Barnetby Under Fives

Inclusion: Expected standard

Leaders demonstrate a sound understanding of children's individual and developmental needs. They respond quickly when they recognise that additional intervention is required and ensure that they liaise with the relevant professionals. This includes support for children with special educational needs and/or disabilities. Any areas of concern are identified swiftly and supported successfully. Staff work closely with parents to ensure that action is taken to support children to overcome barriers to their learning and to help ensure that appropriate strategies are used. They help parents to access the required information to fully support their child. Regular reviews of children's development help to ensure that any changes to approaches can be made to enhance the strategies in place.

Staff receive appropriate training to support them in their interactions with children. This enables them to respond to children's behaviours and support them in dealing with individual family situations. Staff support families to ensure that children's attendance is prioritised. Open relationships with families help to ensure that any impact from family experiences is shared and addressed to minimise the impact on children.

Leaders make informed decisions about the use of additional funding. They ensure that funding is directed towards provision that will have most impact in responding to children's individual needs.

Curriculum and teaching: Expected standard

Leaders have developed a broad curriculum that supports children's learning across all areas of development. The delivery of the curriculum is largely defined by children's interests and their choices. However, staff introduce adult-led activities to target specific areas of learning and to ensure that children have opportunities to be taught new skills before independently practising them in their play.

Leaders accurately evaluate the curriculum that is being delivered and identify areas to improve further. Staff typically teach the curriculum well. However, there are times when staff interactions with children do not fully extend children's learning as they play. Leaders support staff to accurately assess children's development and identify any areas where further support may be required. Staff have sufficient knowledge of child development to identify when a child may need additional, targeted support to make the progress they are capable of.

Staff enable children to develop their communication and language well. They use engaging dialogue to encourage discussions about children's creations and recap prior learning. Imaginative play engages children and enables those who are less reluctant to speak to verbalise their play. Some children are provided with one-to-one support to maximise their learning. Staff provide activities that enable children to develop their small muscles as they use tools to roll and cut the dough. Children receive praise, which contributes to their self-esteem and confidence, and they are keen to learn.

Achievement: Expected standard

All children achieve well from their individual starting points and are reaching their developmental goals. They develop resilience and learn to persevere. Children are challenged and build on their prior learning through repetition. Children build on what they already know and can do and practise the skills they are mastering. For example, children revisit colour activities. They are reminded about learning about snow as they show their mark-making skills. Children demonstrate their language skills while confidently recalling and retelling familiar tales.

Children are prepared for attending school through discussions to support their emotional wellbeing. They have opportunities to talk about their worries and use books and resources to explore this further. Children visit local schools and become familiar with the new environments and new adults who will be in their lives. They have the necessary skills and key knowledge to help them move into the next stage in their learning with confidence. For example, they ask questions and show curiosity. Children who require specialist help in their future education have processes in place to support their transition.

Behaviour, attitudes and establishing routines: Expected standard

Staff respond to any incidents of negative behaviour by intervening where appropriate and reminding children about expected behaviour. These interventions are generally applied. However, sometimes staff, in their haste, do not remind children why behaviours are unwanted and ask them to consider the consequences of their actions.

Staff act as positive role models for children. They use good manners and respectful interactions. Staff support children with special educational needs and/or disabilities effectively, making adaptations to activities and routines to reflect children's understanding. For example, they manage changes to routine by using visual aids if needed and support the use of these in the home. Staff recognise where children are at developmentally and strive to ensure that they are settled and know the routines, before building upon and extending what children already know and can do.

Children interact well with their peers. They engage in imaginative play and generally get along well. They spend time playing with dolls, talking about their new siblings, and are keen to take turns cuddling them.

Leaders recognise the importance of regular attendance. They work with parents to demonstrate the positive impact on children's welfare and development. Firm parental partnerships enable two-way information-sharing and openness.

Children's welfare and wellbeing: Expected standard

Children's independence is promoted effectively. For example, they are encouraged to self-serve their snack, pour their own drinks and clear their plates away afterwards. Staff support children to recognise when physical exercise leads to them becoming thirsty or makes them hot. Children have constant access to water using their own bottles or the water stations. Staff provide healthy snacks. However, there are minimal opportunities for children to learn and build on previous learning about healthy food options and contribute to their developing understanding.

Staff ensure that care practices throughout the day are carried out sensitively and meet children's individual needs. Children are supported to manage their own care needs. When nappies are changed, children are able to access the changing station with support from staff, followed by routine hand washing to maintain good hygiene. Children are very familiar with the hygiene routines in the setting. They understand that hand washing is required following using the toilet, after blowing noses and before eating. Children automatically use the accessible hand washing stations to ensure that they are clean. Staff respond appropriately to any minor bumps. These are promptly dealt with and appropriate documentation completed.

Children's individual care routines are followed. Staff recognise those children who need sleep and follow safer sleeper practices.

Leadership and governance: Expected standard

Leaders demonstrate a clear commitment to providing quality education and care. They have an accurate understanding of the setting's strengths and weaknesses. Leaders recognise the areas they would like to develop further to continue to promote improvement, including in the quality of teaching and delivery of the curriculum. They consider the individual needs of children when making decisions about the routines of the day and use of resources. Consequently, staff are supported to offer an inclusive and caring environment. Leaders identify appropriate training needs to support staff to continually enhance and build upon their professional knowledge and skills, ensuring that teaching is purposeful and impactful. Staff feel they are valued and supported in their work. They have opportunities to seek feedback on their practice and seek guidance if needed.

Staff work hard to develop solid partnerships with parents. They form cooperative relationships that enable parents to feel included in their children's learning and development. Staff provide guidance to parents, ensuring that the setting and home are reflective of each other to ensure consistency for children. Staff undertake training that is specific to individual children, for example in relation to additional needs or to support sleep routines. This knowledge supports staff to reduce any barriers children may have to their learning.