and, most importantly, that the meals are safe for them to eat.
“The children also have the opportunity to cook on the fire pit in the nursery garden. This learning
experience allows them to assess risk, build their confidence and promote their independence. They
prepare the ingredients for bread, pancakes and other snacks and then cook these on the fire before
eating them together around the pit. The children have discussions with each other on the rules
around the fire and show understanding of why there are rules to keep them safe.”
Comments from parents

“It is really comforting to know that my son’s allergy is being so well catered for while maintaining a
varied and balanced diet. The support from Fenton Barns has been outstanding.”
“I feel that the children get a very balanced diet and the chefs have a sound knowledge of what
children will and will not eat as well as being imaginative to include varieties of food which most
children eat.”
“My four-year-old son loves the food he receives at Fenton Barns. We have lots of fun recreating his
favourite dishes at home, all thanks to the interactive website the staff have produced showcasing
various dishes and recipes.”

Comments from children
“We collect the vegetables from the eco garden.
I like spinach and potatoes.”
“We grow and pick vegetables in the garden for
our lunch.”
“We tidy up our dishes and we can say what we
like for dinner if they can’t think of new things.”
“I feel happy because I have lots of energy for

playing.”
Indicators
Caroline’s
Caroline’s is a childminding service based in Bathgate, West Lothian, and is
provided by Caroline and Douglas Godden, a partnership. The service was first
inspected in June 2016 when it was evaluated as being excellent for the quality of
care and support, and management and leadership and very good for the quality of
the environment. The report noted the childminders were nurturing, warm and
affectionate towards the children. They knew them well and provided a variety of
interesting activities that promoted skills development. Children had fun exploring
their environment while developing independence and confidence.
Although children attending Caroline’s bring their own packed lunches and snacks, the service actively
supports children to eat well. The service is registered with the local authority to provide food because
although it does not provide meals, it carries out food-based activities. There is an Eating Well policy
in place to ensure parents are aware of the types of foods they should provide in lunch boxes and the
service uses the NHS Health Scotland resource Setting the Table as guidance when planning and
preparing food for the food-based activities.
The children are very enthusiastic about growing their own fruit and vegetables in the garden and vote
on which vegetables they grow each year. They are also involved in buying, planting, watering,
harvesting, washing and preparing the vegetables as well as deciding what to make with them.
Discussions about safety take place and children are supported to peel and cut the vegetables in a
safe way and wash the produce to ensure it is safe to eat. This year’s herb garden provided an
opportunity for them to experience new flavours and they were encouraged to use all of their senses
to look, touch, smell and feel the herbs.
Caroline describes how she supports children around eating well.
“Mealtimes and snack times are relaxed and

sociable occasions with our own family joining the
children whenever possible. We all participate in
conversations about the food the children bring in
their lunch boxes and this encourages discussions
about food origins and helps extend their
knowledge about the natural environment and the
journey of food.

“Newsletters and diaries provide an opportunity for the service and the families to share food
experiences. Recipes are shared and children take pride in taking the vegetables home and bringing in
produce that has been grown in their own garden. This provides an opportunity for families to be
involved in the children’s learning.”

“Encouraging outdoor activities is great and –
gardening goes down especially well.”
“Caroline’s really promotes good nutrition.”

Child’s comment
“We made Magical Unicorn Soup.”
Indicators
Health and Social Care Standards
1.25 I can chose to have an active life and participate in a range of recreational, social, creative,
physical and learning activities every day, both indoors and outdoors.
2.24 I make informed choices and decisions about the risks I take in my daily life and am
encouraged to take positive risks which enhance the quality of my life.
Things to think about

Think about the staff in your setting and community. How can you make the most of the knowledge,
skills and experience of the people around you and those who support your setting?
Growing and harvesting food is a key life skill. What can you do to develop the opportunities for this
within your particular setting?
Do children in your setting have the opportunity to experience eating locally grown produce that is in
season?
Managing risk is important when supporting children to use kitchen equipment such as sharp knives.
Do your staff have the skills to manage risk while supporting children to develop key life skills?
The children in these good practice examples are all being supported to explore new foods and engage
in new and exciting food experiences? What else could you do?
What can you do to ensure that staff are knowledgeable and can support children to develop skills in
the area of food hygiene and safety?

Find out more
Education Scotland, Curriculum for Excellence: health and wellbeing experiences and outcomes:
https://education.gov.scot/Documents/health-and-wellbeing-eo.pdf
Education Scotland, Food education – Better Eating, Better Learning - Calderwood Lodge
Nursery Class:
https://education.gov.scot/improvement/practice-exemplars/hwb42-calderwood-lodge
Education Scotland, Health and Wellbeing: responsibility of all. Making the links… making it work:
https://education.gov.scot/improvement/documents/hwb30-booklet.pdf
Food Standards Agency, Guidance for Safer Food Better Business for Childminders:
http://www.food.gov.uk/business-industry/caterers/sfbb/sfbbchildminders
Food Standards Scotland, Food Safety:

http://www.foodstandards.gov.scot/consumers/food-safety
NHS Health Scotland, Tackling the attainment gap by preventing and responding to Adverse
Childhood Experiences:
http://www.healthscotland.scot/publications/tackling-the-attainment-gap-by-preventing-and-
responding-to-adverse-childhood-experiences
NHS Health Scotland, Setting the Table:

http://www.healthscotland.com/uploads/documents/30341-Setting%20the%20Table.pdf
Scottish Government, Better Eating, Better Learning, Self-Evaluation Tool:

http://www.gov.scot/Resource/0044/00446318.pdf
Scottish Government, Better Eating, Better Learning: A new context for school food, Appendix E: Food
calendar: http://www.gov.scot/Publications/2014/03/1606
3.2 Healthy
Children and young people have the highest

attainable standards of physical and mental
health, access to suitable healthcare and
support to make healthy and safe choices.
Junior World
Junior World is a daycare of children service, based in Nairn in the Highlands,
provided by CALA Integrated Services. It cares for a maximum of 80 children aged
between two and 16. The service was inspected in March 2017 when the quality of
care and support was evaluated as being very good and the environment was found
to be good. The inspection report noted that children were well cared for by staff
who knew them well and children had opportunities to engage in a varied and
stimulating environment.
Jayne Mackintosh, manager, shares their story that began when a parent queried the snack provision
in the out-of-school service.
“We were prompted to look more closely at the ingredients in the snacks we were providing and we
recognised that some contained high levels of sugar and salt. By using the NHS Health Scotland
resource Setting the Table as guidance, we could see that there were more nutritious options available.
We made improvements to our snack menu to make it more nutritious, well-balanced and much
more varied.”
Children and staff worked together to look at food labelling and learn about the nutritional value in
foods and drinks. They looked closely at the ingredients of the preferred products and worked to see
how they can create a healthier option. Children often requested crisps and chips but staff now
support them to consider more balanced choices and they help children to see that some foods should
be occasional as opposed to everyday foods. During lunch, children and staff engage in enthusiastic
discussions around food and staff actively encourage children to choose water to help quench their
thirst and avoid dehydration.
Staff wanted to increase the opportunities for high quality learning experiences in their outdoor
provision and this led to their Eco Project. An unused area of the garden was found to be ideal and
the project began with the addition of an old greenhouse. Children began by helping to weed the area
and, due to their growing interest in this, a gardening club was formed involving children of all ages.
Parents soon got involved, helping to fix the fence and gate as well as putting up a bird table.
Donations of seeds, bulbs and resources for the garden led to them growing produce. Children
delighted in growing their own strawberries and commented that they tasted better than any they had
eaten before. The gardening project expanded to include growing radishes, cucumbers, and tomatoes
as well as herbs and flowers. The children now take extra delight in ensuring that Jayne, the manager,
always has fresh flowers in her office. They also show their parents what they have been doing, taking
real pride in their achievements.
Planning for the next season included an idea of planting garlic in the spring. This conversation led to
discussions about seasonal foods and helped the children to develop new skills in planning ahead. The
Eco Project also prompted learning around caring for and maintaining a garden, including learning
about composting. Children are now so keen to compost the fruit and vegetable peelings that they are
choosing to eat more fruit and vegetables.
As many children do not have access to a garden at home this project provides new opportunities for
them. Many have tried home-grown products for the first time and learned how good they taste.
Children are developing an understanding about food waste and the impact on the environment. They
are also developing new skills in problem solving, team working, decision making and negotiating.
Very importantly, they are also learning about respect, how to care for themselves, each other and
the environment.
Staff keep an Eco folder to record the children’s gardening activities and this is shared with parents
who are encouraged to comment. Photographs are routinely used to capture children’s involvement
and staff will collect additional comments from the children through mind maps and graffiti boards to
add to their learning journeys.

“It’s good because there’s tasty food we enjoy
eating.”
“When we go out in the garden all the children

have fun and work well together.”
“Instead of being stuck inside you can go out to

the garden and get fresh air.”
Indicators
Killin Nursery and Killin & Crianlarich Nursery

Killin Nursery and Killin & Crianlarich Nursery are local authority nurseries based in
the Stirling region. Killin Nursery is registered to provide care for a maximum of 27
children aged between birth and primary school entry. It was inspected in August
2016 and was evaluated as being very good for the quality of care and support and
for the quality of staffing. Killin & Crianlarich Nursery is registered to provide care
for a maximum of 16 children aged between birth and primary school entry. It was
inspected in November 2016 when the quality of care and support and the quality
of staffing were found to be very good. The two nurseries work closely together.
Alex Tigwell, depute headteacher, shares their story.
“We noticed over time that the contents of the lunch boxes were changing. Children were bringing
more snack-size packets of meat and cheese products, biscuits, crackers, mini yogurts, smoothies and
fruit products. On closer inspection, we noted that most of them had a high sugar content and others
products had added sugar, which you may not have expected.
“We gathered empty packets over time and created a display for the parents’ evenings on both sites.
We guided them by simple statements to demonstrate the ‘hidden’ sugars that were masked by the
use of a different word as well as the convincing marketing techniques used by the food companies.
We also displayed a poster showing the recommended daily allowance of added sugar for children to
highlight the quantity of sugar in each product.
“We had two filled lunch boxes on display, one showed a nutritious lunch and the other was a ‘not so
well balanced’ example. This showed parents examples of foods to include daily and others to include
only occasionally.”
Staff were then inspired to undertake some further research into smoothies and found that while they
can be a good source of nutrients and a way of introducing new tastes, there were a few things to
note. Smoothies contain large quantities of blended fruit and sugar is naturally present in whole fruit
but the structure of this sugar changes as it is blended. The blending process releases the natural
sugars from within the cell walls of the fruit and as a result they become free sugars. Free sugars are
the sugars that we need to be eating less of. This may sound complex, but the main thing to
concentrate on is having a nutritious balanced diet while keeping the foods with the larger quantities
of free sugars to a minimum. By reducing our intake of free sugars we will find it easier to maintain a
healthy weight whilst also minimising the risk of tooth decay.
Since sharing the information with parents, staff have found the content of lunch boxes have improved
and become more balanced. They are fewer smoothies, more whole fruit, more vegetable sticks, more
natural yoghurt instead of pots and tubes of sugary fromage frais and there are fewer bags of crisps.
Children’s snacks should be nutritious and balanced as they are part of their daily intake to support
their growth and development. The Eatwell Guide provides helpful information to support
practitioners and parents so that when they are menu planning and making packed lunch boxes they
have clear information.

