Cherry Tots

Inclusion: Strong standard

Leaders are quick to make sure children's individual needs are identified and met. They put appropriate support in place for children with special educational needs and/or disabilities (SEND). This includes timely referrals to relevant support services. Staff use a graduated approach to support the learning of children with SEND, and leaders share evidence from this to support onward referrals and applications to obtain additional funding. Leaders are not deterred from always acting in the best interests of children, despite the sometimes short amount of time in which children attend the setting before they transition to school. Leaders and staff make a huge difference to children's learning and development progression in a short amount of time, which removes many barriers of disadvantage that children with SEND could face without such quality provision.

Children with SEND are supported well to make transitions into their primary education. Leaders work closely with staff from local schools to share information and make sure arrangements are in place for when children start.

The setting's enhanced communication and language curriculum for children who speak English as an additional language is notably beneficial. Children who start at the setting with minimal to no spoken English quickly learn this new language and show how they can converse with peers. Staff's attentive approach to helping children secure the English language supports these children to feel included and involved, while still recognising and celebrating their diverse cultural heritage.

Curriculum and teaching: Strong standard

Staff know what they want children to learn through the activities they provide, and this is consistent with the intended curriculum that leaders have skilfully designed. Assessment starts at the earliest opportunity, and staff use what they know about children's learning to quickly identify and address any gaps or delays. They demonstrate how they adapt activities for children's different ages and stages of development. Leaders redesign the curriculum when needed so that learning is inclusive for all children. For example, there is a focus on spring as well as Easter to ensure children's different religious beliefs are respected. Leaders and staff ensure there is a targeted approach in place for children with special educational needs and/or disabilities, following a graduated approach.

Mathematical teaching is clear through staff's planned activities and their general playful interactions with children. Staff's support for children's communication and language development is of high quality. Children who need extra support with communication and language development receive this through one-to-one activities that staff plan, such as activities to help strengthen and develop mouth muscles. Staff promote children's love of books well and focus learning around a thoughtfully chosen story each term to foster positive literacy habits and embed learning.

Staff make sure purposeful learning happens throughout all children's routine activities as well as their play. They continually build on children's learning. For example, when a child finds a spider outside, staff quickly teach them about being kind to living things, which supports children's personal, social and emotional development. Staff swiftly address children's misconceptions.

Achievement: Strong standard

Children who face barriers in their learning make evidential progress in a short period of time. Children who are learning English as an additional language excel in their language acquisition, and this is confirmed by parents. Children with special educational needs and/or disabilities make excellent progress from their starting points, which prepares them well for the next stages of their education and beyond.

Children are well prepared for school. Their emotional development for this transition is supported by meeting their future teachers, who leaders invite into the setting. Children are given opportunities to practise more advanced skills where this is appropriate, such as learning the initial sounds of words.

Staff's continual focus on mathematics is making a clear impact on children's achievement, which is shown when children complete mathematical puzzles and increase in confidence while counting and using numbers one to 10. Children demonstrate their understanding of basic addition through well-planned group times. They show their understanding of how different combinations can equal the quantity of 5.

Behaviour, attitudes and establishing routines: Strong standard

Children's behaviour and their attitudes to learning are consistently positive. Leaders are excellent role models for staff and children in how they conduct themselves and show a passion for their work. They have created an environment where children flourish through instilling consistent and appropriate rules and boundaries. This gives structure to the routine of the day, which is particularly beneficial for children with special educational needs and/or disabilities (SEND), as they can easily predict what will happen next. Children happily follow staff's instructions and know what is expected of them.

Staff successfully support children to develop positive social skills. Children are kind to their friends. For instance, older children take the hand of younger children to involve them in group dancing activities. Children who once struggled with their social interactions are seen sharing resources with peers without prompting.

Staff have high but realistic expectations for all children. Children with SEND make steady developments in their ability to concentrate and focus. This has come after staff's persistent and consistent support and attention.

Leaders promote children's regular attendance. When needed, they take action to address issues, such as making home visits to check children's welfare.

Staff give children specific and enthusiastic praise, which reinforces their behaviour and learning. Again, this is particularly beneficial to children with SEND and encourages their new learning and development.

Children's welfare and wellbeing: Strong standard

Leaders do not waiver in promoting children's health and hygiene. They give this high regard when planning the routines of the day. Children remind staff that when they come inside, they need to wipe their feet, take their coat off and wash their hands. They demonstrate that they understand how to look after themselves and their environment without prompting. Staff are excellent role models for this, explaining how they wash their hands to remove germs.

Leaders encourage parents to provide healthy foods in their children's lunch boxes. They have some restrictions in place for foods that pose an allergy risk. Staff provide activities for children to play outside everyday, where children can enjoy fresh air and physical play.

Children are encouraged to make healthy choices when choosing to drink water or milk. Staff teach children how to serve themselves independently. Children of mixed ages confidently carry out this task.

Staff are attuned to the individual and unique needs of their key children. For children with special educational needs and/or disabilities, staff quickly learn and recognise their nonverbal cues that indicate a care need. They address these without any delay, ensuring children's welfare and wellbeing are never compromised.

Leadership and governance: Strong standard

Leaders have worked hard to embed high-quality practice. They lead by example and are committed to securing the best outcomes for children.

Leaders tailor training to the needs of the staff team. They source relevant external professional development opportunities for themselves and staff, and they deliver bespoke training in-house based on topical and relevant subjects specific to the needs of this setting. Staff speak highly of their work and say how they enjoy what they do. They say they feel valued and involved.

Leaders maintain effective two-way communication with their stakeholders. They arrange daily meetings for the staff team to discuss the plan for the day and children's progress. Leaders use feedback from staff to drive development and improvements to the setting. Partnerships with parents are professional, positive and supportive of children's learning and development. Leaders successfully engage with all parents and work to remove barriers to their involvement.

Leaders use research to inform practice. For example, they have learned that children build their core muscles and strength when standing at tabletops. Because of this, leaders have decided to remove chairs wherever possible to encourage the physical development of those who are able to stand.