Acorn Wood Academy

Inclusion: Expected standard

Leaders and staff recognise when children may need extra help. Staff use observations to understand what children know and can do and put additional support in place. For example, when children need help with their communication, including those who speak English as an additional language, staff use simple language and repetition and give them time to respond. This helps children build their understanding and confidence and take part alongside their peers. Staff review how children respond to support and seek advice from other professionals when concerns continue. Children are supported at their own pace, and staff adjust their approach as their needs change. This helps children remain included in everyday experiences alongside other children.

Leaders use additional funding to support disadvantaged children. They provide additional sessions during school holidays to help children build on what they already know and can do and purchase resources linked to their learning. Staff adapt their approach to reduce other barriers and take account of children's individual, dietary, cultural and religious needs, including working with other professionals where children are known to social care. Leaders typically check how well support is working, although their evaluation does not consistently identify which approaches make the most difference to children.

Curriculum and teaching: Expected standard

Leaders have designed a curriculum that gives children opportunities to build knowledge and skills across the areas of learning. Staff understand what they want children to learn and typically build on what children already know and can do. For example, babies develop their physical skills and confidence as they balance, climb and negotiate simple obstacles. Older children strengthen their hand control through mark-making and using cutlery, in preparation for early writing and their eventual move to school.

Staff introduce early mathematical ideas through everyday experiences. For example, they count babies' toes and use simple mathematical words as children explore. As children develop, staff build on these early experiences by introducing language linked to shape, size and quantity during their play. They give children opportunities to use these ideas for themselves, while learning to share resources, take turns and cooperate with others. This helps children build their mathematical understanding and social skills over time.

Staff typically extend children's learning through conversation and questions. They follow children's interests and introduce new words and ideas to deepen their understanding. However, at times, staff do not support older babies to engage purposefully enough in their play. This means that staff do not always make the most of opportunities to build on these children's learning.

Achievement: Expected standard

Children typically make progress from their individual starting points and develop the knowledge and skills they need for what comes next. Babies become increasingly confident in their physical abilities as they learn to balance, move around different spaces and explore independently. As children get older, they develop greater control and coordination and use these skills with increasing confidence.

Children build their communication skills over time. Those learning English as an additional language become more confident in using English alongside their home language. Children who were initially quieter increasingly communicate with staff and other children and join in shared play. Older children develop useful skills in preparation for school. They become more independent, communicate their ideas and work with others during play. Children who need extra help generally make progress from their different starting points because staff adapt the support they provide. Children typically gain the knowledge and skills they need to be ready for their next stage of learning.

Behaviour, attitudes and establishing routines: Expected standard

Children generally behave well and show positive attitudes to their play and learning. They confidently explore the environment, make choices and become involved in experiences that interest them. For example, children work together outdoors as they collect water and natural materials to make their own 'potions'. They share ideas, take turns and cooperate as their play develops. Children show confidence in approaching others and readily invite them to join their play.

Staff help children recognise and understand their emotions. For example, younger children look at facial expressions in mirrors and link these to different sounds, such as making a scream when they are scared. This helps children begin to recognise how they are feeling and express their emotions. Staff generally support children to understand routines and expectations. However, they do not always give children clear enough explanations about why they need to do something. For example, during lunchtime, staff repeatedly ask children to sit down without explaining why. This can make it harder for some children to understand what is expected and manage their behaviour. When staff give clear explanations, children respond positively and follow routines more readily.

Leaders monitor children's attendance and follow up unexplained absences. They consider any barriers that may affect attendance and work with families to support children to attend regularly.

Children's welfare and wellbeing: Expected standard

Children generally receive warm and responsive care. Babies settle at their own pace, and their individual sleep, feeding and comfort routines are followed. Children receive appropriate support as they move through different stages of weaning. Younger children develop self-care skills at a pace that reflects their age and stage of development. This helps children become increasingly confident in managing aspects of their own care.

Children form secure relationships with the adults who care for them. They confidently seek reassurance when they need it and receive sensitive responses that help them feel safe and settled. Children typically benefit from adults who understand their individual care needs. This gives children the confidence to explore and become increasingly independent. Children show that they feel comfortable and secure as they move around the setting.

Children develop an understanding of how to look after their bodies. They spend time outdoors being physically active and learn about the importance of keeping hydrated. For example, toddlers are encouraged to drink water and begin to understand why their bodies need it. Older children are supported to understand the importance of body privacy and how to keep themselves safe. Consequently, children develop healthy habits and an increasing understanding of how to look after themselves.

Leadership and governance: Needs attention

Leaders failed to notify Ofsted about a safeguarding allegation within the required timescale. As a result, there was a breach of the requirements of the early years foundation stage. However, they took appropriate action to minimise any risk to children and worked with relevant professionals. They have since strengthened staff understanding of safeguarding and whistleblowing procedures. Leaders have appropriate systems to check staff suitability, including completing relevant recruitment checks. They continue to monitor suitability once staff are employed. Consequently, staff have a clearer understanding of their responsibilities and how to respond to concerns, helping to keep children safe.

Key-person arrangements are not consistently effective following recent staff changes. Some parents are unclear about who their child's key person is and what their child is currently working towards. In addition, they comment that unfamiliar staff do not always know their children as well and that consistency is important. Parents generally speak positively about the care their children receive and the progress they make. This means that leaders do not consistently ensure that key-person arrangements support strong partnerships with all parents.

Leaders provide supervision and opportunities for staff to discuss their wellbeing and workload. However, professional development is too generic and does not focus precisely enough on what individual staff need to improve. For example, some staff do not consistently explain expectations to children or make the most of opportunities to extend their learning. This shows that leaders do not yet use professional development precisely enough to improve individual practice.