“It was a shock to read how much sugar was in a
fromage frais, as my child loved them. Now I know
why!”
“I was amazed to find sugar in unexpected places,

such as cheese biscuits.”
Indicators

Cheeky Monkeys
Cheeky Monkeys is a daycare of children service based in Auchterarder, Perth and
Kinross. The service is registered to care for a maximum of 69 children aged
between birth and 16 years. It was inspected in April 2017 when the quality of care
and support was evaluated as being very good and the quality of staffing was
found to be good. The inspection report noted that positive and nurturing
relationships were evident throughout the nursery and children approached staff
for help and reassurance, demonstrating the trusting relationships that had
developed.
Fiona McLean, manager of Cheeky Monkeys, explains how owner Ashley Craik engaged parents,
children and staff around food provision and eating well.
“Ashley has a keen interest in children’s health and wellbeing with a particular focus on nutrition.
When the resource Setting the Table was first introduced, Ashley held a workshop for staff to ensure
that they understood the key aspects. This included general information about the importance of
good nutrition and the hidden ingredients that can be found in everyday foods and drinks such as
yoghurts. It also included important information about how much fluid children need each day.
“Staff were able to use their learning to stimulate discussions with parents and children when they
were gathering suggestions for the menus during the year. As a result, they felt that parents would
also benefit from Ashley’s workshop. So this was presented at parents’ evenings and feedback was
very positive.”
Cheeky Monkeys provides a home-cooked meal for children who attend morning and full-day sessions.
Menus are adapted twice a year with suggestions from parents and children. The lunchtime
experience has been adapted to create a homely and supportive atmosphere where children and staff
sit and enjoy a relaxed meal together. The dining area is café style with small tables and children are
supported to interact with peers and key staff to enjoy the food as well as the friendly chat. Children
are supported by familiar adults with whom they have developed strong relationships. The nurturing
environment helps them to feel secure and enables them to get the most out of this valuable time
together. Parents are regularly invited to enjoy the positive lunch experience with their children too.
Fiona describes how even the youngest of children are involved in learning about food. “The children
are supported to develop skills in food preparation in the weekly cooking classes. Their ages and
stages of development are recognised so that they can participate in appropriate learning activities.
The very young children in the baby room enjoy sensory sessions where they can explore new textures,
tastes and smells. The children aged two and three years begin to follow simple instructions such as
filling cups, using blunt knives, observing the use of scales and discussing quantities. The children
aged between three and five years progress on to looking and reading recipes, learning about the
ingredients and discovering where foods come from. They also take part in counting and measuring,
using the scales and using sharp knives under supervision.”

“Cheeky Monkeys really cares about nutrition.
They provide well balanced meals and snacks and
have made us more aware of the foods that
contain too much sugar.”
“I was really surprised to find out how much fluid
children should drink in a day. It was much more
than I realised. Thank you for the information.”
“Thank you for showing us how much sugar is
hidden in the drinks we give our children. We
always check this now.”
“It’s good to know how much water children should
drink.”
“Cheeky Monkeys always makes sure my daughter
doesn’t miss out because of her food
intolerances. They always buy the substitutes at
no extra cost to me.”
Indicators

Robert Owen Memorial Primary School Nursery
Robert Owen Memorial Primary School Nursery is a local authority nursery in South
Lanarkshire caring for a maximum of 50 children aged between three years and
primary school entry. It was inspected in September 2017 when the quality of care
and support and the quality of the environment were evaluated as very good. The
inspection report noted management and staff have created an inclusive and
nurturing learning environment and staff have a very good approach to supporting
children’s individual needs, taking an early intervention approach and recognising
children as individuals.
Nursery teacher Gillian McDowell describes how staff use Setting the Table guidance when planning
the snack menus.
“Staff and children have regular discussions about what foods should be included on the shopping list.
The children then take it in turns to choose the snacks for the following week using visual cards.
These cards have been colour coded to distinguish between everyday snack choices and occasional
ones. We have noticed that the children are independently beginning to identify the foods that are
better for them and they have started to choose healthier options.”
To extend this knowledge into children’s homes, staff worked with their local Home School Partnership
worker to deliver a family learning session. They invited parents to the nursery to enjoy having snack
with the children. They offered a wide variety of nutritious snack choices and encouraged everyone to
try something new. Feedback was very positive and some parents said they were surprised their child
had tried some of the food options. Parents felt inspired to begin offering children new and healthier
options at home.

“I enjoyed coming along to the snack morning and
my son enjoyed having his mum there. He opted
to eat a variety of things he normally wouldn’t
eat at home.”
“I enjoyed snack time with the children and

parents. It allowed you to see what your child
would eat that they don’t eat at home. It was a
great morning.”
“This morning was very worthwhile. It was really
nice getting to see the variety of snacks offered
to the boys and girls. It was very good for them
to explain to parents what happens.”
Indicators

vegetables and participate in menu planning.
1.38 If appropriate I can choose to make my own meals, snacks and drinks with support if I need
it, and can choose to grow cook and eat my own food where possible.
2.21 I take part in daily routines, such as setting up activities and mealtimes, if this is what I want.

Children will get the most value out of mealtimes when they are supported by staff who know them
well. How can you maximise opportunities for children to enjoy mealtimes with the same familiar
staff?
Supporting children to try new foods is important. In what way can you introduce the children in your
setting to new foods that are in season?
The good practice examples here demonstrate the importance of family involvement. How do you
engage with parents about eating well? What else can you do?

Can you confidently engage children in conversations about eating well? Are you able to support
them to choose foods that are well balanced?
How do you ensure your snack provision meets the guidance in Setting the Table?
Find out more

First Steps Nutrition, Good food choices and portion sizes for 1-4 year olds:
http://www.firststepsnutrition.org/pdfs/Good_food_choices_and_portion_sizes_Jan2018.pdf
First Steps Nutrition, Eating Well: Packed lunches for 1-4 year olds: http://www.firststepsnutrition.org/
newpages/Early_Years/eating_well-early_years_packed_lunches.html
First Steps Nutrition, Eating Well: Snacks for 1-4 year olds: http://www.firststepsnutrition.org/
newpages/Early_Years/eating_well-early_years_snacks1-4.html
First Steps Nutrition, Eating Well: Vegan infant and Under 5’s: http://www.firststepsnutrition.org/
newpages/Early_Years/eating_well-early_years_vegans.html
Food Standards Scotland, Consumers: Food labelling:

http://www.foodstandards.gov.scot/consumers/food-labelling
Food Standards Agency, Eatwell Guide Booklet:

http://www.foodstandards.gov.scot/downloads/Eatwell_Guide_Booklet.pdf
Food Standards Scotland, Consumers: Healthy Eating: Life Stages:

http://www.foodstandards.gov.scot/consumers/healthy-eating/life-stages/children
Scottish Government, Healthier Scotland: Eat Better Feel Better:

https://www.eatbetterfeelbetter.co.uk//
3.3 Achieving
Children and young people are supported and

guided in their learning and in the development
of their skills, confidence and self-esteem at
home, at school and in the community.
Simpson Primary School Nursery Class
Simpson Primary School Nursery Class in Bathgate, West Lothian, is a local
authority nursery providing care for 80 children aged between three years and
primary school entry. It was inspected in January 2017 when the quality of care and
support was evaluated as being excellent and the quality of the environment was
found to be very good. The inspection report noted that staff were providing a
welcoming and inclusive environment where family links were at the centre of their
ethos. Children were supported by a highly skilled staff team who worked with
parents and other professionals to ensure children’s health and wellbeing needs
were met.
Staff at the nursery have been actively involved in making improvements to its food provision. During
a training session delivered by a West Lothian Council community development officer, they were
provided with information and training about becoming a Breastfeeding Friendly Nursery. This led
them to develop a breastfeeding friendly policy and ensure that they were able to provide an
environment where they actively support mothers who are breastfeeding and returning to work. The
nursery officially became a Breastfeeding Friendly Nursery in May 2017. Breastfeeding mums are
welcome to feed their babies in the nursery and there is a parent’s room available if they would prefer
privacy. Children are encouraged through play to see breastfeeding as the norm. Books and nursing
cuddly toys are in the nursery for the children to play with and this helps them to learn that
breastfeeding is the most natural way for a mother to feed her baby.
The training session with the community development officer prompted a larger discussion around
children’s nutrition in general. Staff were supported to be more confident around recommended
serving sizes so that they could support children to recognise hunger cues and feeling full. They were
initially surprised that the suggested portion sizes were much bigger than they had previously been
providing. The training session made them more aware of occasions when children may need more
food, for example during growth spurts or when they have been particularly active. However, each
child is an individual with individual needs and staff take this into consideration.
The snack provided at the nursery is substantial, nutritious and available for most of the nursery
session. This enables children to eat when they are ready and are comfortable to do so. Snack
provision is not hurried and children can take as much time as they need. Some children prefer to eat
with friends in a big group while others prefer to eat in a smaller group or, if they choose, by
themselves. Each child is supported to make their own decisions so that they can enjoy positive
eating experiences and establish positive relationships with food.
Jugs of tap water are topped up frequently so that children can pour themselves a drink of water at
any time. Milk and water are both available at snack time. The quality of Scotland’s drinking water is
among the highest in the world so this means that children should be able to access a high quality
drink at all times with no cost implications for service providers. Children will develop skills in pouring
and measuring while keeping hydrated.
Following the discussions at the training session Flora Sharkey, Early Years Officer, reviewed the
breakfast and snack provision. She did this by undertaking a test of change using the Model for
Improvement (MFI) and Plan Do Study Act (PDSA) cycles. Setting the Table was used as guidance.
In recognising that the previous menus had been repetitive and offered limited choice or variety,
changes were made that would introduce more variety along with new tastes and textures such as
pulses. Four-weekly snack menus were created to reflect seasonal changes and menus are now on
display in the cloakroom area for parents to view. These are reviewed and refreshed following
consultations with parents, carers, children and staff so that adjustments can be made based on what
is working well.
Flora says that parents have responded well to the consultations.
“They feel more informed and have a better understanding about the importance of the content of the
snacks. They can see why the nursery ensures snacks are balanced and nutritious and contain an
appropriate portion of the children’s daily nutritional requirements. There is now a better
understanding of why some foods are described as occasional as opposed to everyday foods and they
appreciate why alternatives will provide more balance.

“Children arrive at nursery from 8am and may not have had breakfast beforehand. We provide
breakfast for those who need it. Children can choose from a variety of nutritious breakfast foods. We
recognise breakfast as an important meal for the children and appreciate that that they will be more
ready to play and learn when they are well nourished.”

“Great variety on the menu, gives me ideas for
nutritious snacks at home too.”
“Since starting nursery we stopped having juice

with meals and only have water or milk at home.”
“The kids will try new things to eat at nursery
that they won’t try at home.”
“There is a much improved menu of healthy home-

made snacks.”
“It’s lovely to walk into the nursery and smell a

pot of soup being prepared for the children to
eat.”
Indicators
Dalmarnock Primary School
Dalmarnock Primary School is in the east end of Glasgow. More than 80 per cent of
the children attending the school live in the decile of highest multiple deprivation,
60 per cent receive free school meals and 30 per cent of children have English as
an additional language. There are 46 different languages spoken in the school.
The school was asked to participate in Food, Families, Futures (FFF) project led by Children in Scotland.
This is an innovative project that aims to address the major social issue of food poverty and its links
with wellbeing and education. It began in the summer holidays of 2016 with a family learning club
where families met for joint activities and a mid-day meal each day over a period of five weeks. The
project ran again for four weeks in July 2017 and July 2018.
Elaine Kerridge, from Children in Scotland, describes this project.
“The club was jointly funded by Children in Scotland, health, housing, third sector partners and
education services. Establishing successful partnerships was key to the success of the project, for
funding and sustainability of support.
“In 2016, the club ran daily for between 50 to 60 families. The school was used as the base and
opened up to the community at a time when it would normally be closed for the summer. Sessions for
parents and children ran separately in the mornings allowing new friendships to be formed and new
skills to be developed.
“The children’s programme, delivered by community partners, was pre-planned and themed across the
weeks. The parents’ programme evolved from need and request. It included input from health,
housing, local beauty therapists, counsellors and opportunities to sit and chat over coffee. The
afternoon sessions involved facilitated learning through play sessions. Parents and children learned
together and this was also facilitated by partners.
“There were many successes from the project, not just from the formation of new partnerships. A
positive impact was felt in school and outwith the club with increased parental engagement noted
both in the school and the community.
“Learning was used from the first programme in 2016 to inform the second and third ones in 2017 and
2018. More time was taken to plan and develop the club so that the children and their families were
able to be more involved in the food aspect.

