Get settled

Starting nursery can be enormously beneficial for children and their families, yet it can also be an anxious time too. So what can be done to make the process of settling children into nursery positive both for the child and their parents?

The best place to start is with a written settling-in policy, or induction policy, that sets out the procedures for introducing children to the nursery.

Settling-in policy

The following aspects should be made clear in your formal settling-in policy:

* The length of the settling-in period. It will usually last from two to six weeks depending on the individual needs of the child and family.

* What the process of settling the child involves. It often begins with a visit to the child's home by the keyperson and another staff member, followed by the child and a close adult making a series of nursery visits.

* That the close adult is welcome to spend as much time as necessary in the nursery with the child to settle them.

* That the close adult should be contactable at all times while the child is at nursery, especially during the settling-in period.

* How staff will work with parents to ensure the child is happy in the nursery.

Starting off

The settling-in period is intended to bridge the gap for the child between home and nursery. It should help them to become accustomed to the nursery and form an attachment with their keyperson, who will be with them for much of the time.

Preparation is the key to success so that when the time comes everybody and everything is ready to get the child off to a good start.

Getting ready To help welcome the child it is important to create the right nursery environment which is:

* Child-friendly, homely and welcoming

* Offers a place for children's things, such as boxes or cubby holes

* Allows for the child's comforter to be accessible at all times

* Presents family pictures at child level

* Reflects diversity.

All the people involved should also be prepared:

Parents and child

* Invite them to visit the nursery before attending for the first day.

* Encourage them to talk about nursery together and recall the staff, especially the keyperson.

* Loan nursery toys for them to play with together.

* Get personal items ready for the first day - special bag, photograph, comforter, clothes.

Keyperson and parents

* Plan how the child will start in the nursery.

* Discuss routines.

* Observe special times between parent and child.

* Observe parents feeding and changing the child so staff can follow their lead.

* Share information.

* Help the child become familiar with the environment.

* Discuss how they will share the care of the child.

* Talk about how the parents' attitudes to leaving the child will affect the child's feelings.

Child and keyperson

* Encourage the child to spend time with the keyperson during the settling-in period.

* Talk about what activities the child likes to do best.

* Look at and talk about pictures of the child's family.

* Introduce the child to other children and adults.

Slowly does it

The maxim 'a little and often' is useful to remember when a child is getting ready to start nursery. In other words, the start should be a gradual one, beginning with a short introduction and followed by longer periods at the nursery as the child becomes more familiar with the environment, their keyperson and the other children.

As this happens, staff should discuss with parents how they will increase their involvement with the child while the parent will gradually lessen theirs. This could involve sometimes just sitting back from a situation and eventually leaving for a short period.

When parents and staff feel the child is ready, the parting arrangements should be agreed so that the parent then leaves for a part, or full session. They should let the child know they are going and will return later.

Arrangements should be flexible at the start to allow for the child to stay for only part of a session if they are struggling with separating from parents.

As the child becomes accustomed to their keyperson they will usually find it easy to settle, although there will be occasions when this does not happen - perhaps if a baby is teething, or a two-year-old is upset after a fall. These everyday occurrences, though unpleasant, tend to be short-lived and babies and children quickly get over teething and tumbles. However, if the child continues to be upset there may be other factors that should be taken into account.

Shaky start

The following factors may affect a child's start at nursery:

* Age and maturity: two children of the same age can be very different so, while age is important, so is maturity. Young babies usually settle quickly into nursery, while a toddler may find it more difficult.

* Previous experience: if a child has had some previous separation they may settle more easily than one being left for the first time.

* Attendance at other childcare: young children are adaptable, but it can be confusing for them to move between childcare settings. Although everything may appear much the same to an adult, to the child everything is different.

* Family circumstances: if the child's start at nursery coincides with a house move, or the birth of a sibling this may affect the way they settle.

* Temperament: some children are outgoing, sociable and independent. Others are more easily distressed, less adventurous and more introverted - these children may need more support before they settle into nursery.

* Health: if a child is getting over an illness, or coming down with one during the settling-in period this can affect how well they adapt, particularly if it disrupts the settling-in period.

Staff should be aware of signs that could indicate a child is not settling:

* Crying

* Facial expression - frowning, not smiling, lack of eye contact

* Body language - rounded shoulders, lethargy

* Loss of appetite

* Withdrawn behaviour - unwillingness to respond to conversation, not joining in, staying close to a door or window to look for their returning parents, nursing their comforter, sucking clothing n Trying to disappear by hiding or curling up

* Not wanting to take their coat off.

Resolving difficulties

If a child shows signs of being unsettled in nursery, or has started happily, but becomes upset after a period of say, six weeks, then it is important to review the steps taken at the start.

Step one: preparing to start Were preparations for the child to start nursery followed correctly? Did staff make a home visit and did the keyperson familiarise themselves with the child's routines?

Step two: first days

Was there a gradual start? Were clear decisions made about when the parent would leave, and how the child would be informed that they were going? Had the nursery made provision for the keyperson to be able to be with the child on a one-to-one basis at the start?

Step three: unexpected events

Did any changes occur at home or at nursery that might have worried the child? Such as:

* Transferring from a cot to a bed

* Walking to nursery instead of coming in a buggy

* Parents spending less time with the child before arriving at nursery

* A keyperson or staff member's absence

* A new child competing for the keyperson's attention If all these and other relevant questions are reviewed it should be possible to identify the source of problems and retrace the early steps to ensure the child quickly settles.

In most cases this will solve further difficulties, but on the rare occasion where a child seems unusually disturbed about being left at nursery the manager should carry out a careful review to decide if there are other issues that need exploration. Initially, the manager would consult with parents, staff and the child, and depending on the outcome of discussions they would need to consider what, in their professional judgement, was best for the child, before either taking or recommending further action.

However, the nursery experience is usually a source of delight for the child, who makes new friends, learns new skills, and enjoys new activities.

Parents also benefit enormously, confident in the knowledge that their child is safe, happy and stimulated in their absence.

Bibliography

* Bruce T and Meggitt C (2002) Childcare and Education (third edition), Hodder & Stoughton

* Lindon J and Lindon L (1993) Caring for the Under-8s, Macmillan

* Manning-Morton J and Thorp M (2001) Key Times: a Framework for Developing High Quality Provision for Children under Three Years Old, Camden LEA