Bentley Child Care Services

Inclusion: Strong standard

The support for children with special educational needs and/or disabilities (SEND), and those who face barriers to their learning, is superb. Leaders have a wealth of knowledge and experience in identifying and supporting children with SEND, and their dedication and passion for enabling children to achieve even the smallest steps is tangible. Leaders share their knowledge with staff. As a result, any gaps in learning are swiftly identified and addressed.

Leaders and staff work closely with parents and carers, schools, specialist units and a range of outside agencies and professionals. Leaders seek advice and support when needed, and implement advice into daily practice. For example, children with SEND access a quiet area when they struggle with the busyness of their base room. Staff introduce activities to help children to regulate and focus.

Staff use an early language assessment tool to help them swiftly and accurately identify any gaps in children's communication and language. Individualised sessions, which place a sharp focus on communication and language, allow all children to make swift progress. Staff use a variety of methods to support children's communication and language. These include Makaton, objects of reference and lanyards with pictures that children can point to, or staff can use to explain to children what will happen next

Curriculum and teaching: Strong standard

The curriculum is ambitious and is implemented consistently into practice. Leaders and staff have high expectations for all children. They swiftly recognise when children may need additional support and adapt the curriculum and their teaching to meet every child's individual learning needs. The learning environment contains a wide selection of resources that are available and accessible for all children. Each area of the environment is set up in an interesting way that captures children's interest and encourages their curiosity. For example, older children explore a range of natural resources known as a 'fairy garden'. Staff encourage children to think how they can use glitter to make fairy dust.

Staff consistently extend children's learning through high-quality interactions and teaching. For example, when children build with bricks, staff introduce photos of castles and new words, such as moat, tower and drawbridge. Mathematical language is consistently woven throughout everyday experiences. For example, staff encourage older children to compare who has cut a long or short fairy crown and to measure the length to ensure it is long enough to go around their head. Younger children learn concepts such as full and empty as they play in the sand, and count 1,2,3 before they start to sing.

Achievement: Strong standard

Children, including those with special educational needs and/or disabilities and those who face barriers to their learning, make significant progress from their individual starting points. They are extremely well prepared for their next stage of learning, including the move on to school. Children are extremely confident and are able to articulate their needs in their own way. For example, nonverbal children hold hands and lead others to where they want to go. Older children negotiate and involve others in their play. Younger children eagerly shout 'more' when they want an activity repeated. Children develop friendships as they work harmoniously together and negotiate about how they will complete an activity.

Children develop a love of books and stories. They learn how to handle books correctly and carefully. They eagerly listen to a story and can repeat familiar phrases. Children recognise their names and can clap out how many syllables there are in them.

Behaviour, attitudes and establishing routines: Strong standard

Leaders and staff embed a harmonious and respectful ethos in which children thrive. Children are kind and caring towards their friends and negotiate with each other as they play. For example, they take it in turns to push a truck down a slope and work together to build a castle. Where children struggle to regulate their behaviour, leaders and staff introduce consistent, age-appropriate strategies to support them. Children benefit from individual support and positive interactions. Leaders and staff swiftly recognise children's 'trigger points', and swiftly intervene in a calm, gentle manner.

Children develop positive attitudes to learning, due to the consistently high-quality interactions they receive from staff. Children are confident and enthusiastic learners. They eagerly take part in a wide range of inspirational and exciting activities that capture their interest and curiosity. Children remain deeply engaged and focused on their play and learning. They excitedly join in singing activities with great gusto as they clap their hands, stomp their feet, nod their head and turn around.

Leaders regularly monitor children's attendance and work collaboratively with families to enhance and maximise children's attendance wherever possible. For example, they adapt children's sessions to meet family needs and routines. Leaders identify any patterns of non-attendance. Parents and carers are consistently reminded about the importance of regular attendance to prepare children for school.

Children's welfare and wellbeing: Strong standard

Leaders and staff consistently prioritise children's welfare and wellbeing and place it at the heart of everything they strive for. Their in-depth knowledge of every child and their family circumstances means that they can provide unwavering support to meet children's individual needs. Leaders implement policies for safe sleeping and eating, which are strictly adhered to by staff.

Relationships between leaders, staff and children are harmonious and respectful. Children demonstrate that they feel safe and secure as they actively seek out staff to join in their play or for a reassuring cuddle. Staff are highly attentive to each child's individual routines and needs. In-depth information is gathered before children start at the setting, to enable staff to implement routines from home that children are familiar with. This leads to a positive environment in which children settle quickly.

Children benefit from well-structured routines that promote their understanding of a healthy lifestyle. They make healthy food choices and know that vegetables and fruit are good for them and help them grow. Mealtimes are social occasions. Children sit and chat happily to each other and staff. Children independently help themselves to a drink and know that they need to drink more when the weather is hot. Staff teach children about the importance of oral hygiene, through games and activities, and talk to children about going to the dentist and brushing their teeth.

Leadership and governance: Strong standard

The setting benefits from a highly skilled, dedicated and forward-thinking leadership team. They work collaboratively to ensure that all children receive the very best start during their time at the setting. Their passion for providing high-quality care and support for children, including those with special educational needs and/or disabilities, those who face barriers to their learning and those from disadvantaged backgrounds, is evident.

Leaders are highly reflective and continuously drive improvement across the setting, which positively impacts the experiences for children. Leaders introduce different concepts for staff to consider so they can think about what is it like to be a child at the setting. For example, they look at how many times children's names are said during the week to promote a sense of belonging.

Staff have copious opportunities to enhance their professional development. Leaders recognise and work to staff's individual strengths and have a well-embedded system to upskill and support all staff in their roles. Staff say that they feel extremely well supported by leaders and that their welfare and wellbeing are given high priority.

Parents and carers are overwhelmingly pleased with the quality of care and learning. They cannot praise leaders and staff enough for the support they and their children receive.