“Community partners continued to support the project and worked with parents to make hot meals for
all those who attended. Working with catering partners improved the variety and quality of the food
provided and improved the engagement of the children and their families with the food generally.
“There were 21 parents who gained a Royal Environmental Health Institute of Scotland (REHIS)
qualification from the experience. Food waste reduced as the summer club progressed, with children
and families trying and enjoying the various dishes as the weeks went on.
“Dalmarnock summer club was a great success. It brought the community together to enjoy activities
and food in the sometimes challenging holiday period. The clubs met a significant need among
families and were able to build on local community assets that were already available and just needed
to be better utilised.
“One of the main aims of the summer club was to offer hot and nutritious meals to families who may
struggle during school holidays when free school meals are not available. The children and families
were able to identify the positive impact the club was having on their physical and mental health. One
parent said their child’s mental health ‘had gone through the roof’ because she felt more confident.
We hope that school staff will see a longer-term impact on relationships, learning and engagement
with children and their families.
“The partners running the summer clubs had daily meetings to reflect on the successes and
challenges of the day. They discussed how best to support the engagement of the children and
families attending.
“A key part of Children in Scotland’s role in FFF is to support the monitoring and evaluation of the club.
Children in Scotland staff liaised with summer club staff in gathering attendance numbers as part of
the monitoring process. They also visited the Dalmarnock club to carry out evaluation engagement
sessions with children, families and practitioners. The sessions were engaging and participative and
included arts and crafts, interactive voting and discussions. The monitoring and evaluating process
offered a rich learning opportunity for the summer clubs, reflecting on the successes and challenges of
each club and generally across the project. Areas covered in the evaluation processes included
enjoyment of the club, food provision, activities and using the school as the space for the club. All of
the children who were asked said they wanted the club to run again. Plans are already in place for
this project to continue and develop.”

“I feel great about this summer club. And I have
fun!”
“I feel happy, I have fun!”
“I love it because it’s so much fun.”
“I like to be here because it gives me something

to do and it makes me feel happy.”
Indicators

1.10 I am supported to participate fully as a citizen in my local community in the way that I want.
4.2 The organisations that support and care for me help tackle health and social inequalities.
4.11 I experience high quality care and support based on relevant evidence, guidance and best practice

Breast milk is the ideal food for new-borns and infants and gives all the nutrients they need for
healthy development. Women in Scotland have the right to breastfeed their baby in public. What can
you do to provide an environment that welcomes and promotes breastfeeding?
Think about individual children in your setting. How can you ensure that snack is organised in a way
that meets the needs of all of the children?
Parents, carers and families are by far the most important influences in a child’s life. What can you do
to develop positive partnerships with families to support shared learning?

Think about the children who receive free school meals. What can you do in the school holidays to
support families who rely on these free school meals during term time?
How can you work with the wider community and other partners to share expertise and skills, and
build capacity through networks of support?
Find out more

Becoming a Breastfeeding Friendly Nursery:
https://blogs.glowscotland.org.uk/wl/beyc/files/2011/09/Becoming-a-Breastfeeding-Friendly-
Nursery.pdf
Breastfeeding etc.(Scotland) Act 2005:

https://www.legislation.gov.uk/asp/2005/1/pdfs/asp_20050001_en.pdf
NHS Health Scotland, Breastfeeding and Returning to Work:

http://www.healthscotland.com/documents/21774.aspx
Children in Scotland, Food, Families, Futures:

https://childreninscotland.org.uk/food-families-futures/
Community Food and Health Scotland: Advice and Resources on how to set up and run your project:
https://www.communityfoodandhealth.org.uk/advice-resources/
Community Food and Health Scotland: Networking and Making Links:

https://www.communityfoodandhealth.org.uk/advice-resources/networking-and-making-links/
Feedgood – Supporting Parents with Infant Feeding:

http://www.feedgood.scot/
Greener Scotland – what to plant when:

http://www.greenerscotland.org/eating-greener/local-in-season-food/grow-your-own-food
The Royal Environmental Health Institute of Scotland (REHIS): https://www.rehis.com/community-

training
Scottish Government, Scottish Index of Multiple Deprivation:

http://www.gov.scot/Topics/Statistics/SIMD
Unicef UK Baby Friendly Initiative:

https://www.unicef.org.uk/babyfriendly/
3.4 Nurtured
Children and young people have a nurturing place to

live, in a family setting, with additional help if needed
or, where this is not possible, in a suitable care
setting.
Glen Family Centre
Glen Family Centre in East Renfrewshire is a local authority service providing care
for a maximum of 50 children aged between six weeks and three years. It supports
the national priorities of early intervention and prevention. The centre was
inspected in August 2016 when it was evaluated as being very good for the quality
of care and support and for the quality of management and leadership. The
inspection report noted that planning within the centre strongly reflected
children’s ideas and interests and showed how staff effectively promoted creativity
and curiosity. Staff were observed to recognise and support children who were less
confident in expressing their views and preferences. This helped children to
become increasingly confident when interacting with others.
Staff at the centre identified that the lunchtime experience was an area for improvement in order to
ensure very young children have a nurturing, secure and calm dining environment. To enhance the
children’s experiences the setting wanted to adopt a Swedish approach to eating, which embraces
interaction and participation of young children within every day home-like routines.
Margaret Harper-Abdullah, head of centre, explains the issues.
“Children were eating in a variety of playrooms with a number of staff supporting them. Mealtimes
were often rushed with staff taking ownership of the experiences due to the numbers of children and
timescales that had to be met. All staff were involved in delivering meals and this could be very
changeable due to staffing issues. The experience for children was therefore one of inconsistency of
approach and an inability of children to build upon and connect with key adults during this very
important and intimate care routine. Siblings often could not eat together as they were cared for in
different areas of the centre. Staff lunches had also become a priority so we could ensure that all of
the team had returned to their playrooms before our afternoon session started.
“With some professional enquiry and research by our team, we looked at the principles and practice of
lunchtime experiences in Sweden. The Swedish approach embraces interaction and participation of
young children within everyday home-like routines. It includes mealtime activities that offer the
youngest children agency and opportunity to act independently and engage in social interaction with
peers and key adults. We know that these approaches are recognised as the characteristics of high
quality settings. We felt strongly that this approach of nurture, care, time to be with and connect with
important adults during this intimate time of the day was worth considering further.
“We visited McCready Family Centre, a neighbouring centre of similar age range and demographics
that already had undertaken elements of the Swedish approach. We observed, discussed and informed
ourselves a little better about the benefits and principles. As a team, we then undertook a series of
small PDSA tests of change. The children and team responded very positively to the home-like,
relaxed, inclusive social aspects of the experience where all children come together as a family group
in our family dining kitchen. Time is taken to ask and let the children decide and self-serve where
developmentally possible with the focus being on the quality home-like experience for the children.
“The environment is now calm and relaxed with soft classical music playing in the background. Lunch
is unhurried giving children the time and space to explore, investigate and enjoy the foods and new
tastes offered. Children sit at their table with familiar, nurturing adults who know the child’s individual
needs well and there is a consistent approach that supports a sense of security, familiarity and
predictability for the children. This is especially important for our more vulnerable children, some of
whom may have experienced adverse childhood experiences. This consistent approach from often the
child’s secondary attachment figure, allows the child to feel safe, secure and able to predict and
control what happens next in their day.
“The children can choose to sit in family groups with their siblings if they wish or with special friends.
The family group, children and key adults enjoy a hot meal together and this affords the opportunity
for rich and varied spoken language, which is inclusive of children’s cultural and socio-economic
background and celebrating the rich diversity within our setting.
“The Swedish approach enables children to have control over the amount and types of food on their
plate. It empowers children socially as they become familiar with eating at a table, using cutlery,
pouring from a jug, making selections and choices, and being listened to and listening to others. The

children discuss common and shared topics such as recalling their play that morning and discussing
their plans for later in the day. They have opportunities to listen to conversation and to express
themselves in a variety of ways, both verbally and non-verbally including symbols and gesture,
especially important for our youngest children and our children with additional needs. Children are
given time to process and share their communication. These are key skills that all children need to
develop but do not always experience and we felt it necessary to address this in our approach.
“Research tells us the younger the child, the more vulnerable their health is to the effects of poor
quality nutrition. It is therefore important that adults support children to make balanced choices from
the very earliest age with the resources they have. Because it is a universal experience for all our
children, this normalised the intervention. We now plan to enrich the experience further by inviting
parents to join us for lunch so that this approach can be modelled within the home environment.”
Margaret explains how they used the PDSA cycles to test and tweak the changes they made along
the way.
‘‘We trialled the approach initially on one table and observed the children and their responses.
Feedback from the team was very important. We then extended this out to a maximum of three large
tables plus one smaller table that was unsupervised by the adults, almost a graduation of
independence that the older children can work towards if they wish. At first, we had some difficulties
with maximising the space within the dining kitchen as it was quite cramped. This involved testing out
various tables that would support children’s independence and self-selection comfortably to allow
them to lean over and self-serve. We eventually selected longer rectangular tables that could seat the
required number of children although still required them to stretch a little. We also need that larger
space to support all the dishes.
“In the beginning, we had included all staff to help on a rota basis. However, we felt that this did not
support consistency or ownership of the experience. We now have a small team of identified staff
who consistently support the children in a way that builds on their previous experiences of lunch and
in a way that the interactions and routines are predictable for the children.
“We also had to try hard to find serving spoons and tongs that were lightweight and smaller in size to
accommodate the children’s small hands. So, we experimented through trial and error until we found
the ones that worked well. We even tried using beautiful floral tablecloths but the younger children
continually grabbed and pulled at them and this became a huge distraction throughout the experience.
So, we made the decision to remove them to make the experience more relaxed and enjoyable.”
By using the MFI and PDSA cycles, the change to the new Swedish lunchtime experience was
a success.
Indicators
Caroline’s Peerie Moots
Caroline’s Peerie Moots is a childminding service in Prestonpans, East Lothian,
provided by Caroline Gray. The service was inspected in August 2017 when it was
found to be excellent for the quality of care and support, the environment, staffing,
and management and leadership. The report noted that Caroline works hard to
ensure that she can meet the needs of the individual children. She is enthusiastic
about her service and strives to provide a high quality experience for both children
and their families, and provides a wide range of stimulating activities both indoors
and out.
Caroline understands the importance of making food an enjoyable experience for children to
ensure they have positive associations with food, which in turn helps them to develop good habits in
the future.
Caroline explains her approach to mealtimes.
“My own family and my minded children all eat together around the table, and we enjoy the social side
of meal and snack times. My husband, who is also my childminding assistant, and I both make an
effort to sit with the children and eat the same food as them. We chat about anything and everything
and make mealtimes about more than just food or eating. Mealtimes are built into my service as an
important part of our day and children can take as long as they need to explore and enjoy their food.
It can get quite messy but for me this is part of the process of their learning. I don’t stress about the
mess, I just look at it like a sensory play activity. The younger children are provided with high chairs
that can be clipped to the dining table so that they are included in the chat around the table.”
Caroline understands the importance of introducing a wide variety of foods to children from a young
age. By encouraging them to experiment, offering a variety of foods and regularly introducing new
foods from an early age, she found that they are more likely to experiment and accept different tastes
and textures.

