Chelsea Kindergarten

Inclusion: Strong standard

Staff quickly identify children's needs, including disadvantaged children and those with special educational needs and/or disabilities (SEND), and make a significant difference to their experiences while at the setting. All staff understand children's individual needs exceptionally well and are very quick to identify any potential gaps in children's learning and development. Leaders monitor processes of assessment to ensure that children receive the support they need at the earliest opportunity. Staff implement support plans that are carefully considered to support all children to develop new skills.

Staff make reasonable adjustments for children to ensure that every child is included and can access the curriculum. They consistently employ a range of strategies, such as using Makaton signs and visual cues, to support children to be included in activities. This helps children to understand what is happening now and next, which helps them successfully make transitions through the day.

Leaders make timely referrals to other professionals to ensure that children receive the support they need. Staff who support children with SEND are experienced and knowledgeable. Any additional funding is targeted to ensure that children receive opportunities and learning they may not have experienced, to support them in their learning and development. Parents who have children with SEND are very positive about the provision and share that 'staff go above and beyond' to support children's individual needs.

Curriculum and teaching: Expected standard

Leaders plan a curriculum that has a cogent intent for children's learning and development. Staff have a clear vision of what they would like every child to achieve while they are in their care. They provide opportunities for children to revisit prior learning, which helps them to establish new skills in a sequenced manner. Staff ensure that all children, including disadvantaged children and those with special educational needs and/or disabilities, access all learning opportunities.

There is a strong focus on children's personal, social and emotional development. Staff work hard to nurture children's natural curiosities and support them to be active learners. Staff support communication and language through stories, songs, visual prompts and Makaton signing. Children enjoy using online radios as they request different songs that they enjoy singing. Mathematics is woven through the curriculum. Babies explore sensory baskets and learn about different shapes. Children in the toddler room use sand as they learn about capacity, and older children enthusiastically identify numerals as they acquire an understanding of number. Learning opportunities are sequenced to support and promote physical skills. Younger children are supported to use steps on a low-level slide, while older children use scissors to cut through tape at different angles.

Teaching is generally tailored to children's individual needs. Staff consider children's starting points, interests and stages of development when planning learning opportunities. However, staff do not yet consistently make the most of every interaction to extend and deepen children's learning further. As a result, opportunities for children to excel in their learning are not consistently identified.

Achievement: Expected standard

All children make progress in their learning and development. Children with special educational needs and/or disabilities progress particularly well. Children make independent choices, express their needs and are active, inquisitive learners who are keen to explore. Children develop their communication and language skills effectively. For example, babies hold their hands up to communicate their needs, and older children are able to talk about previous activities they have enjoyed. Children develop their physical skills as they walk, run, balance and navigate different spaces. They develop self-help skills such as dressing and using the bathroom independently.

Learning opportunities are differentiated for children. For example, older children are supported to identify letters and the sounds they make as they show an interest in this. They can confidently blend sounds together to make simple words such as 'cat' and 'pig'. Children typically achieve well in this setting and are well prepared for the next stage in their learning, including the move to school.

Behaviour, attitudes and establishing routines: Strong standard

Children demonstrate that they are safe, settled and happy at this setting. They take turns with resources, allow others to speak before speaking and give each other gentle reminders, such as 'sitting properly' as they eat lunch together. Staff consistently promote positive behaviour in innovative ways. For example, they set children small challenges to support positive behaviour, such as not touching the dice as they play a game with other children. Staff consistently praise and encourage children, which supports children to identify and celebrate their achievements. Children are immensely proud as they use the bathroom independently or manage to put sun cream on by themselves. They enjoy encouraging one another and invite each other to join in with their play. For example, they explore playing different musical instruments as they decide to dress up and act out performing in a concert.

Staff establish clear routines that all children, including those with special educational needs and/or disabilities, understand well. Staff consistently use visual prompts to help children access different activities. For example, they use Makaton to sign what day it is as other children sing about the days of the week. Children explore their feelings and emotions and have quiet places to sit if they feel a little upset or overwhelmed. Children have high levels of engagement and show positive attitudes to learning.

Staff have high expectations for children's behaviour. They constantly consider children's individual needs and interests to ensure that activities engage and interest children. Children have built warm attachments to their key person and show high levels of respect. They listen to adults carefully, which creates a harmonious and calm environment. Leaders understand the importance of attendance and work closely with families to support children's regular attendance.

Children's welfare and wellbeing: Strong standard

Staff understand children's individual needs extremely well. They appreciate children's natural interests and characters and prioritise their wellbeing. Children, particularly disadvantaged children and those with special educational needs and/or disabilities, develop extremely secure attachments through positive relationships with their key person. Children learn that their voice is valued. For example, they take part in a daily vote for their favourite story. This helps children to feel valued and build a sense of security so that they are ready to learn and explore the world around them. Children learn about wellbeing in creative ways. They take thank you cards out into the local community thanking people for what they do for everyone. This helps children to understand similarities and differences to themselves and their families, creating a sense of inclusion and an awareness of diversity.

Children develop important self-care skills. They wash their hands, wipe their noses and feed themselves at lunchtimes. Staff support younger children with a reassuring hug or a softly spoken word, which immediately helps children to feel calmer and relaxed. There are lots of opportunities for children to build their independence as they actively explore their surroundings.

Staff encourage healthy lifestyles. They sit with children as they eat lunch and talk about foods that are good for our bodies, discuss the importance of brushing teeth and promote a varied diet to support children's needs. Leaders have recently decreased the number of sweet desserts on the menu, being mindful of promoting healthy lifestyles and good oral health. Children enjoy accessing the outdoors every day and go on regular outings in the community. They have recently visited the fire station, where they learned about emergency evacuations and personal safety.

Leadership and governance: Expected standard

Leaders have a clear understanding of the setting's strengths and areas for development. They actively welcome the views of others in determining their priorities for improvement. Leaders are ambitious for all children, particularly disadvantaged children and those with special educational needs and/or disabilities (SEND).

Staff are supported well when they initially start at the setting. There is a clear induction programme and staff meetings and opportunities for ongoing professional development. Training is purposeful and targeted to meet the needs of children. For example, staff have attended baby training and changed the environment to include black and white resources, which support babies' visual development. Leaders place a high priority on staff wellbeing and have initiatives such as 'staff member of the month' to highlight the positive work that staff do. Overall, staff are supported well. However, staff are not given targeted feedback during the supervision process to develop their individual skills and raise the quality of teaching further.

Leaders are proactive in their partnership working. They have strong relationships with families and support them through transitions, helping children, particularly those with SEND, to prepare for the next stage in their education. They have established partnerships with other professionals, which have a direct impact on children. For example, they work closely with teachers as children prepare to leave for school. This helps transitions to be smooth and supports children to be confident about starting school.