Castleway Daycare

Inclusion: Strong standard

Children with special educational needs and/or disabilities, as well as those who face other barriers to their learning, are extremely well supported. Leaders and staff recognise the importance of prompt identification of any children who may need extra support, whether for their learning or wellbeing needs. A team of skilled staff responsible for inclusion recognises the increased impact this can have. These staff have effective and ongoing training to support their roles and fully understand their responsibilities. As a result, processes in place provide staff with support and guidance.

Lead staff for inclusion have continual oversight and support children through their skilled interactions daily. This ensures that children are supported precisely and consistently. Leaders and those responsible for inclusion have formed robust and collaborative working relationships with external professionals, as well as parents and carers. For example, a local children's centre leads sensory sessions in the host school for children and family members. This effective and collaborative approach means that children have swift and ongoing access to a range of specialist support and ensures continuity for children's care and learning.

Leaders proactively seek any additional funding, and rigorous processes are in place to monitor how funds are spent to ensure they have the greatest impact on individual children. The arrangements for supporting transitions are focused on meeting the needs of all children. Consequently, children make a secure start in their early education and are prepared for the next level of learning.

Curriculum and teaching: Expected standard

Leaders have carefully designed an inclusive curriculum to support all children's development. It is broad and ambitious and supports children's learning across all seven areas of learning and development. Generally, staff understand the curriculum and how to teach it. Staff organise the environment so that children are motivated to engage in opportunities across all areas of learning. Staff integrate mathematical learning into engaging activities that capture children's interests. For example, staff encourage children to explore capacity during water play and to describe the size and shape of resources.

Staff use effective ongoing assessment to understand the differing developmental needs of children and adapt their planning and teaching so that all children are included. There is an abundance of opportunities for children to develop their communication and language skills, as staff constantly interact with children and help them to learn new words. For example, in group time, young children copy a sequence of actions and learn about the sounds of different musical instruments.

Leaders demonstrate an accurate and reflective view of the quality of their curriculum and teaching practice. They actively spend time in the provision and have a robust oversight of children's ongoing progress. This enables leaders to identify and prioritise areas for improvements swiftly and accurately. For example, on occasion, there are some inconsistencies in teaching as some staff do not always demonstrate a thorough understanding of how to implement the curriculum effectively or seize opportunities to extend children's learning. Leaders understand these inconsistencies and are beginning to address them through coaching and professional development.

Achievement: Expected standard

Typically, children achieve well from their starting points. Gaps in all children's learning are closing swiftly, particularly for children with special educational needs and/or disabilities. Children, including those who face barriers to their learning, make secure progress from their individual starting points across all areas of learning. Children of all ages enjoy exploring a range of sensory and child-led activities. For instance, children fill clear containers of various sizes during water play, and chat about which holds 'more' or 'less'. These opportunities support children to build on their knowledge and skills in preparation for their next stage of learning.

All children develop their motor skills effectively and practise using tools to mix materials and make marks, showing increasing control and dexterity. Typically, children learn to express themselves and develop their listening and attention skills effectively. However, there are times when some staff do not always match activities to children's ages and stages of development. Leaders are aware of this and are providing additional support for those staff who need it.

Behaviour, attitudes and establishing routines: Strong standard

Leaders and staff set high expectations for behaviour. They build warm and trusting relationships with children. These relationships help children feel a deep sense of belonging. Children of all ages, including those who face barriers to their learning, benefit from extremely well-thought-out and established routines. Children know the routines of the day well. Gentle reminders are given to children who need them so that they know what is happening next.

Children show confidence and thrive during their day. Staff model positive behaviour through a kind and gentle approach. Children reflect this behaviour in their own interactions. For example, children swiftly follow instructions, are polite and play harmoniously with their friends. Staff remind children about their own and each other's feelings, providing children with the knowledge of what to do should a situation occur that they are not happy with. This supports children to be able to problem-solve themselves and develop friendships.

This calm atmosphere is especially evident at lunchtime and during outdoor play. Staff encourage children to take appropriate risks. They support children to share and develop healthy eating habits. Children's behaviour is exemplary. They show positive attitudes towards one another. Staff encourage and support this process. They ensure that every child's voice is heard. Leaders work closely with parents and carers to promote punctuality and attendance, ensuring that they benefit from the full experience the provision offers.

Children's welfare and wellbeing: Strong standard

Every child's wellbeing is a high priority at this provision. Leaders recognise that children must feel secure and have their emotional needs met in order for them to thrive. The dedicated staff are consistently warm, responsive and attentive. They rapidly gain a comprehensive and detailed knowledge of children's unique backgrounds, personalities and routines, valuing each child and their family as individuals. This approach is highly effective in promoting children's wellbeing and emotional security.

Children consistently develop secure routines that promote healthy habits. Staff consider and recognise their individual routines and personalise all aspects of their routines, including weaning, sleep and catering for allergies. The consistency between home and the provision highly impacts how well children are supported to settle in. Sleep routines work well and run smoothly. Younger children rest peacefully while older children continue to explore and learn in other areas of the provision.

Leaders and staff ensure that children receive nutritious food and drink. Children enjoy daily outdoor play where staff provide support to help them develop their strength, balance and coordination. Leaders are aware of the impact of children's poor oral health and implement a full programme that consistently supports oral hygiene at home and in the setting. Trips are planned around children's interests and support their development. These include visits to an aquarium and local green spaces.

Leadership and governance: Strong standard

Leaders and those responsible for governance are both passionate and dedicated. Together, they strive to reach the very best outcomes for every child. Leaders demonstrate a deep understanding of the setting's strengths and the benefits of providing a school-based provision not only for the children in their care, but also for the wider community. Due to their hands-on approach, they swiftly identify areas for development and work quickly to address them. Leaders work closely together, creating a happy and positive working environment that is extremely well established. The culture of continuous improvement is effective due to ongoing monitoring and self-reflection. Leaders have a clear vision for further development and are extremely committed to giving every child the best start in life.

Leaders continue to support staff to develop and embed their teaching practice. They recognise that the high level of teaching and delivery of the inclusive curriculum they strive for is not yet consistently embedded. As such, they are taking steps to address this with further training opportunities, regular supervision and the monitoring of staff. This is already having a positive impact. Staff show commitment to their roles and speak openly about professional development opportunities. Staff report that leaders are approachable and highly supportive of their wellbeing.

Leaders work collaboratively with parents and carers and a range of other professionals. Parents of children who face barriers to their learning are extremely grateful for the ongoing support and the guidance they receive about accessing additional funding. Leaders have established effective systems to promote high standards for children's attendance.