“I make trying a new food a bit exciting and involve the children in preparing it if possible. I think it is
important not to pressure them into trying new food and I try to avoid this by serving it alongside
other food I know they like. I will also try some myself to show them that it is OK. I serve food on the
table and encourage children to help themselves. I let them choose the food they would like to try
rather than presenting a plate of food in front of them, as children can find that daunting and off-
putting. I praise those who try the food, regardless of whether they continue to eat it or not. We
discuss that sometimes we don’t like something today but maybe we will like it another day and it can
be a nice surprise when we find something new that we like.”
Children participate in menu planning and food preparation. For children who are less able to
communicate verbally Caroline uses food picture cards to help them make choices. She is mindful of
the individual needs of the children and is respectful of their feelings at each mealtime. By
understanding that all of the children may not always be hungry at the same time, she is able to
ensure they get the right amount of food to sustain them at the right time.
Caroline provides all of the meals and snacks for the children because she found that this gives her
more control over the nutritional value of what they are eating. It also means that they are all offered
the same food. This usually has a positive effect as the children all tuck in and watch their friends
eating, which it is a very natural form of modelling.
Caroline has found that many children are happy to try new foods, however, this has not always been
the case. “Some of the children I have cared for in the past have been quite reluctant to try new foods
both at home and in my care, beyond the normal phases of toddlers and young children. Working with
the family to support the child and developing a care plan, I have had to really broaden my knowledge
and skills to find approaches that will support the child to explore new food, flavours and textures.
“For one child, that success came in the form of moving away from the pressure of the dining table to
having our lunch at the local public garden on our walk back from nursery. I created a picnic
environment, which we enjoyed in all weathers. I used pretty lunch boxes, shaped sandwich cutters
and prepared fresh fruit into attractive little bags to support the little one into eating without the
environment becoming pressured. The improvement took some time to embed but in time she was
eating alongside her friends. She started to try a small piece of different foods and from there we
were able to begin building a positive relationship with trying new foods.
“I think one key moment came when I said to her that if she tried a piece of sliced grape and didn’t
like it, she could throw it into the flower bed for the birds or worms to eat. We were doing a focus on
birds at the time so she liked this idea. Somehow the knowledge that it was okay not to finish the
food if she didn’t like it and physically move it away seemed to break a barrier within her. It enabled
her to take that first try.”
Indicators
Celia Carlin
Celia Carlin provides a childminding service in Dundee. The service was inspected
in October 2016 and was evaluated as being excellent for the quality of care and
support and the environment, and very good for management and leadership. The
report noted that Celia encouraged healthy lifestyles and talked about this within
the service. The children had lots of opportunities to be active, socialise and access
fresh air. For example, they play in the garden, run around in the parks, walk to and
from school, attend gymnastics and go to rhyme time in the library.
Celia Carlin provides a very sociable eating environment, she joins the children at the table and they all
generally eat the same food, which she has prepared. Celia finds that children are much more willing
to try new foods if they are able to see others enjoying foods which they might not choose otherwise.
All of the children are encouraged to participate in menu planning and food preparation, and they take
turns in choosing what to eat for lunch. Celia told us that she tries to involve and engage the children
in the process of making and preparing food as well as frequently offering new tastes to them. She
has noticed that many of the children will learn from their peers. They learn to sit at the table, use
proper crockery and cutlery and try new foods in a relaxed and nurturing environment.
Celia described how she was able to support one little boy who had been very reluctant to try any
vegetables.
“One day another child of a similar age had

requested broccoli and cheese soup for lunch, a
favourite with many of the children in my care.
Both children helped to peel and chop the
vegetables while they all chatted about the names
of the vegetables and how they grow. They then
put the ingredients into the pot and grated some
cheese to add at the end. I was very surprised to
find that the usually reluctant boy not only tried
a tiny spoonful of the soup, he then finished the
small bowl before asking for more. His mum
couldn’t believe it either.”
Indicators

1.19 My care and support meets my needs and is right for me.
1.29 I am supported to be emotionally resilient, have a strong sense of my own identity and
wellbeing, and address any experiences of trauma or neglect.
3.10 As a child or young person I feel valued, loved and secure.
5.18 My environment is relaxed, welcoming, peaceful and free from avoidable noise and smells.

Think about your environment. What changes can you make that will result in an improvement? How
will you know that the change is an improvement and how will you measure this?
Children need to be supported during mealtimes by staff who know them well. How do you ensure
that there is continuity for the children in your setting and that you take an attachment-informed
approach?
Think about the individual child and how they are feeling that day. How do you support them at
mealtimes to ensure they are eating well?
How can you support children who may not be as confident as others with new tastes and
experiences? How can you support families when their child has difficulties trying new foods?
What can you do to ensure staff are able to promote eating well and support families to model this at
home?
With the expansion in early learning and childcare provision there may be more children staying for
lunch in your setting. How will you ensure that mealtimes are positive experiences for the children?
Find out more
Education Scotland, Nurture, Adverse Childhood Experiences and Trauma informed practice:
Making the links between these approaches:
https://education.gov.scot/improvement/Documents/inc83-making-the-links-nurture-ACES-and-
trauma.pdf
First Steps Nutrition, Eating well: the first year, A guide to introducing solids and eating well up to
baby’s first birthday:
http://www.firststepsnutrition.org/newpages/Infants/first_year_of_life.html
Scottish Government, Building the Ambition:

http://www.gov.scot/Resource/0045/00458455.pdf
Scottish Government, Pre-Birth to Three.

https://education.gov.scot/improvement/Documents/ELC/ELC2_PreBirthToThree/ELC2_
PreBirthToThreeBooklet.pdf
NHS Health Scotland, Fun First Foods:

http://www.healthscotland.com/documents/303.aspx
NHS Health Scotland, Ready Steady Toddler:

http://www.readysteadytoddler.org.uk/everyday-routines/food-and-diet/index.aspx

3.5 Active
Children and young people have opportunities to

take part in activities such as play, recreation
and sport, which contribute to healthy growth
and development, both at home and in the
community.
Sgoil-araich Taobh na Pairce
Sgoil-araich Taobh na Pairce is a local authority nursery based in Edinburgh
providing care for a maximum of 40 children aged between three years and primary
school entry. Its aim is to provide a Gaelic learning environment of the highest
quality that enables every child to explore their world and flourish. Staff are fluent
Gaelic speakers and converse with the children in Gaelic. The nursery was
inspected in September 2016 when it was evaluated as being very good for the
quality of care and excellent for the quality of the environment. The inspection
report noted that staff knew each child very well and were able to describe how
they supported them and their family. The report also noted that the confident,
experienced and knowledgeable staff team provided an environment that was rich
in opportunity for enquiry and learning both indoors and out.
Meghan Clark, the nursery teacher at Sgoil-araich Taobh na Pairce, tells us about how they improved
the snack experience for the children.
“We had noticed that many of the children who preferred playing outside were passing on the chance
to eat snack because it meant they were having to stop their play, take off their outdoor kit and go
inside to wash their hands. Children were often found to be hungry at the end of the nursery session
once rolling snack was over.
“We know that active children need to eat regular snacks because they are growing and developing
quickly and have high energy and nutrient requirements for their size. To ensure that the children’s
needs could be met, we worked together to create an outdoor snack space which provides an
opportunity for the children to enjoy their nutritious food and drinks there with minimal disruption to
their play. Outdoor cups, plates and water jugs are now available for the children to access
independently. They can enjoy their snacks at the outside table with their friends in a very sociable

environment. A canopy is in place for the rainy days and there is a portable sink for the children to
wash their hands outside. To create a more cosy and homely feel, we added some bark to the metal
fencing that also provides some protection from the wind. Children now enjoy sitting at the outside
table in their waterproofs, jackets and boots, and are ready to jump back to play when they have
finished eating.”
Indicators
Monkey Puzzle Glasgow

Monkey Puzzle Glasgow is a daycare of children service based in Glasgow and cares
for 122 children aged between birth and 16 years. It is provided by Choice Start
Limited. It was inspected in April 2017 when the quality of care and support was
found to be very good and the quality of management and leadership was
evaluated as good. The inspection report noted that children are looked after by
caring and nurturing staff, and that staff at this nursery feel welcomed and valued
by each other and the management team.
In 2016, Monkey Puzzle Glasgow became the first nursery to win the NHS Healthy Choices, Healthy
Children Platinum Award for its pilot project Healthy Choices for Happy Children. The nursery
integrated the programme into its daily schedule, immediately noticing positive results.
Lorraine Kirkwood, manager, describes how the project helped them to support children around eating
well.
We provide care for children from many different cultures and several of our staff are bilingual. As a
staff team, we looked at how we could promote eating well and healthy lifestyles. We covered topics
such as life cycles and world food sources and gave parents and children the opportunity to share
cultures within the nursery and at home. This included an event where parents were asked to join
their children for a Round the World celebration day. We asked parents and children to come along
and share foods and snacks from their own cultures and we had food from each of the seven
continents. We helped the children to decorate the room with flags from all of the countries and we
all enjoyed foods including Greek salad, Italian pastas, Chinese stir fries, Indian curries, African
jambalaya, Romanian chicken broth, Scottish oatcakes and Canadian blueberry pancakes. The children
were able to sample new foods, celebrate different cultures and hear stories about why the foods
meant so much.
“We have a self-service lunch room known as the wellbeing room where children come for lunch,
snacks and cooking activities. There are sinks there so they can carefully wash their hands before
helping themselves at the self-service stations. Children are able to choose from the options available
and are supported to make balanced choices. Children who have food allergies or have particular
cultural needs are well catered for and staff liaise directly with families to ensure that each child’s
needs are met. There is always a good selection and variety of vegetarian food and this means that
many different cultural needs are met.
“We involve the children in menu planning and they are encouraged to give written feedback about
the food daily. This influences future menu planning and prompts further discussions around food,
nutrition and healthy lifestyles. The meals are freshly cooked on site by our chef who uses Setting the
Table as guidance. Children and staff have enthusiastic conversations about the Eatwell Guide and
exchange information about which foods are everyday foods and which are occasional foods,
discussing the reasons for this.
“Monkey Puzzle also provides an after-school club for around 40 children. When they arrive from
school, they are offered a substantial snack from the four-week rolling menu. This ensures that the
children are well nourished and it helps them to be active and energised following their day at school.
“Staff understand the importance of outdoor play and this is something that is an integral part of the
children’s day. They have free-flow access to the outdoor area and there are regular visits to the local
park. Health and wellbeing workshops, which have included yoga sessions, dance classes and a 2km
run, help to engage the children in active play. The provision of nutritious and well-balanced meals
and snacks is therefore essential for the active children.”
Comment from a parent
“There are choices of vegetarian foods each day

which is great because we know our cultural and
religious needs are being considered.”
Indicators

