Badgers Bridge at Lympne

Inclusion: Expected standard

Leaders build effective partnerships with families. This gives them a sound understanding of their different needs and circumstances. They are committed to ensuring all children and families are provided with help where needed and receive the support they are entitled to.

Leaders are knowledgeable and able to quickly identify any child who may require focused support to close any gaps in their learning. For children with special educational needs and/or disabilities and those who face barriers to their learning, leaders provide individualised support plans that typically help them to make positive progress. For example, children who need support with their speech and communication receive daily interventions to increase their skills and reduce any frustrations. Furthermore, leaders use funding effectively to purchase specialist resources, such as to support children's emotional regulation.

Leaders work closely with any professionals involved in children's care, working together to create support plans and implement any suggestions in the setting. They have procedures in place to regularly review and assess the support being offered. This allows a continuous cycle of adapting the support to best meet the needs of each child.

Curriculum and teaching: Expected standard

Leaders have a secure understanding of the quality of the curriculum and where they can support staff to enhance what they offer. For example, a recent focus on mathematics has supported staff to be more confident in delivering interesting experiences where they can support children's achievement to a higher level. Older children focus intently as they use weighing scales to measure and compare. Younger children giggle as they learn which tyres will roll the fastest on a ramp.

Staff plan and deliver a curriculum that typically supports children to make progress across all areas of learning. The staff team works well together and considers children's individual next steps when thinking about what resources and activities to provide. This means that all children, including those with special educational needs and/or disabilities, make progress appropriate to their age and stage of development.

Staff are skilled at using questioning to support and assess children's knowledge and understanding. They provide opportunities for children to recall and practise new skills to embed them. Staff provide different group learning experiences to support children to make progress. For example, older children enjoy group story times, where they learn about emotions and being kind to others. Younger children play games to learn about taking turns and having their voice heard. While staff are confident with how to deliver high-quality teaching during planned activities, they are less confident in how to effectively extend children's learning during their self-chosen play.

Staff focus on supporting children to be confident communicators. They immerse the children in a language-rich environment where they narrate their play, read stories, sing songs and introduce a wide range of vocabulary. Specific support groups are used as interventions to effectively close the gaps in learning for any children who need them.

Achievement: Expected standard

Children are provided with activities and experiences to help support them to develop age-appropriate skills across all areas of the curriculum. Children are becoming increasingly confident with their speech and communication. Younger children are learning to express themselves and to communicate their needs effectively. Older children are confident to use a wide range of vocabulary and to have meaningful conversations with their friends. Children are able to listen to each other, work together and take part in learning experiences. They are building their independence skills, showing they can serve their own snacks and wash their own plates.

Staff create appropriate support plans for children with special educational needs and/or disabilities and those with barriers to learning to help them to make positive progress from their starting points. Staff use dedicated areas in the setting with equipment, such as sensory resources, to support children's emotional wellbeing and to help them feel settled and secure.

Children learn about the world they live in and how to take care of the planet. They begin to learn about sustainability, such as recycling water and composting food waste. Children are suitably prepared for progressing to the next stage of their learning, with a curiosity about the world around them.

Behaviour, attitudes and establishing routines: Expected standard

Leaders provide an environment that is calm and supports children to learn about boundaries and rules. Children demonstrate that they know the routines well. For example, younger children know the signal to transition between different parts of the day, and older children know where to sit ready for group time.

Staff are positive role models for children. Children generally treat each other with respect and kindness, waiting their turn and sharing resources. Staff are consistent and fair with their expectations for behaviour, and children typically follow these well. Occasionally, children become over-excited or do not follow the behaviour expectations. At these times, staff are less confident in how to effectively support them and do not consistently follow individual behaviour plans.

Children are typically supported to be engaged and focused in their learning. They are interested in the activities and resources provided and are eager to join in with adult-led activities. During planned group times, children can become distracted by the other group times happening, meaning that they miss out on their own learning. This does not support children to have consistently positive attitudes to their learning.

Children build warm and close relationships with staff. They often seek out their key person for play and reassurance. Staff are supportive, calm and friendly, praising children's achievements. Leaders promote an inclusive and respectful environment where all families are welcome. Staff support families to attend, offering flexible sessions to ensure children's attendance is regular.

Children's welfare and wellbeing: Expected standard

Leaders are committed to understanding children and their family circumstances so that they can support their differing needs. They are sensitive and regularly communicate to ensure they can knowledgeably support children's welfare and wellbeing. This supports all children to feel included, including those with special educational needs and/or disabilities or those with barriers to their learning. For example, staff communicate about what children's interests are to support their settling and how they are feeling emotionally, to provide calm and responsive care. Leaders support staff to have the necessary skills and knowledge to support children's needs, such as completing training about promoting children's mental health.

Staff typically help children to think about their emotional wellbeing. Older children learn about different emotions during group time, where they say how different situations would make them feel. Younger children use the quiet sensory corner to support them when they need some space. Staff encourage children to be independent in managing their own personal needs. Children learn to use the toilet independently and wash their hands. At mealtimes, they begin to understand which foods are healthy and what is good for their bodies.

Staff provide a welcoming space and ensure that children have daily access to the outdoors. They provide many learning opportunities outside to support children to get exercise and fresh air.

Leadership and governance: Expected standard

Leaders are aware of the strengths of the setting, and they have appropriate plans in place to continue to improve on the provision they offer. Since taking over the setting, leaders have made many changes, including introducing a new ethos and a different way of learning. Staff are adapting well, and the children are settled and happy.

Leaders are knowledgeable and have a wealth of experience in supporting children with special educational needs and/or disabilities. They swiftly implement support plans and typically use these to help children to close any gaps in their learning. Leaders are ambitious and strive to support all children to receive their full entitlement and to be included and happy in the pre-school.

Leaders are respectful of staff and give them time and help when needed. Staff report being happy to come to work and feel valued and supported. They complete all mandatory training and are confident in their roles and responsibilities. Leaders are working to continue to upskill the staff team and know there are some areas they need to support further, for example, by providing training to further support staff to feel confident in how to support children's behaviour.

Leaders engage well with parents and any professionals involved with the children's education and care. This supports children to settle well when they first start and to make sustained progress in their knowledge and skills. Leaders ensure that they communicate well with any other setting children attend and provide all the necessary information to support transitions when children move on.