Baby Steps Daycare

Inclusion: Needs attention

On a recent occasion, the setting decided that some children who face difficulties in their learning should not attend on a particular day. This was in the interest of the setting, not the children. This meant that some children did not receive their full early years entitlement. However, this is not typical of the setting's culture or approach to inclusion. Leaders usually provide an inclusive environment, where children's individual needs are identified and supported.

Staff work closely with families to understand children's starting points and generally adapt their practice. For example, staff use visual prompts, gestures and simple language to help children communicate their needs and take part in activities.

Staff generally identify children with emerging needs at an early stage. Leaders work with external professionals, including the local authority special educational needs coordinator, to plan and review support. Adaptations, such as visual timetables and structured routines, help children understand expectations and access learning opportunities alongside their peers.

Staff support children at different stages of development within the open-plan environment. For example, younger children learn alongside older peers and join in with activities with adult support. Leaders monitor children's progress and use this information to adapt provision and reduce barriers to learning. However, leaders do not ensure that there are opportunities to further strengthen how consistently these approaches are used to support all children's engagement throughout the day.

Curriculum and teaching: Expected standard

Leaders have taken appropriate steps since the previous inspection to strengthen the curriculum. They have developed a clearer understanding of what they want children to learn and how this is implemented across the setting. Staff demonstrate knowledge of children's starting points and next steps and use this to inform their interactions.

Teaching supports children's communication and language development effectively. For example, during story time, staff ask questions, such as 'What can you see?' and 'What might happen next?', to extend children's thinking. When younger children begin to lose focus, staff successfully re-engage them by introducing actions and interactive elements into the story. Staff also model language during activities, such as describing size and position when planting and using play dough.

Staff generally adapt activities to support children at different stages of development. For example, younger children are supported to join in alongside older peers through modelling and repetition, helping them access the same experiences. However, these approaches are not always applied consistently by all staff. For example, some group activities take place in close proximity. This results in some younger children becoming distracted and not remaining fully engaged. This reduces opportunities for them to sustain attention and benefit fully from adult-led learning experiences.

Achievement: Expected standard

Children make appropriate progress from their starting points. They develop communication and language skills, including speaking in sentences, repeating new words and engaging in conversations. For example, children talk about their play, describe what they are making and share their ideas with others. Children develop social skills and confidence through interacting with their peers and adults. Younger children learn by observing older children. For example, they join in imaginative play, such as pretending to celebrate birthdays and sharing 'cakes'.

Older children demonstrate skills that prepare them for school, such as counting objects accurately, following routines and managing their own needs. Children receive support to develop their independence through daily routines and play experiences. Children who require additional support benefit from support to access learning. They make progress through targeted strategies and support from external professionals. However, due to some minor weaknesses in practice, some younger children do not remain fully engaged during adult-led activities. This limits opportunities for them to practise and build on their learning effectively over time.

Behaviour, attitudes and establishing routines: Expected standard

Children demonstrate positive attitudes to learning and respond well to the expectations of the setting. They follow routines confidently, such as tidying away resources, lining up to move between activities and preparing for mealtimes. For example, children independently tidy up before snack time and help others to complete tasks.

Relationships between staff and children are warm and respectful. Staff support children to develop social skills, such as sharing and taking turns. When minor conflicts occur, staff intervene appropriately to support children to resolve these and continue playing together. Children show an understanding of rules, such as using 'kind hands' and 'good listening'. They respond positively to reminders, for example, when encouraged to use 'walking feet' when moving around the setting.

Staff use inclusive approaches to support children's behaviour and engagement. For example, they use visual prompts, modelling and consistent routines to help children understand expectations and take part in activities. Leaders promote the importance of attendance. Leaders use an electronic system to sign children in and monitor their attendance, which generates clear patterns over time. This enables leaders to identify any concerns and take appropriate action where needed.

Staff generally support children's confidence well. However, there are occasions where language used by staff does not consistently support children's developing confidence. For example, when general terms are used to describe children, this does not always help to build their confidence or support a positive sense of self.

Children's welfare and wellbeing: Expected standard

Children's care needs are met effectively. In the main, staff support children to develop independence through daily routines, such as handwashing, serving food and managing personal care. For example, children access tissues independently, follow visual handwashing steps and dispose of items appropriately.

Children form secure attachments with staff, who generally respond sensitively to their needs. They are supported to express their feelings through activities that explore emotions, such as identifying how they feel and talking about what makes them happy or sad.

Staff promote inclusive approaches to children's welfare and wellbeing. For example, they use visual prompts and consistent routines to support all children to understand expectations and develop independence. Children are encouraged to make choices and take part in daily routines, helping them feel secure and included.

Healthy lifestyles are promoted through nutritious meals and opportunities for physical activity. Children serve themselves food using appropriate utensils and take part in outdoor play, such as climbing, balancing and exploring the environment.

Leadership and governance: Needs attention

On a recent occasion, the provider did not ensure that the setting's decisions were fully in line with the nursery's approach to inclusion. This resulted in a decision to ask some children not to attend the nursery on a specific day when they were entitled to do so. The provider takes this shortcoming seriously and is taking action to ensure that it does not reoccur. We are satisfied that leaders understand their responsibilities to ensure that every child is fully included.

Leaders have taken appropriate action to improve the quality of provision since the previous inspection. Leaders have developed a clearer curriculum and strengthened staff's understanding of teaching and learning. Leaders use action planning and regular evaluation to monitor progress and identify areas for further improvement.

Leaders monitor the quality of teaching through observations, supervision and discussions with staff. For example, they use peer observations to support less-experienced staff and provide feedback on how to improve interactions and engagement with children. Training opportunities, including communication and language development and behaviour management, support staff to develop their practice.

Leaders demonstrate awareness of the setting's strengths and areas for development. They have identified the need to ensure greater consistency in how staff support children's engagement and use language during interactions. Leaders are beginning to address this through coaching, supervision and ongoing monitoring of practice. They recognise the importance of continuing to embed improvements to ensure that effective practice is consistently implemented across the setting over time.

Leaders work in partnership with families and external agencies to support children with special educational needs and/or disabilities. They engage with local authority professionals to plan and review support and ensure that children's needs are met. Systems are in place to monitor safeguarding, attendance and children's progress.