Moorpark Early Learning and Childcare Centre
Moorpark Early Learning and Childcare Centre is a local authority nursery in
Renfrewshire providing care for a maximum of 129 children aged between birth and
primary school entry. It was inspected in October 2017 and was evaluated as being
excellent for the quality of care and support and for the environment. The
inspection report noted that Moorpark Pre-five Centre provided an excellent early
learning and childcare experience for children. They offered a flexible service to
meet the needs of families. Staff were highly skilled at supporting children and
families and they were committed to improving outcomes for children.
Pauline Irvine, manager, describes how staff at Moorpark Pre-five Centre have adopted a holistic
approach to health and wellbeing.
“We have introduced new initiatives to our service to enhance the children’s wellbeing. The lunch and
snack menus have been updated to ensure they met Setting the Table guidance, including providing
the children with the opportunity to experience new tastes and textures.
“Our new menus were designed to create opportunities that promote independence. Children are
learning to use the tools and equipment for food preparation. They are also learning how and when to
use everyday kitchen resources safely and appropriately. The children are developing self-reliance
skills and are engaging in conversations during food preparation sessions where they can share ideas
and listen to their peers. We have also introduced visual aids so that the children can familiarise
themselves with the new foods on offer and this helps them to prepare for changes in the menu. The
new foods are also explored through sensory experiences, which provide the children with the chance
to see the foods in their raw state and the different stages of the cooking process.
“Setting the Table nutritional guidance has helped us learn about the recommended serving sizes for
children and about their daily fluid requirements. It has also enabled us to become more confident
about supporting children to have a nutritious, balanced diet and meet their individual needs. We
have created a large display at the entrance to the centre with information about eating well. It also
helps the children to recall their snack routine, a routine which is a sociable experience and a learning
opportunity. Water stations enable children to have direct access to fresh water at all times. We also
ensure that the very young children are supported to access fresh water.
“We have also been supporting parents to develop their knowledge of nutrition, cooking and physical
fitness by delivering health clubs over a six-week period. The sessions, which are geared towards the
parents’ interests, engage them in learning activities that are chosen by them. Parents choose foods
that they would like to learn how to cook and at the same time they learn about their nutritional value.
They also learn about which foods are good to swap to improve the nutritional value in recipes. Other
sessions included physical activities such as walking and running. Parents who had shared their
difficulties with sleep and stress at the beginning of the programme were helped to learn relaxation
techniques. Feedback has been very positive and parents said they felt they knew more about mental
and physical health as well as cooking and nutrition.
“In November 2017, the centre ran a health and wellbeing week, which was a way of promoting holistic
health. Children sold the fruit that had been grown in the garden and they chose to use the proceeds
from this to buy a gift for the local firefighters. We had tasting sessions in the corridors with recipes
for nutritious, affordable soups and salads provided. A nursery recipe book was produced using
recipes that had been shared by parents. The aim of this was to encourage home cooking by sharing
good practice. On Family Fitness Friday, parents and children were welcomed to Zumba sessions held
by our staff throughout the day. It was great opportunity for us to engage with parents and have them
along to support and share in their children’s activity. We are aware that family and friends have a
strong influence on children’s health and wellbeing and can act as role models to shape the healthy
habits and behaviours that can last a lifetime.”
Indicators

1.25 I can chose to have an active life and participate in a range of recreational, social, creative,
physical and learning activities every day, both indoors and outdoors.
4.25 I am confident that people are encouraged to be innovative in the way they support and care
for me.

Think about the cultural diversity of the children within your setting. How can you ensure that each
child feels valued and respected?
What can you do that would make families get more involved? Is there a food activity that would
make them feel more involved?
Are you knowledgeable about food allergies and sensitivities? How can you support staff who lack
knowledge in this area?
Children need to be hydrated at all times. How do you know that the children in your setting are
properly hydrated? Have children of all ages got access to drinking water any time they want it?
Find out more

Food Standards Scotland, The Eatwell Guide:
http://www.foodstandards.gov.scot/consumers/healthy-eating/eatwell
NHS Health Scotland, Setting the Table:

http://hub.careinspectorate.com/media/177298/nhs-setting-the-table.pdf
NHS, Physical Activity Guidelines for Children (under 5 years):

https://www.nhs.uk/Livewell/fitness/Pages/physical-activity-guidelines-for-children.aspx
NHS, Physical activity guidelines for children and young people:

https://www.nhs.uk/Livewell/fitness/Pages/physical-activity-guidelines-for-young-people.aspx
Royal Horticultural Society, Campaign for School Gardening:

https://schoolgardening.rhs.org.uk/about-us
3.6 Respected
Cornton Nursery
Cornton Nursery is a local authority nursery in Stirling providing care for a
maximum of 66 children aged between birth and primary school entry. It was
inspected in October 2016 when it was evaluated as being excellent for the quality
of care and support, and for management and leadership. Staff were found to have
an excellent approach to supporting children’s individual needs and children were
well supported, nurtured and encouraged to achieve their potential.
Cornton Nursery’s overarching vision is to bridge the equality gap within their community to improve
outcomes for children and families. Their aim is to eradicate poverty, reduce inequality and make
Cornton a better place for children to grow up.
Cornton Nursery has worked collaboratively with organisations such as Cornton Action Planning
Partnership, Forth Valley NHS Health Improvement, Forth Environmental Link, Keep Scotland Beautiful,
Soil Association and many more. They have been successful in applying for funding from The National
Lottery Communities Fund, Education Scotland’s Food for Thought and from Stirling Council. Through
effective partnerships they developed part of their grounds into a weaning garden, an outdoor space
that provides children and families with opportunities to explore the value of the ‘plant to plate’
experiences. It is available for children attending the centre and provides learning experiences for the
wider community as it is opened up to three local toddler groups and childminders twice weekly. The
concept of the garden originally came from staff who wanted to support families to explore the
importance of eating well for positive mental and physical wellbeing. Staff wanted to develop an
outdoor space that would give children and families a stimulating, fun, outdoor environment where
children learn to nurture living things and take responsibility in caring for these.
Staff at Cornton Nursery recognised that some parents needed support in the early days of parenting
and in particular around introducing solid food (also known as weaning). This led to them to develop a
seven-week family learning programme called Baby & Me.
Debbie Fraser, a family support worker who delivered Baby & Me, tells us about the programme.
“The main aim of the course was to help the parent to understand how the baby can develop a secure
attachment and to enable parents to implement correct and timely weaning practices. Parents were
referred for the course in a variety of ways: through their nursery, by their health visitor, by a
community worker or by self-referral.
“Baby massage, practical cooking sessions and baby yoga were offered during the course. Baby
massage and baby yoga are great ways for a baby to develop a secure attachment with his/her main
carer and for the carer to bond with the baby. It can also help improve positive interactions with
their baby.
“The seven-week course received very positive feedback. Parents found the baby massage and baby
yoga sessions a lovely way to help them bond with their babies. They also found that meeting other
parents was very beneficial, especially in the early days of parenthood. Health visitors commented
that they found parents who attended the cooking sessions much better informed when it came to
introducing solid food at the appropriate time.”
Until babies are six months old, breastmilk (or infant formula) provides all the nourishment that babies
need. A recent review of the evidence maintains that waiting until around six months and following
the baby’s developmental cues before introducing solid food carries significant health benefits.
Helen Arthur, depute head, says that addressing the issue of health inequalities is vitally important to
all staff at Cornton Nursery.
“Staff understand the need to make sure that families are aware of their entitlement to benefits and
services that can help enhance their wellbeing. They receive additional training to ensure that they
are able to provide the correct advice to parents about the Healthy Start scheme, the current name for
the UK welfare food and vitamin scheme that aims to improve the health of pregnant women, young
mums, mums-to-be and families on benefits or low incomes. All children attending Cornton Nursery
receive a home visit from a member of staff before they start and staff ensure that parents are aware
of the Healthy Start scheme and that they are also aware of how to access the vouchers and the
vitamins. The vouchers provide parents with access to milk and formula milk as well as fresh and
frozen fruit and vegetables.
“Parents and carers are involved in every aspect of nursery life at Cornton Nursery and they are able to
purchase very reasonably priced produce from the nursery’s Fruit and Vegetable Barra. At the

beginning and end of each nursery session, bags of fresh fruit and vegetables are available for £1 and
individual pieces of fruit are available for 20p each.”
Although most vitamins can be obtained through a varied and balanced diet, it is tricky to get enough
Vitamin D through food sources alone. Our body needs enough Vitamin D to absorb calcium and
support bone growth. It is recommended that the whole population take a vitamin D supplement to
ensure we all get enough and this includes children too.
The UK Healthy Start welfare food scheme is about to be replaced by the Best Start Foods scheme by
the Scottish Government. The aim is to make it easier for children to access their entitlement to free
milk by delivering it as part of the ELC funded provision.

“I loved the Baby & Me course. It was a great
bonding experience.”
Indicators
Playbarn and Playbarn Too

Playbarn and Playbarn Too are nurseries provided by Playbarn Nursery Ltd based in
Fraserburgh, Aberdeenshire. Playbarn provides care for 27 children aged between
birth and three years and Playbarn Too provides care for 44 children aged between
two years and primary school entry. Both services were evaluated as being
excellent for the quality of care and support when they were inspected in
November 2017. Playbarn was evaluated as excellent for staffing and Playbarn Too
was evaluated as very good for staffing.
Julie Ann Wiseman is the peripatetic manager of both services. She has a special interest in providing
nutritious meals for the children in the nursery. She is aware of the financial constraints some families
face and tries to ensure that all of the children have a well-balanced lunch.
Food origins and sustainability is an important focus for Playbarn nurseries. They use locally-sourced
produce to support their local fishing and farming industries.
Julie explains how the children learn about their heritage and their community.
“My dad, who is a fisherman, came to visit the nursery and chat with the children about fishing. They
were delighted to hear his stories and to eat the fish freshly caught by him. It provided a great
learning opportunity for the children. They were so excited by his visit. They wanted to know all about
the big waves on the sea and were excited to learn how big the sharks were!
“Learning about their heritage and their community helps them to develop respect for their
community and the world around them. They learn about planting and growing and then harvest the
produce from their own garden. The cooks come to the playroom and chat with the children about the
ingredients. They discuss the different recipes the produce is used for and engage the children in
discussions where their ideas are valued. Recipes are then shared with the families and photographs
are taken to show them what the children eat. We also happily welcome families for lunch.”

