Chafford Tots to Teens Childcare Services Ltd

Inclusion: Needs attention

Leaders do not have oversight of the impact of targeted support for children who have special educational needs and/or disabilities (SEND). Barriers to learning, although recognised, are not always acted on, and, as a result, children with SEND do not get the additional support they need for their learning and development. Leaders are aware of outside agencies who can offer advice and support, but do not always contact them in an appropriate time frame, which delays support for children. Where agencies are involved with families and the setting, visible progress is made by children.

Recent staff changes mean gaps in children's learning have not been monitored. Leaders meet regularly with staff to discuss their key children and the progress they make. However, this is not followed up by looking at other means of assessment, and, therefore, where gaps in learning have not been appropriately identified, this impacts on the length of time that passes before appropriate support is put in place. Some staff at the setting receive training on how to support children with SEND and others who may have barriers to their learning and development. However, this is not consistent across the whole staff team. Therefore, approaches to inclusion are inconsistent.

Curriculum and teaching: Needs attention

Leaders have not supported the staff team to fully embed the curriculum focus and ensure that all children make typical progress in their learning and development. The lack of focus on the prime areas of learning has a direct impact on children's progress. Leaders have not been proactive in ensuring children with gaps in their learning have focused, targeted activities to narrow gaps with their peers. This means the curriculum is not effective for children who have special educational needs and/or disabilities. Staff do not regularly track children's learning when they are concerned about progress, and, therefore, do not consider how to adapt their teaching.

Staff regularly assess children's learning. They observe and plan activities. However, children's next steps are not always unique to the gaps in their learning. Therefore, activities are not specific or focused on what children need to develop, which impacts on the progress all children make.

Staff build on babies' language development by exposing them to a wide vocabulary. They use visual clues to help children understand the language they are using. When out on a walk, children have opportunities to practise their number recognition skills as they talk about the numbers they see. Children develop friendships as they move around the setting, with staff using their skills to encourage children to play together.

Achievement: Needs attention

Children with special educational needs and/or disabilities (SEND) do not always make the progress they are capable of. This group of children fall further behind their peers and are not prepared for their eventual move to school. Children with SEND do not make progress in their social skills, as strategies are not put into place to support them to spend time with others. Next steps for all children are not always focused, and, therefore, staff do not always sequence learning for children to make expected progress. For example, children do not learn how to communicate their wants and needs because staff do not create alternative communication tools for children.

Babies make progress in their physical development. Activities are available at differing heights and across the whole room, and this encourages babies to move about and pull themselves up to stand. Older children learn over time to put their own waterproofs on ready to go out for a walk. In all areas of the setting, children develop a love of books and build their language skills.

Behaviour, attitudes and establishing routines: Needs attention

Staff do not provide children with special educational needs and/or disabilities with adaptations to enable them to understand what is expected of them. Leaders have not thought about how they could include children who have limited understanding of boundaries in all aspects of the setting's routines.

Children behave well both within the setting and when on outings. Staff talk to children about behaviour expectations for outings, before they go out, to embed knowledge and ensure safety for all. Older children demonstrate a clear understanding of the setting's rules as they hold hands and walk sensibly out of the setting. Staff role model kindness, and, as a result, children from a young age copy this behaviour. Children are respectful of each other, and effective deployment of staff ensures they are always close by to support children if disputes arise.

Relationships between staff and children are positive, and babies regularly seek out their familiar adult for comfort. Children are encouraged to listen to each other, be respectful and build on their self-esteem. Leaders place a high priority on attendance, and attendance levels are high. Regular attendance cements the relationships children build with staff at the setting.

Children's welfare and wellbeing: Expected standard

Staff are knowledgeable about the children at the setting and build secure, consistent relationships with them. Familiar adults complete babies' nappy changing, and privacy is maintained. The setting has recently adapted its menu to adhere to safer eating guidelines and ensure children have access to a healthy diet. Staff explain to children the benefits of physical activity when out in the local park, encouraging them to run around and take risks as they use the climbing equipment. This helps children to develop healthy lifestyles. As staff walk with children along the local roads, they take the opportunity to discuss road safety, using consistent approaches, such as looking and listening for cars before crossing the road.

Leaders are aware of the importance of dental hygiene and have worked closely with outside agencies to encourage trips to the dentist. A display board for parents highlights local dentists and how often a child should be brushing their teeth. Staff have recognised that some children do not have their own toothbrushes, and these are available for families to take as needed. The setting has a well-thought-out plan for sleep times, and children's individual needs are met. While staff work closely with parents of children with special educational needs and/or disabilities (SEND) to ensure their routines are not impacted when at the setting, the lack of adaptations for children with SEND means they are not consistently supported to understand expectations of them.

Leadership and governance: Needs attention

Procedures are not secure for monitoring children's development, and leaders do not understand where there are weaknesses in their leadership and governance of the setting. Leaders are not aware of the gaps in all children's learning and development. They have not reflected on the quality of the provision and have not recognised where changes in staffing have impacted on procedures for children with special educational needs and/or disabilities. This hinders the progress this group of children make.

Leaders do not adequately monitor staff assessments of children's development. This means that next steps in learning and development are not always targeted and focused. As a result, children do not always make the desired progress. Leaders have introduced robust and consistent procedures for outings to ensure they have a clear oversight of them. Changes have ensured that children's safety and wellbeing are prioritised. Staff have access to a range of training opportunities, and the setting works well with the local authority to complete specific training. Setting-wide training allows consistent approaches to be used. For example, recent behaviour management training has taken place. Staff comment on how they feel fully supported by leaders, and regular one-to-one sessions support staff wellbeing.