BebeTots Limited

Inclusion: Expected standard

Leaders and staff provide an inclusive environment where children, including those with special educational needs and/or disabilities and other barriers to learning, access the curriculum alongside their peers. Staff know children well and typically adapt teaching, resources and routines effectively to meet individual needs. For example, staff use simple sign language to help children with communication needs express themselves and communicate with others. Leaders use additional funding and professional advice to help reduce barriers to learning. For instance, they provide equipment and support when children need additional opportunities to be physical. Staff use this equipment to teach children how to climb safely and to give children the sensory and movement experiences they need. Staff do not always recognise and respond promptly when children need additional support to engage them in meaningful learning. This means, at times, children wander around and their learning is not fully extended.

Leaders use assessment and monitoring to identify gaps in children's learning and development. They act promptly to secure additional support and make timely referrals to outside agencies. Staff work closely with parents, other settings and professionals, including speech and language therapists and social workers. They implement advice and review adaptations with parents to check their impact. Staff receive training to understand local procedures and keep their knowledge of special educational needs and disabilities up to date.

Curriculum and teaching: Expected standard

Leaders have designed a broad and sequenced curriculum that covers all areas of learning. Staff generally implement this effectively and adapt language, resources and routines to help children with special educational needs and/or disabilities and other barriers access learning alongside their peers. For example, staff simplify their language and provide familiar activities to support communication and help children feel settled. Staff use timely assessment to identify gaps and plan appropriate next steps. However, staff do not consistently recognise and promptly act when children need further support to engage in learning. At times, children move around the room without engaging in purposeful play. Staff do not always provide timely interaction or guidance to help them re-engage and extend their learning.

Staff interact with children in a positive and encouraging manner that helps support children's communication and language development. For example, staff add words to what babies say, such as responding to 'car' with 'yes, big yellow car'. Staff also introduce new vocabulary when sharing books, such as encouraging older children to pronounce words such as 'tentacles'.

Staff promote physical development and mathematics through play and routines. For example, staff count with babies in the ball pool and talk about 'more' and 'less' as younger children build sandcastles. However, staff are not always clear about what children need to learn from the activities they provide. This means staff do not consistently introduce or reinforce the knowledge and skills children need as they play and explore the resources on offer.

Achievement: Expected standard

Children make appropriate progress from their starting points and develop key knowledge and skills across the curriculum. Babies babble and use simple words. They develop their mobility as they walk and climb and strengthen their hand muscles as they manipulate toys and equipment.

Younger children complete simple puzzles and begin to use sentences to express themselves. They develop friendships as they pass items to each other in the water tray. Older children develop their concentration as they play simple dice games. They use pencils to colour and practise writing their names.

Older children demonstrate their developing independence as they serve themselves food, scrape their plates and follow routines. They help to pack away toys when asked. Children, including those who are disadvantaged, have special educational needs and/or disabilities or experience barriers to learning, make progress from their starting points, ready for their next stage of learning.

Behaviour, attitudes and establishing routines: Expected standard

Children behave well. They follow adult instructions and established routines. Older children stop and listen when staff ring a bell to signal tidy-up time. Leaders understand the importance of regular attendance and punctuality and work with parents to help children develop these positive habits.

Staff build positive relationships with children and take time to understand children's individual needs. Staff talk to children about how they are feeling and use emotion toys to help children recognise and name emotions. Staff adapt routines and use simple language to support younger children and those who find it more difficult to regulate their emotions. They provide quiet spaces and encourage children to rest when they become overwhelmed.

Staff help children learn to cooperate, share and take turns. For example, staff give children simple phrases to use, such as 'Can I have a go in a minute?' Babies practise turn-taking as staff give them hoops one at a time to place on a pole. Staff clap as babies wait their turn and say 'good sharing'. Children often show enjoyment and enthusiasm in the opportunities staff provide. For instance, when staff ask, 'Do you want to play this game again?', children cheer and say, 'Yes, again!' However, this is not consistent. Some children wander away from activities and staff do not always respond promptly to re-engage them to help children develop positive attitudes towards learning.

Children's welfare and wellbeing: Expected standard

Staff follow procedures to promote children's safety and welfare. When children have minor bumps to their heads, staff use yellow bands to alert colleagues to monitor these children closely. Staff teach children to ask for help when using equipment where their feet are off the ground. Staff respond to children's individual sleeping and care routines and work with parents as children's needs change.

Staff promote healthy lifestyles well. Children clean their teeth after breakfast, and staff use a simple song to help babies learn to hold and use their toothbrushes. Staff encourage children to use cutlery and remind children to take small bites of food. Some staff talk to children about healthy foods and how these help them grow and stay fit and well.

Staff support children's emotional wellbeing with care and reassurance. Children develop secure relationships with their key person and approach staff when they need help, want to share an achievement or need comfort. Staff respond positively to children's emotional needs. Staff give babies cuddles when they wake from sleep and comfort children when they take small tumbles in the garden.

Leadership and governance: Expected standard

Leaders understand the needs of children, families and the local area. They identify children who need additional support and act promptly to secure appropriate help. Leaders use additional funding and professional advice to reduce barriers to learning and support children's progress. They provide activities to widen children's experiences and help them feel part of their community. For instance, leaders arrange for children to visit the local care home, library and park. Children make decorations and take them to the local church at Christmas.

Leaders have a broad overview of the setting. They understand their strengths and identify areas for improvement. They use supervision, staff meetings and training to support staff to continually develop their knowledge and practice. Leaders prioritise staff wellbeing. They provide an online care package and organise team activities and acts of kindness to promote positive relationships across the staff team. Staff say they feel valued and talk positively about their roles.

Leaders work effectively with parents and professionals. Local teachers visit children before they start school to support their transition. Staff liaise and communicate with other settings when children attend more than one setting to support consistency. Parents value the regular communication and guidance they receive to support children's learning at home.