“I love the wide choice. I would love an adult
tasting session!”
“It’s great that the children get to try something

that they might not otherwise.”
“I think the menus are really good, really varied and

lots of choices. They try things at nursery that
they won’t try at home.”
Indicators

Stramash Outdoor Nursery, Elgin
Stramash Outdoor Nursery is an outdoor nursery in Elgin, Inverness-shire, provided
by Stramash Social Enterprise that cares for up to 32 children aged between two
and seven. It was inspected in September 2017 and was evaluated as being
excellent for the quality of the environment and very good for the quality of care
and support, staffing, and management and leadership. The inspection report
noted that staff created an inclusive, nurturing environment where children and
their families felt welcome, listened to, valued and respected. Children were
confident about expressing their thoughts, views and feelings and making choices
and decisions about what they wanted to do and play with throughout the day. The
report also noted that children had very good opportunities to learn, grow, practise
and develop new skills.
Alasdair Davidson, from Stramash Outdoor Nursery, explains how staff support the children in their
service.
“Learning about the natural environment and sustainability is part of everyday life for children in the
nursery. Sustainability informs their everyday practice and is a cornerstone philosophy in how they
design and interact with spaces and people. Children sing their Reduce, Reuse, Recycle song to
demonstrate their commitment to the planet.
“As we are a social enterprise, we reinvest our profits back into the organisation so that positive social
and environmental benefits can be maximised. On a day-to-day basis, we utilise any and all materials
that might have reached the end of their original life. We repurpose them to add value to their space
and in the process provide learning and development opportunities for the children. The learning
opportunities are vast and include the development of communication skills, problem solving, gross
motor skills, fine motor skills, team working, special awareness and coordination.
“Children attending Stramash spend all of their time outside and are active, busy children. We
recognised that a rolling snack would be a beneficial way to support the children to access
nourishment when they were hungry. Our ‘snack ethos’ is to open up snack as soon as the first child
lets us know they are hungry. It then stays open until tidy up time at the end of the session.
Throughout this period, practitioners will gently remind children that snack is open and children then
self-assess whether they are hungry. If so, they collect their things and head to the tipi or snack area,
if not they carry on playing, enjoying uninterrupted child-led play.
“We feel we understand the individual children well. We see behaviour as communication and can
usually predict if a child needs to be prompted to have snack. We have found that the children are
less likely to need to be prompted because they are free to make their own decisions and don’t have
to stop for snack when they aren’t ready.
“Another benefit of the rolling snack is that there are usually smaller groups. This provides more
opportunities for chatting with the children and listening to their stories, helping children to build a
sense of community and also develop positive relationships with the eating experience and with food.
Staff have more time to support children with everyday tasks where they might need support such as
opening packaging, putting things away, doing up zips and learning to use water bottles. We have
seen a marked improvement in the children‘s confidence and independence, as well as supporting
each other. The rolling snack fits naturally with our ethos of bodily autonomy and encouraging
children to problem solve and develop the skills they need for life.
“Family involvement is important too. We ask

the families to ensure that lunch boxes are filled
with healthy foods. This means that children
have more control over their eating. There is no
need for us to intervene and get children to eat
foods in a certain order, no need for unhelpful
labelling of ‘good’ or ‘bad’ foods and no using food
as a reward for doing something they don’t want
to do.
“Our children are supported to have positive relationships with food. They eat when they are hungry
and they take as much time as they need. They are supported to listen to their bodies and fuel their
bodies and brains. Children learn to recognise the effects that food has on their energy levels, their
emotions, and their sense of wellbeing. They are taking control of their own learning. All the time
staff are communicating to the children that they not only respect them but they trust them to know
their own bodies and minds.”
Indicators

1.9 I am recognised as an expert in my own experiences, needs and wishes.
4.2 The organisations that support and care for me help tackle health and social inequalities.
4.3 I experience care and support where all people are respected and valued.
Are you knowledgeable about the community in which your children live and learn? In what ways are
you using that knowledge to improve outcomes for children?
Are your staff suitably knowledgeable about the Healthy Start Scheme so that they can support
families to access the help and support they need?
Think about the cultural diversity of the children within your setting. How can you ensure that each
child and family feels valued and respected?
Are you able to support the children in your setting to recognise when they are hungry and
understand the effect that food has on their bodies?
Find out more

Education Scotland, Food for Thought Education Fund:
https://education.gov.scot/what-we-do/ensuring-the-impact-of-cfe/Food%20for%20Thought%20
Education%20Fund
First Steps Nutrition Fund, Eating Well Sustainably: A guide for early years settings:
http://www.firststepsnutrition.org/newpages/Early_Years/eating_well-sustainably.html
First Steps Nutrition Fund, Making the most of Healthy Start: A Practical Guide:
http://www.firststepsnutrition.org/newpages/HealthyStart/healthystart_resource.html
Healthy Start:
https://www.healthystart.nhs.uk/
Keep Scotland Beautiful, Food and the Environment:

https://www.keepscotlandbeautiful.org/sustainable-development-education/food-and-the-
environment/
Keep Scotland Beautiful, One Planet Picnic:

https://www.keepscotlandbeautiful.org/sustainable-development-education/food-and-the-
environment/one-planet-picnic/
NHS Health Scotland, Children and Health Inequalities:

http://www.healthscotland.scot/population-groups/children/children
NHS Health Scotland, Ready Steady Baby:

http://www.readysteadybaby.org.uk/growing-together/looking-after-your-growing-baby/weaning-
your-baby/index.aspx
Scottish Pubic Health Network (ScotPHN), Polishing the Diamonds:

https://www.scotphn.net/wp-content/uploads/2016/06/2016_05_26-ACE-Report-Final-AF.pdf
Scientific Advisory Committee on Nutrition, Feeding in the first year of life: SACN Report:
https://www.gov.uk/government/publications/feeding-in-the-first-year-of-life-sacn-report
Soil Association Scotland, Food for Life Scotland Programme:

*https://www.soilassociation.org/our-work-in-scotland/good-food-for-all/the-food-for-life-
scotland-programme/

3.7 Responsible
Children and young people have opportunities

and encouragement to play active and
responsible roles in their schools and
communities and, where necessary and with
appropriate guidance and supervision, are
involved in decisions that affect them.
Fernielea Out of School Club
Fernielea Out of School Club in Aberdeen is provided by a voluntary management
committee. The service is registered to provide out of school care for 24 children of
primary school age up to 16 years old. It was inspected in August 2017 and was
evaluated as being very good for the quality of care and support, management and
leadership, the environment and staffing. The inspection report noted that staff
had a very good knowledge and understanding of children’s individual needs. Staff
were found to be warm in their approach and interacted positively with the
children, which helped create a nurturing environment. The report noted staff
actively listened to the children and encouraged them to share their views, make
choices and come up with ideas, which were then acted upon.
Manager Tessa Varley and her team reviewed the snack provision at Fernielea. They had noticed that
some children were not always ready to eat at the same time as others and they wanted to include
the children in planning and decision-making. After consultation with the children they introduced a
new system where children were given more responsibility and were able to make their own choices.
“We all decided that a rolling snack would ensure that the children could access food when they were
ready. It is now set out in a buffet-style format so the children are free to choose from a variety of
items such as cold meats, fruit and vegetables, bagels and crumpets. We use Healthy Eating in
Schools as nutritional guidance when planning snack menus for the school-aged children. Snack is
available from 3pm when the children arrive from school and is available for most of the session but
not too close to home time to ensure that the children are still able to eat their evening meal at home.
Children can choose to eat at any point during this time.
“A snack card system is in place so that we are aware of who has had snack or who might need to be
reminded. Each child has their own snack card, which is stuck on the fridge each day and they remove

it once they have eaten. Allowing the children freedom to choose when they have snack allows them
the freedom to continue with their play or activity until they are ready and we have found that the
children are much more likely to enjoy their snack this way. Feedback from the children has also been
very positive.
“The menu has been created using the children’s choices and is on a four-week rotation. Children use
‘child inspector’ sheets to give feedback on the different aspects of the service and this includes
snack. Every couple of months children are given the opportunity to make their suggestions and give
their opinions on what is being offered. An evaluations floor book encourages them to provide honest
feedback and make suggestions of how to improve the eating experience.
“Children are encouraged to help with setting up the snack area by filling milk and water jugs and
topping them up when empty. They can help themselves to plates, cups and cutlery from the cupboard
and help to load the dishwasher when they have finished.
“We find having a rolling snack hugely beneficial for the children as it means they are not disrupted
from their play. Although they are encouraged to have some food they are never forced if they do not
want a snack on that particular day. Children’s appetites and interest in food can vary from day to day
and this is perfectly normal. By having a variety of options we find the children are more inclined to
explore what these things are, even if it is something they have never seen before. At times we also
see a ‘follow the leader’ style approach whereby less confident eaters see their friends taking food
that they normally wouldn’t and are willing to try things because their friends are doing so.
“Eating should be an enjoyable time for everyone. Our aim is to make this as simple and relaxing for
the children as possible. They can enjoy snack by sitting at the table with their friends or having the
table to themselves when there is no one else there at that time. The children have learned new skills
such as spreading butter on toast, making a sandwich or pouring a cup of milk on their own. It is also
really nice to see that the older children will assist the younger ones if they get stuck or are
struggling.”
“We get to try new fruit and vegetables.”
“If snack isn’t something I like, I can ask for

something else.”
Indicators
3 Bears Nursery– Renfrew

3 Bears Nursery – Renfrew is a daycare of children service provided by 3 Bears
Nursery Ltd. It is registered to care for up to 106 children aged between birth and
nine years. The service was inspected in July 2017 and was found to be very good
for care and support, and for management and leadership. The report noted that
management and staff had created an inclusive environment where families felt
welcomed and staff felt motivated, and that this had led to children becoming
confident, feeling valued and eager to learn new skills.
Practitioner Leanne Harwood tells us how staff promote good practice around children’s food
provision and eating experiences.
“We used Setting the Table nutritional guidance to help us develop an eating well programme to
inform and provide positive experiences for the children and their families. Children and staff learned
about the different food groups using the Eatwell Guide as a tool. We learned how the Eatwell Guide
shows how much of what we eat overall should come from each of the five food groups to achieve a
balanced diet.
“We recognise that parents are partners in the children’s learning and we understand that children will
do better and achieve more when their parents are involved. During a curriculum evening, parents
were invited to participate in a healthy eating workshop where they were provided with information
about the five food groups and the benefits of a varied diet. Parents were keen to be involved and said
they found the session very useful. As a result of this workshop, we have seen a positive change in the
foods being provided in the children’s lunch boxes.

“One parent told us she found the workshop particularly useful because the Eatwell Guide helped her
to form conversations with her child around food and why it is important. She now uses the guide at
home and has a printed copy on the fridge. At most meal or snack times the family talk about what
each food gives us, such as a healthy heart or lots of energy. We recognise that these conversations
around food and eating well will assist children to take more responsibility for their own health and
wellbeing.
“To extend the children’s learning, we provide opportunities for them to sample foods from each food
group. They participate in completing the nursery’s shopping list, they are involved in menu planning
and have responsibilities for snack preparation. As a result, they have become more aware of which
foods are suitable as a snack and they are able to apply the knowledge they have gained in their
everyday experiences. Children sample the different foods and are encouraged and supported to
select an item from each food group for their lunch basket. Using the Eatwell Guide at snack times
has helped the children to taste new foods from each section as well as helping them learn about the
variety of foods that should be on their plate.”

