Barbican Playgroup

Inclusion: Strong standard

Leaders and staff consistently make a difference to the learning opportunities and experiences of children with potential barriers to their learning, including English as an additional language and special educational needs and/or disabilities. Staff have effective partnership and contact with the local authority early years professionals, which ensures any barriers to learning are recognised and addressed in the best interests of all children.

Using the key-person system and observation highly efficiently, staff monitor and implement supportive next steps, which meet the individual needs of each child and prepare them for their next step of learning and development. This includes the effective use of any additional funding, should children be eligible. Learning experiences are adapted effectively to ensure every child has equal access to the curriculum, while still consistently meeting the learning and care needs of every child. Staff have embedded a culture in which parents are included in their child's learning and development journey, and effective partnership is in place to ensure that learning is continuous at home and in the setting. For example, prior to children joining the setting, staff do home visits and routinely invite parents into the setting to discuss their child's next steps and celebrate their individual achievements.

Curriculum and teaching: Expected standard

Staff implement an ambitious curriculum that promotes high-quality learning and development for all children. It is easily adapted to accommodate the needs of those children with potential barriers to learning, when required. They identify areas for professional development and training to further enhance learning opportunities, including the delivery of mathematics and communication skills. Staff have a clear understanding of what they want children to know and achieve. For example, the curriculum prioritises confidence, social skills and individuality. Staff promote children's independence as a curriculum focus, though this is not consistent. For example, children are encouraged to wipe their faces and sign in on the registration board, but during snack time children do not always have the opportunity to express independence by completing tasks that meet their level of ability.

Leaders and staff regularly review the curriculum to ensure it remains effective, inclusive and prepares children well for their next stage of learning, including school readiness. The curriculum supports children's progress across all 7 areas of learning. For instance, the setting provides a dedicated space for gross motor development where children engage in activities, such as running, jumping, ring games and soft play.

Staff promote children's personal, social and emotional development throughout all experiences, recognising that learning areas are interconnected. For example, when children explore colour mixing and concepts, such as floating and sinking at the water tray, they also develop social and communication skills through collaborative play. Children have a strong interest in books. Staff support the children to use their imagination to bring stories to life, such as encouraging the children to imagine if the 'Highway Rat' is hiding in the tunnel that they pass through on the way to the local park.

Achievement: Expected standard

Children make good progress and achieve the individual next steps planned for them by staff, who know their interests and understanding of how to sequence learning for each child. For example, children who previously required support with communication now form longer sentences and engage confidently in conversations. Accurate starting points, developed through close partnership working with parents, ensure children achieve developmental goals, building on their prior learning. Children, including those with special educational needs and/or disabilities and barriers to learning, achieve and are ready for the next stage of learning. For example, children are supported to safely use scissors and after practise and scaffolding this skill, children are able to cut with intention, such as around a shape or following a line.

Behaviour, attitudes and establishing routines: Expected standard

Children have a positive and eager attitude to learning. Parents comment that children look forward to coming to the setting and when they go home, they share all their experiences of their day. Children treat one another with kindness and empathy, and they show care for their peers. Staff role model positive interactions and set expectations for children's behaviour, though this is not always consistent. Staff use positive reinforcement to support children's behaviour and recognise the behavioural needs of each child in line with their individual understanding and abilities. For example, children who speak English as an additional language are supported with their behaviour by staff using visual reminders and shorter sentences. Staff have embedded a practice where child absences are followed up, and the importance of attendance is shared with parents. Due to this, parents are familiar with the procedure for reporting absence in a timely manner.

Children build warm and comfortable relationships with the staff, as a result they are confident, empathetic and well-mannered. Staff encourage them to be individual and express themselves and their ideas, as a result of this, children freely share their thoughts and staff validate these. For example, children help to create a Christmas display and eagerly share that they wish to add a snowman character, which a staff member then recognises and informs the children they will add this feature. Children are proud to show off their work which is displayed around the setting and in photos on the class walls.

Children's welfare and wellbeing: Strong standard

Staff create a safe, welcoming and inclusive environment, where every child is consistently valued as an individual. As a result, staff have a secure understanding of each child's unique needs and characteristics. Children enjoy a wide range of learning opportunities, including discussions about healthy choices. For example, during snack time, children talk with staff about their favourite apples and the importance of eating fruit. Outdoors, staff promote physical wellbeing by explaining how exercise benefits the body and the importance of movement.

Highly effective hygiene practices ensure staff meet children's personal care needs consistently, supporting their health and wellbeing. Children make informed choices that contribute to a healthy lifestyle. Staff help children recognise and express their emotions, which are validated and respected. This approach encourages emotional security and confidence. Children develop a strong sense of community within the setting. They form very secure attachments with staff and peers, which underpin their confidence and positive behaviour. Staff implement clear routines that balance active play with opportunities for rest, such as relaxing on cushions or enjoying stories in the designated area. Staff consistently remind children of personal safety and how they can keep themselves safe. For example, on the way to the park, children comment that the bridge footpath over the pond is slippery, and they must walk in the centre at a slow pace to keep safe.

Leadership and governance: Expected standard

Staff and leaders understand the setting's strengths to celebrate and areas of development to validate. For example, the curriculum for mathematics is effective, but staff acknowledge that they could extend their knowledge on delivering the mathematics curriculum to older children within the group. When improvements are recognised, staff are effective in approaching their local authority for support and guidance on how to action improvements. Staff frequently reflect on learning and development opportunities provided to the children. They discuss whether there are areas for improvement and highlight what has gone particularly well. Leaders provide staff with some relevant training and guidance, however, this is not consistent and does not support staff to deliver all elements of the curriculum effectively.

Staff have effective partnerships with parents and professionals, which supports the needs and learning of all children, including those with barriers to their learning. To ensure children are accurately supported during their school transition, staff visit proposed schools. They hold discussions with class teachers to highlight any areas of support needed and to celebrate achievements that the children have made during their time in the setting.

The small staff team work well together and use one another's strength to implement an effective learning and care environment for all children. Parents comment that the staff complement one another and say they have returned to the setting generationally due to the positive impact the staff and leader has on their children and their overall wellbeing and learning.