Prime times – Settling in and transitions

To feel securely settled and ready to learn, children need to form attachments with the adults who care for them, primarily a key person but also other staff. In this way they feel part of a community, can contribute to it and receive from it. Very young children, especially two- to three-year-olds, often approach separation from their parent or carer with anxiety, while older children usually have a more secure understanding of people permanence. All children are entitled to be settled comfortably into a new environment.

Gan Kinneret Nursery Limited follows a three-stage model of settling in based on three key needs:

Proximity – Babies and young children feel safest when a familiar adult such as a parent is present when they are getting used to a new carer and new surroundings. This helps them gain confidence to engage independently later.
Secure base – As the need for constant proximity is gradually met, babies and young children begin to feel secure with a key person in the new environment and can participate independently for short periods.
Dependency – Babies and young children are able to separate from parents and main carers once they have formed a secure attachment to a key person who knows and understands them and on whom they can depend.

The setting manager and key person explain the need for a settling-in process and agree a written plan with parents and carers. Each day they review the plan and agree what will happen the next day.

Settling in for babies, children under two and those with SEND

Start times for babies are staggered to allow sufficient one-to-one time with each child and parent or carer.
Babies should reach at least stage two (secure base) before the key person begins settling another child.
Where several babies start together, key persons may settle one child in the morning and another in the afternoon.
During the first week, children who are settling in do not stay all day.
If a child has SEND, the key person, SENCo and parents or carers identify and address any potential barriers to settling, such as medication routines, specialist equipment or support levels.

Promoting proximity

For the first few days, the parent or carer attends with the baby and does not leave.
One to two hours is usually sufficient for an initial visit.
On the first day, the key person shows the parent and child around, introduces staff and explains how the day is organised, making them feel welcome.
The key person always greets the parent and child, and shift patterns may be adjusted around settling-in needs.
Parents and carers are invited to play with their child while the key person spends time with them, building a relationship.
Over subsequent days, depending on the child’s response, parents are invited at other key times, such as lunch, sleep and afternoon play.
Initially, the key person observes how the parent handles and responds to the baby before gradually taking a more active role.
The key person observes whether the baby is beginning to recognise them, to explore the environment and what they seem to enjoy, ensuring these things are available the next day.

Promoting secure base

When the child has experienced different times of day, these are brought together to establish continuity.
The parent now attends with the baby for a longer period, often a whole morning including lunch, while the key person observes and supports attachment.
If the baby responds with smiles and eagerness to be held, they may be ready for short separations, with the parent spending time elsewhere in the building.
If signs of distress remain, separations are approached more slowly, starting with the parent staying in the room but taking a back seat.
Parents always say goodbye and explain they are coming back. They are discouraged from slipping away unnoticed.
Time away is gradually increased from 10 to 20 minutes, then to 30 minutes.
When the baby can cope comfortably with 30 minutes, the next stage is planned.
Parents may be asked to bring a recently worn tee-shirt or scarf that smells of them, or a recording of a familiar song, to help the baby settle.

Promoting dependency

Attachment is evident when the baby shows they are happy to transfer dependency needs to the key person – for example, by showing pleasure when they see them, seeking comfort, or holding out arms to be held.
Parents and carers gradually leave their baby for longer periods until the baby can manage a longer day.
After 4–6 weeks, the key person reviews the settling-in plan with parents, discusses how well the child has settled and any problems, and plans the next few weeks. Reviews are recommended every six weeks.

Part-time babies and toddlers

Part-time babies have the same settling needs as full-time babies, but gaps between attendance can affect attachment.
During settling in, baby and parent attend every day until the baby is comfortably attached to the key person. Normal part-time patterns then begin.
A settling-in review after six weeks allows discussion of how well the baby has settled and any behaviour changes at home or in the setting.

When babies do not seem to settle

It is not in a baby’s best interest to remain in the setting if they are acutely distressed and unable to settle.
A highly distressed baby needs constant one-to-one attention; their distress may unsettle other children and put pressure on staff.
The key person and manager work with parents to review the three stages of settling and adjust the plan.
Specific triggers are identified and strategies agreed to reduce anxiety.
If, after careful planning and support, the baby still cannot cope without the parent, the place may only be offered with the parent present, or the place may be withdrawn and alternative care discussed. For a child in need, this may involve social care or other agencies.

When parents or carers cannot or will not take part

Information about settling in is provided at the first visit and the reasons are explained.
If a parent finds it difficult to attend, another close relative may support the child through settling.
Genuine difficulties are handled sensitively, but attending with the child is usually not optional. A parent who refuses to take part may have the offer of a place withdrawn.

Prolonged absences

If babies or toddlers are absent for more than one or two weeks, attachments may weaken and need rebuilding.
Parents are made aware of the need to re-settle their child and a plan is agreed.

Moving from baby room to main room

Children are not moved before their second birthday or before they are ready.
They have opportunities to visit the main room, join in play and mealtimes, and become familiar with adults, children and environment.
When a vacancy arises and the child is ready, a new key person is identified. A moving-up plan is discussed with parents.
The baby room key person spends time with the child in the new group and gradually hands over to the new key person.

Two-year-olds starting for the first time

Information is gathered about the child’s previous experience of non-parental care to inform staff about likely responses.
The same three-stage approach (Proximity, Secure base, Dependency) is used as for younger children.
A settling-in plan is drawn up following an induction meeting and, where possible, a home visit.
On the first day, the parent stays for the morning; on subsequent days they stay longer and through lunch before gradually spending time away from the room.
Parents always say goodbye and explain when they will return.

Three- and four-year-olds

Most children of this age move through the stages more quickly and confidently, but some need longer.
After an induction meeting or home visit, a settling-in plan is agreed.
Parents attend initially and gradually withdraw as children become more secure with the key person and peers.

Children whose first language is not English

For many children learning English as an additional language, the proximity stage is longer, with greater reliance on the parent’s presence and language.
Where necessary, an interpreter is sought for induction. The settling-in programme is explained and parents are encouraged to talk to their child in the home language.
Key words in the child’s home language are collected and used in the setting.
Favourite toys or activities are prepared to help interaction.
Progress through the three stages follows the same pattern as for other children but may take longer.