“We now use the Eatwell Guide to chat about
what foods we should eat and why it’s important.”
Indicators
Dens Road Primary School Nursery
Dens Road Primary School Nursery is a local authority nursery based in Dundee. The service is
registered to provide care for a maximum of 94 children aged between two years and primary
school entry. It was inspected in June 2017 and was found to be very good for the quality of care
and support as well as management and leadership. The inspection report noted that there was
a welcoming and inclusive ethos throughout the nursery, with staff establishing very strong
relationships with families at an early stage. Staff nurtured children within a positive and
respectful environment and were committed to providing the best possible outcomes for children
in their care.
Lynzie Penman, a practitioner at the nursery, tells us how they worked with the children to improve
their eating experiences.
“We asked the children what they would like to change about their snack area and snack provision. As
they had recently visited a local café, they thought that it would be nice if their own snack area was
redesigned so that they could enjoy a café-style snack experience. The children participated in
discussions about the different things that they would find in a café. They wanted tablecloths, proper
cutlery and crockery, homemade centre pieces and glass pouring jugs. We listened to the children’s
ideas, helped them to make the changes and soon their café became a reality. They now proudly call it
the Rocking Star Café.
“We encourage children to participate in all aspects of food provision. They help to set the tables for
snack and to clear up afterwards. They all have responsibilities such as helping to mop up any
spillages and loading the dishwasher. Although it may often be quicker and easier for us to do it for
them, the children are supported to learn vital skills at an early age, skills that that they will need as
they grow up.
“The children are also involved in writing the shopping list for snack; they take responsibility for asking
others what their preferences are to ensure that everyone’s choices are considered. Once the

shopping has arrived, the children help put it away; this enables them to carry out an everyday activity
and letting them see what is available for snack as well. Visual display cards are used each day to
show the children what is available and they then record their choices on a whiteboard so that their
parents can see what balanced choices they have made.
“We had noticed that snack time was not always a sociable experience for all of the children. Some
were not as confident as others and found it more difficult to participate in conversations. We
recognised this as an area for development and created the idea of the Big Talk. We collected
photographs to illustrate the children’s observed interests such as a car, a bike and an octopus, and we
then displayed them on the table as conversation starters. The Big Talk now provides the quieter
children with a nurturing environment where they feel safe and more confident to start a conversation.
We find that the quieter children are now more able to join in and interact with their peers around
the table.
“We have found that by allowing the children’s own interests to influence the snack provision, there
are additional opportunities to extend other areas of the curriculum through hands-on active learning.
Some children are keen to share a story while having snack and this is encouraged and respected. A
favourite story is The Disgusting Sandwich, which allows the children to explore many different foods
in a fun and relaxed way.”
Indicators
Currie Playgroup
Currie Playgroup is based in Edinburgh and run by a committee. The service
provides care for a maximum of 20 children aged between two years and primary
school entry during term-time and holiday care for children up to six years old. It
was inspected in September 2016 and was evaluated as being very good for the
quality of care and support and good for the quality of management and
leadership. The inspection report noted that staff provided a caring and supportive
environment, children were actively involved outdoors with a range of learning
opportunities and the playgroup displayed a positive approach to children learning
about eating well, healthy lifestyles and Scottish food. Children and parents were
involved in these activities.
Alison Brown, a practitioner at Currie Playgroup, describes how children are actively encouraged to
learn about food and the environment.
“Children are encouraged to take a keen interest in their eco journey and we have participated in the
Keep Scotland Beautiful Green Flag Award Scheme. Through the topics of Health and Wellbeing as
well as Food and the Environment, our children have developed their knowledge and understanding of
eating well. Families are welcome to join in to enhance their children’s learning and we really
encourage them to participate in our nursery projects.
“We regularly have circle time discussions asking children what they would like to plant in the
playgroup garden. Their ideas are then written in our floor books and the children have the
opportunity to visit the local garden centre to choose what they want to grow. They learn about the
different seasons and which vegetables grow best at certain times of the year. The children help to
sow the seeds and plant the bulbs and are supported to nurture them. The children learn to respect
the planet and begin to understand that they have a responsibility for it. They are supported to
harvest the produce and use the ingredients to make nutritious soups and salads.
“The children learn about hygiene and cleanliness and they are supported to wash their hands
properly before preparing the food. They also learn that some foods need to be washed before eating.
The children then help to peel and chop the vegetables safely, they combine the ingredients in the pot
and then smell it cooking while they wait to eat it. They then sit down with their friends to enjoy the
soup that they have made using their own produce. They have even participated in helping to make
their own bread to go with the soup.
“Children at Currie Playgroup enjoy the social

aspect of eating their snacks and lunches
together and engage in lots of chat around the
table. During these sociable occasions, staff
take the opportunity to instigate conversations
about eating well and healthy teeth. The children
happily join in and are supported to share their
knowledge.”
Indicators

2.21 I take part in daily routines, such as setting up activities and mealtimes, if this is what I want.
2.27 As a child, I can direct my own play and activities in the way that I choose, and freely access
a wide range of experiences and resources suitable for my age and stage, which stimulate my
natural curiosity, learning and creativity.

How do you gather feedback from the children and families about meal provision and the snack
experience in your setting?
What discussions do you have with parents around your responsibilities regarding food provision? How
can you support them to understand your role?
Think about children’s choices, how can you support them to take responsibility for making balanced
choices while respecting their decisions?
What can you do to champion the provision of fresh, seasonal, local and sustainable produce?
What changes can you make that will provide opportunities for children to develop everyday skills
around food preparation and safety?
Find out more

Childsmile – improving the oral health of children in Scotland:
http://www.child-smile.org.uk/
Education Scotland, Curriculum for Excellence: health and wellbeing, experiences and outcomes:
https://education.gov.scot/Documents/health-and-wellbeing-eo.pdf
Food Standards Scotland, The five food groups:
http://www.foodstandards.gov.scot/consumers/healthy-eating/nutrition/the-five-food-groups
Keep Scotland Beautiful:

https://www.keepscotlandbeautiful.org/
Scottish Government, Healthy Eating in Schools: A guide to implementing the nutritional requirements
for food and drink in schools (Scotland) regulations:
https://beta.gov.scot/publications/healthy-eating-schools-guide-implementing-nutritional-
requirements-food-drink-schools-9780755958306/

3.8 Included
Children and young people have help to

overcome social, educational, physical and
economic inequalities and are accepted as part
of the community in which they live and learn.
St David’s Primary School Nursery
St David’s Primary School Nursery is a local authority service in Edinburgh providing
care for a maximum of 30 children aged between three years and primary school
entry. It was inspected in November 2016 when it was evaluated as being very
good for quality of care and support and staffing. The report noted that children
with additional needs and those who speak English as an additional language are
well supported. Staff were seen to be kind, caring and nurturing in their
interactions with the children. A particular strength was the way staff promoted
children’s independence and supported them to be responsible and to manage
tasks on their own.
A high percentage of children attending St David’s Primary School Nursery speak English as an
additional language (EAL). Nursery teacher Kenneth Innes says that St David’s has always maintained
an exceptionally high regard for snack provision and staff see it as a vital component for breaking
down the language barriers. They see snack provision as an important tool for staff that provides
them with an excellent opportunity to model language to help the children build their vocabulary. It
also provides an opportunity for them to have fun with the children, some of whom have a tendency to
be shy and quiet around adults who are speaking a different language. By providing a well thought
out and planned snack time, staff are able to offer children healthy snacks in a calm and welcoming

environment. Staffing is well planned with dedicated people in place. This ensures that children’s
needs are met in an unhurried and nurturing environment and they feel safe being supported by key
adults who understand their individual needs.
Kenneth describes how the nursery aims to support the individual needs of the children.
“We respect the children’s likes and dislikes and meet their cultural and dietary requirements. A
conversation on the child’s first day with the parents helps establish the child’s needs and an
interpreter is present if needed. We are also in the process of working with City of Edinburgh Council’s
EAL service to roll out a system of enhanced enrolments for those families who would benefit from it.
This provides parents and children with an opportunity to spend more time with staff to make the
transition to nursery less traumatic. It ensures that staff have the information they need to provide
the best support for the children and their families and that parents feel more comfortable leaving
their child with staff who are knowledgeable about their child.”
Children and staff at St David’s also celebrate the diversity of the nursery family by preparing snacks
from around the world. This fosters inclusiveness, provides the children with a learning experience and
teaches them how to respect different cultures.
Staff keep a register to ensure that all children have an opportunity to be involved in snack
preparation. Those children who may feel reluctant at first are gently encouraged and supported to be
more involved. They are supported by staff who dedicate additional time to ensure that the children
who do not speak English as their first language are included. Staff repeat instructions slowly, often
doing this several times. They use visuals to ensure that these children can effectively participate in
the preparation of snack and are able to have a nutritious snack they feel comfortable eating.

“Everything is always fresh and tasty.”
“The food at St David’s is super tasty.”
“It’s great that the children can help prepare the
food.”
“Children are really involved in the food preparation
and learn about food hygiene.”
Indicators
Pathhead Primary School Nursery
Pathhead Primary School Nursery is a local authority nursery service in Kirkcaldy,
Fife, providing care for 69 children aged between two years and primary school
entry. It was inspected in September 2017 when it was evaluated as being very
good for the environment and good for the quality of care and support. The
inspection report noted that children experienced appropriate, responsive care
from carers who understood their needs and preferences and there were very good
systems in place to support children with additional support requirements.
Shelley Hutchison, acting depute head, tells us how they worked hard to ensure they met one
particular child’s additional needs.
“Lucy, who is now aged six, has Kabuki Syndrome and previously spent two years at Pathhead Nursery.
Kabuki Syndrome is a multi-system disorder that brings with it a number of different related
conditions such as heart issues, chronic lung disease and gastric reflux disease. Lucy finds it difficult
to eat and drink and consequently she needs to be fed via a gastrostomy button in her tummy. Whilst
at nursery, Lucy needed to be given fluids through the gastrostomy button and she was given a
lunchtime feed via a pump.
“Although Lucy could physically swallow food and drink, she lacked interest in them because she had
been gastrostomy-fed since birth. She showed no interest in food and drink when she began
attending nursery and would push them away. At Pathhead Nursery we recognise the development
opportunities that snack time provides and appreciate it is about more than nutrition. We think of it
as being a very sociable activity, which provides many opportunities for learning and making friends.
Children have time to talk to and learn from their peers and from the adults caring for them.
“To ensure that Lucy was fully included in nursery life, and also to try and develop her interest in food
and drink, we began encouraging Lucy to sit at the snack table with the other children. She would
have her drink via the gastrostomy button while the other children enjoyed their snack. Soon Lucy
began to choose herself when she would join the others at the snack table. She was initially non-
verbal but would communicate her wish to go to snack by gesturing, either by pointing to the relevant
Boardmarker symbols in her communication folder or by using her Go Talk machine.
“When Lucy was more familiar with the snack routine we began to offer her the food and drink that
the other children were having. She initially refused but gradually she began to ask for snack, this
included selecting food from the different options on offer. At first, she would ignore the food once
she had selected it but her interest grew slowly and she began to touch it with her fingers. Staff were
gently supportive and they made Lucy feel secure without making a fuss so that she wasn’t put off. By

the time Lucy left nursery she was touching foodstuffs to her lips and also taking small amounts of
liquids by mouth.
“Lucy is now in Primary 2 and still being fed via a pump but she
happily joins the other children at the table. She now bites and
swallows small amounts and drinks her carton of milk every day.
At the nursery, we worked together with Lucy’s mum and the
community nurse to make sure that we could support Lucy in the
right way. We supported her in a relaxed, non-threatening way to
ensure that she felt included in all aspects of nursery life. Transition
from nursery to Primary 1 was made easier for Lucy through effective
planning and communication.”
Indicators
First Class Day Nursery

First Class Day Nursery is a daycare of children service based in Airdrie provided by
Jean McGrow. The service is registered to provide care for a maximum of 37
children aged between birth and primary school entry. It was inspected in June
2017 when it was evaluated as being very good for the quality of care and support
and for the quality of the environment. The inspection report noted that the
children received very good support for their health and wellbeing needs and that
the children were observed to be happy and confident in their environment.
Jean McGrow, manager, looked at food provision as part of their improvement plan.
“Using How Good is our Early Learning and Childcare, we looked at how we could support the families
to spend quality time together while engaging in activities that would support learning. In particular,
we looked at how we could support them to introduce new foods and broaden their child’s knowledge
around eating well. Our staff had listened to the parents who spoke about their challenges in
supporting their child to eat well. It prompted them to host tasting sessions for the children where
they are offered a variety of new and diverse foods to help them to expand their palate. Children
enjoyed the tasting sessions and shared their learning at home. Feedback from parents was very
positive. We were then inspired to take this a step further and considered how we could involve the
parents more. We decided to send the recipes home so parents and children could enjoy the
experience together. We were also mindful of the financial stresses that can affect some families and
began to send the ingredients home with the children.
“Parents were very appreciative of this because it meant they could enjoy the learning experience with
the children without having to shop for the ingredients after work. It also meant that all of the
children could participate because there was no cost implication. So, it was an experience that
included everyone. We saw that children were proud of their achievements and were keen to share
stories and photographs from their family cooking experiences.”
Indicators
Anna Ritchie Nursery School

