Berry Hill Childcare Ltd

Inclusion: Strong standard

There is an embedded and very well-established approach to inclusion across all of the setting. Leaders and staff are alert to children's individual needs because they know the children extremely well. They are able to swiftly identify when children are at risk of falling behind and staff can provide a rapid response. As a result, all children, including children who face barriers to their learning, are able to make excellent progress during their time at the setting. Leaders use additional funding to precisely target where children need it most, such as through individualised interventions that allow children to play and learn alongside their peers. Children are exceptionally well prepared for the next stage in their education, such as going to school.

Training is provided for all staff to allow them to recognise barriers and respond early to the needs of children. They are able to expertly adapt routines and often provide one-to-one support so that every child can engage in meaningful learning. Children are learning the skills which will enable them to engage, regulate and rejoin learning when they are able.

Families are encouraged to be part of their children's learning at the setting. They are fully consulted and involved in ongoing support plans and external referrals. Leaders work extremely successfully with outside professionals, including specialist services and local schools. This wholly inclusive culture allows children and families to be acknowledged and thoroughly supported. They are consistently made to feel as though they belong.

Curriculum and teaching: Strong standard

Leaders and staff create a very well-planned curriculum that fully meets all children's learning and development needs. They support staff to play to their strengths at every opportunity. This results in the curriculum being expertly delivered with a passion and purpose. Staff fully understand what it is they want children to learn. They use children's existing knowledge and children's current interests to enable them to adapt activities for each child's age and stage of development. Consequently, staff are able to provide a large range of exciting and purposeful activities that stimulate children to ask questions, problem solve and quickly take on new skills.

Staff listen carefully to children's ideas, including ideas from those children who face barriers to their learning. They use what they know about each child to shape interactions, the learning environments and routines. For example, staff show babies how to peel and then mash bananas. They use this time to introduce new words, such as 'squash' and 'mash'. Babies are taught to count everyday objects, such as fruits and the pages of a book. Older children learn mathematical language when transporting soil, leaves and water. Children's physical development is extremely well considered as all children negotiate obstacles on ride-on toys and cruise around the rooms, building up the muscles needed for later walking. Staff teach them how to safely climb ladders and think about managing their own risks.

Observation and assessment is used extremely well and allows staff to quickly identify gaps in children's experiences. They can then use this information to further plan carefully, extending children's language and deepening their understanding. Leaders and staff are consistent in involving families in their children's learning as they provide ideas for learning in the home, share progress and plan areas for future development. This collaborative approach strongly supports children over time to build a secure knowledge, independence and confidence. Children attend well because leaders follow up absences in a timely manner and work alongside families to encourage regular and timely attendance.

Achievement: Strong standard

Children's eagerness to explore and learn allows them to achieve well. The curriculum supports them to grow in confidence, deepen their understanding and to gain new skills. All children, including children who face barriers to their learning, make sustained and meaningful progress from their starting points. Children speak clearly and articulate their reasoning well. This prepares them well for future learning, such as going to school.

All children, including babies, are extremely independent. They are able to tidy away their belongings, prepare their own snacks and freely choose what they would like to play with. Children are well supported to return items that they have finished using. This helps them to develop responsibility, become aware of the needs of other children and develop good habits for the future.

Children are celebrated throughout the setting for their own achievements, such as when babies begin to follow the routine or older children recognise when they need to use the toilet. Staff join in their delight which strongly supports children's self-esteem and sense of pride in their own achievements.

Behaviour, attitudes and establishing routines: Strong standard

The well-established expectations and routines are very clear. This successfully supports children's transitions and positive behaviour. Children throughout the setting have a full understanding of what is about to happen next. Staff use visual cues, prompts and sign language. They break down instructions so that all children are able to successfully follow the routine. Staff are purposeful in their use of praise and encouragement to help children to make positive choices. Children feel valued and noticed. They are consistently encouraged to try new things which strongly supports their growing confidence.

Staff are warm and loving. They are gentle and respectful and are excellent role models. Staff reinforce positive behaviour in a calm and appropriate way. Children are gently reminded of the routines, and children with special educational needs and/or disabilities are extremely well supported to successfully join in the routines through one-to-one support and adaptations. All children are reminded of the expectations so that they can take part confidently, operating self-control and managing their feelings over time.

Children are confident to seek support from staff throughout the setting. They are keen to share their ideas and help their friends. Children show positive attitudes as they take part in activities together, such as when sharing a malleable dough or digging for 'treasure' in the sand.

Leaders monitor attendance and punctuality. Families are supported through newsletters and discussions about the importance of good attendance and the impact this has on children's positive future outcomes.

Children's welfare and wellbeing: Strong standard

Children's welfare and wellbeing are extremely well supported through warm relationships, a calm environment and consistent routines. Throughout the setting, children demonstrate that they feel settled, ready to learn and safe. Leaders and staff have worked hard to ensure that the setting is welcoming and inclusive for all. Children learn about the importance of friendships and experience the benefits of sharing with others and being kind. Children with special educational needs and/or disabilities are included in all experiences throughout the day. Staff skilfully adapt the support needed so that these children can learn and play alongside other children.

Everyday routines strongly support children's understanding of healthy lifestyles. Mealtimes are calm and sociable, and staff use these times to discuss the benefits of healthy foods. Staff encourage children to do tasks for themselves, such as pouring drinks and opening lunch packages. Children are consistently supported to be independent in their own self-care, such as dressing, handwashing and toileting. For example, they are gently guided through the sequence of putting on boots and a coat, ready to go outside. Staff offer support when required but do not intervene too quickly. This approach supports children to be independent and take pride in their own achievements.

Children are encouraged to go outside in all weathers, and the outdoor play experiences strongly support children's emotional and physical wellbeing. The setting's stringent protocol around eating and sleeping helps children to feel safe and be safe.

Leadership and governance: Strong standard

The dynamic and passionate leadership team work tirelessly to improve children's future outcomes. Leaders are thoroughly committed to young children and their families. They set high expectations for the setting's inclusive ethos and constantly reflect on their own approach and the practice of staff. They respond extremely well to the staff's needs outside of the setting and during working hours. This effectively supports a good work-life balance which staff feed back that they appreciate.

Leaders have clear and highly successful systems in place to identify which children need support. They work well with outside agencies to ensure that targeted intervention and additional funding is precisely matched to a child's unique needs. Leaders understand the importance of developing partnerships with parents and are committed to including families in events, community fundraising opportunities and spending time in the setting, sharing their skills and staying to play with their children. Shared activities between the setting and the home helps children's progress and helps families feel part of the setting.

Parents feed back that leaders consistently go 'the extra mile' to support their individual family circumstances. Staff mention that they have countless opportunities for their own professional development and are actively encouraged to bring their own thoughts and ideas into the setting. Further training consistently and positively impacts the children in the setting. Leaders use regular supervision meetings to identify training needs and provide ongoing support for staff.