Anna Ritchie School Nursery is a local authority nursery in Peterhead,
Aberdeenshire, registered to provide care for a maximum of eight children who are
not yet attending primary school. It provides nursery education for children with
additional support needs on an in-reach basis. The service was inspected in
February 2018 when it was evaluated as being excellent for the quality of care and
support, and very good for the environment. The report noted that children were
cared for by consistent staff who were skilled at building close attachments. Staff
were found to be very perceptive and were seen to respond sensitively to the
differing needs of children.
Children who attend the Anna Ritchie School Nursery have been identified through the multi-agency
process as requiring targeted support around specific developmental needs. Joe Davies, depute head
teacher, describes how children are supported to have positive eating experiences.
“Staff use a variety of Total Communication approaches to help children to develop key communication
skills and to interact with and understand the world around them. This includes PECS (Picture
Exchange Communication System) which allows people with little or no verbal communication abilities
to communicate using pictures.
“When using PECS, the children are supported by a trusted and familiar adult to use pictures to
communicate their needs and preferences. PECS is used as a regular part of our nursery snack time
and it reinforces key elements such as the importance of mealtime routines and the social element of
mealtimes and eating. This system encourages independence and allows children to communicate
their choices in a developmentally appropriate way. We also use it as a way of discovering children’s

changing food preferences, ensuring their needs and interests are always kept at the forefront of
practice and planning. For example, children are supported to use the food symbols to help decide
what will be on the menu each day. Staff use their close knowledge of the children to provide a variety
of nutritious food options which help to model positive food choices for the children.
“Food-related activities also provide an excellent opportunity for us to provide a model for positive
behaviours around mealtimes and eating. The positive relationships that our staff have with the
children is crucial in encouraging these positive relationships with food and mealtime experiences.
Moreover, PECS helps the children to understand mealtime routines and gives the children the
independence to react to their own cues without adult prompting.
“The symbols used as part of PECS are also used across a variety of contexts in the nursery and school.
Therefore, the early communication and interaction skills developed at nursery are embedded and
consolidated as the children grow and develop.”
Indicators
Early Years Scotland

Early Years Scotland (EYS) works directly with children and families in a variety of
settings including local communities, family homes and prisons. Their work focuses
on improving early learning and development through shared interactions and play.
Linda Gordon, project manager, tells us about their 2 Stay, Play and Learn sessions.
“These sessions provide eligible two-year-olds and their families with the opportunity to access a
unique model of provision where instead of dropping their children off at nursery the parents stay, play
and learn too. This model of early learning and childcare supports parents to be fully involved and
engaged in their children’s learning from the start. It offers a two-generational, play-based approach
where qualified practitioners encourage and engage with young children and their parents by
strengthening and improving confidence, attachments, engagement, connection and nurturing, thus
improving home learning environments and attainment.
“The project in Arden, Glasgow, provides a service across different cultures. Chinese and Polish
children aged two to three years attend with their parents for five mornings per week. As
communication difficulties can sometimes be a barrier to learning, cooking classes have been
invaluable as a means of community engagement. The classes have helped children and families to
develop their language skills, improving interactions and encouraging participation.
“When the children and families initially attended the sessions they were not as confident in engaging
with each other. However, they now support, value and encourage each other in playing and learning
with their own and other children. Parents are now more able to help their own children develop the
confidence to make new friends, taking account of the feelings and needs of others. Friendships have
formed because of the cooking classes. Families have learned to understand and respect each other’s
cultures. Family learning experiences support the development of language skills and this helps them
to feel valued as contributors within their community. This demonstrates how food can act as a
vehicle to bring communities together to increase people’s confidence, encourage community
cohesion and understanding.”
Indicators

1.19 My care and support meets my needs and is right for me.
4.3 I experience care and support where all people are respected and valued.

Think about how you communicate with children at meal and snack times. How can you best support
their individual needs?
What can you do to make individual children feel included and supported to make decisions and
choices around food?
How do you ensure and communicate that you meet the dietary, religious and cultural needs of the
children in your setting?
Think about food provision and the opportunity it provides for learning. Can you think of ways to help
children learn and develop their language skills?
Think about your dining environment and experience. Does it provide a sociable, inclusive experience
for children?
Find out more

Community Food and Health (Scotland), Building blocks and baby steps:
https://www.communityfoodandhealth.org.uk/wp-content/uploads/2013/04/CFHS-building-blocks-
and-baby-steps.pdf
Early Years Scotland:

https://earlyyearsscotland.org/blog/case-study-shows-positive-impact-of-stay-and-play
Education Scotland: How good is our early learning and childcare?

https://education.gov.scot/improvement/Documents/Frameworks_SelfEvaluation/FRWK1_
NIHeditSelf-evaluationHGIELC/HGIOELC020316Revised.pdf
Picture Exchange Communication System (PECS):

https://pecs-unitedkingdom.com/
Further reading
Care Inspectorate, The Hub:

http://hub.careinspectorate.com/
Children in Scotland:
https://childreninscotland.org.uk/
Childsmile – improving the oral health of children in Scotland:

http://www.child-smile.org.uk/
Community Food and Health Scotland:

https://www.communityfoodandhealth.org.uk/
Early Years Scotland:

https://earlyyearsscotland.org/
Education Scotland’s National Improvement Hub:

https://education.gov.scot/improvement
Feedgood (Breastfeeding):
http://www.feedgood.scot/
First Steps Nutrition:

https://www.firststepsnutrition.org/
Food Standards Scotland:

http://www.foodstandards.gov.scot/
Greener Scotland:
http://www.greenerscotland.org/
Healthy Start:
https://www.healthystart.nhs.uk/
Institute for Healthcare Improvement:

http://www.ihi.org/
Keep Scotland Beautiful:

https://www.keepscotlandbeautiful.org/
National Day Nurseries Association (NDNA):

https://www.ndna.org.uk/

NHS Health Scotland:
http://www.healthscotland.scot/
Scottish Childminding Association:

https://www.childminding.org/
Scottish Government:
http://www.gov.scot/
Scottish Government: National Performance Framework:

https://www.gov.scot/Resource/0049/00497339.pdf
Scottish Out of School Care Network (SOSCN):

https://soscn.org/
Scottish Pubic Health Network (ScotPHN):

https://www.scotphn.net/
Soil Association:
https://www.soilassociation.org/our-work-in-scotland/
The Royal Environmental Health Institute of Scotland (REHIS):

https://www.rehis.com/
Unicef UK
https://www.unicef.org.uk/
5. Acknowledgements
3 Bears Nursery – Renfrew

Anna Ritchie Nursery School
Calderwood Lodge Primary School Nursery Class
Caroline’s
Caroline’s Peerie Moots
Celia Carlin
Cheeky Monkeys
Cornton Nursery
Children in Scotland
Currie Playgroup
Dalmarnock Primary School
Dens Road Primary School Nursery
Early Years Scotland
Fenton Barns Nursery
Fernielea Out of School Club
First Class Day Nursery
Glen Family Centre
Junior World
Killin and Crianlarich Nursery
Killin Nursery
Monkey Puzzle Glasgow
Moorpark Pre-five Centre
Pathhead Primary School Nursery
Playbarn
Playbarn Too
Robert Owen Memorial Primary School Nursery
St David’s Primary School Nursery
Sgoil-araich Taobh na Pairce
Simpson Primary School Nursery
Stramash Outdoor Nursery, Elgin
We would like to thank Unicef UK for their support and positive feedback on this resource.

6. Working group
Care Inspectorate
Joyce Murray, Improvement Support Team Manager
Lois Anderson, Inspector (Registration) and Improvement Adviser
Lindsey Muir, Publications Production Officer
Mary Morris, Team Manager
Rachel Hinds, Policy Analyst
Vanessa O’Loughlin, Communications Co-ordinator
Education Scotland
Lorna Aitken, Food & Health Development Officer
NHS Borders
Barbara Jessop, Health Improvement Specialist: Maternal & Infant Nutrition
NHS Lothian
Sarah Archibald, Senior Health Promotion Specialist: Maternal & Infant Health
Scottish Government
Halle Brown, ELC Health & Wellbeing Policy Manager
Linda Wolfson, National Maternal & Infant Nutrition Co-ordinator
Headquarters
Care Inspectorate
Compass House
11 Riverside Drive
Dundee
DD1 4NY
Tel: 01382 207100
Fax: 01382 207289
Website: www.careinspectorate.com
Email: [email protected]
Care Inspectorate Enquiries: 0345 600 9527
This publication is available in other formats on request.
© Care Inspectorate 2018 I Published by: Communications I COMMS-1018-250

@careinspect careinspectorate

Food Matters Nurturing Happy Healthy Children

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Food

Page ii Food Matters: nurturing happy, healthy children

2. Making improvements in early learning and childcare settings 6

3. Looking through the GIRFEC wellbeing indicators lens 9

1.39 I can drink fresh water at all times.

Page 2 Food Matters: nurturing happy, healthy children

Page 4 Food Matters: nurturing happy, healthy children

Food Matters is on YouTube

1. What are we trying to accomplish?

2. How do we know that a change is an improvement?

Page 6 Food Matters: nurturing happy, healthy children

Good Practice Example

The PDSA cycles included trialling different approaches.

Children and young people are protected from

Page 10 Food Matters: nurturing happy, healthy children

Vicky Richardson, nursery manager, describes their experience.

Comments from parents

Page 12 Food Matters: nurturing happy, healthy children

“I feel happy because I have lots of energy for

Caroline describes how she supports children around eating well.

“Mealtimes and snack times are relaxed and

Page 14 Food Matters: nurturing happy, healthy children

Comments from parents

“Caroline’s really promotes good nutrition.”

Things to think about

Page 16 Food Matters: nurturing happy, healthy children

Food Standards Scotland, Food Safety:

NHS Health Scotland, Setting the Table:

Scottish Government, Better Eating, Better Learning, Self-Evaluation Tool:

Children and young people have the highest

Page 20 Food Matters: nurturing happy, healthy children

“When we go out in the garden all the children

“Instead of being stuck inside you can go out to

Killin Nursery and Killin & Crianlarich Nursery

Alex Tigwell, depute headteacher, shares their story.

Comments from parents

“I was amazed to find sugar in unexpected places,

Page 22 Food Matters: nurturing happy, healthy children

Comments from parents

Page 24 Food Matters: nurturing happy, healthy children

Comments from parents

“I enjoyed snack time with the children and

Health and Social Care Standards

1.39 I can drink fresh water at all times.

Things to think about

Page 26 Food Matters: nurturing happy, healthy children

Find out more

Food Standards Scotland, Consumers: Food labelling:

Food Standards Agency, Eatwell Guide Booklet:

Food Standards Scotland, Consumers: Healthy Eating: Life Stages:

Scottish Government, Healthier Scotland: Eat Better Feel Better:

Children and young people are supported and

Flora says that parents have responded well to the consultations.

Page 30 Food Matters: nurturing happy, healthy children

Comments from parents

“Since starting nursery we stopped having juice

“There is a much improved menu of healthy home-

“It’s lovely to walk into the nursery and smell a

Elaine Kerridge, from Children in Scotland, describes this project.