Children's Corner Leeds Dock Limited

Inclusion: Expected standard

Partnership working with others is a strength of the setting. Staff collaborate well with families and external partners to ensure children with special educational needs and/or disabilities (SEND) are well supported to engage fully in learning opportunities. Staff demonstrate that they know strategies to support these children. They consistently anticipate children's individual needs and implement planned strategies to help them access learning successfully. For example, well-trained staff use Makaton alongside words to support children with speech barriers to gradually build their range of vocabulary and to respond to songs with their key person.

Leaders and staff know their children well. Leaders focus on ensuring staff get to know children and their families when they first start at the nursery. Staff follow children's interests and use observation and assessment information to have a secure understanding of each child's individual targets, as well as the next steps in their learning and development. However, some staff do not consistently use opportunities within activities to challenge and extend children's learning even further. For example, at times, staff do not give them enough time to think and respond to questions. This does not consistently support children to develop their own early problem-solving skills. Some staff are being supported by leaders to strengthen their teaching skills. Leaders recognise that there is more to do to fully embed some staff's understanding of each child's next steps in learning, to help staff challenge and extend children's learning even further.

Leaders support staff to share information with each other regarding children's learning and care needs with their colleagues. This ensures that each child's move from one room to the next is managed effectively.

Curriculum and teaching: Expected standard

Typically, the curriculum is ambitious, varied and covers all areas of learning well. Children benefit from outdoor play to develop their physical skills. For example, children practise throwing balls into the large targets outside. Leaders have made some investment in the outdoor area to strengthen the quality of the curriculum, including identifying staff training needs. However, this is not yet explicitly embedded into practice to precisely build on children's next steps. Not all staff provide consistently high-quality teaching and make full use of the resources available. This means that children do not make the best possible progress in their learning.

Babies and children hear and learn mathematical language. For example, babies hear positional language, such as 'above' and 'under', as they explore different-sized blocks. They learn the names of shapes and colours while playing with staff. They attempt to fit shapes into the right spaces. Older children learn about matching and counting during activities and develop their understanding of numbers to 10.

Staff support children's communication and language development effectively. For example, they encourage babies to repeat key words. Typically, staff engage older children in conversation and ask questions. There is a positive focus on promoting children's early literacy skills, with books and songs used continually throughout the day. Staff narrate children's play and follow children's interests. Staff understand what they want children to learn.

Achievement: Expected standard

Children enjoy engaging in a wide range of experiences. They make steady progress from what they know and can already do. Children benefit from regular observations and assessments, and staff discuss children's learning needs as a team. Children with special educational needs and/or disabilities (SEND) are supported to take part in activities through support, repetition and adapted resources.

Children learn a wealth of personal, social and emotional skills. Older children can express their feelings and needs. For example, they take part in activities where they learn how to identify and understand their emotions. Children develop ways to self-regulate and learn strategies, such as box breathing. They continue this at home. Children are independent. For example, they wash their hands and self-serve their food during lunchtimes. Children develop the key skills, ready for their eventual move to school. This includes early literacy, mathematics and self-registration.

Behaviour, attitudes and establishing routines: Expected standard

Leaders create a positive and inclusive environment. Staff act as effective role models. They treat children with kindness and respect. As a result, children build positive relationships with staff and key persons. Staff offer specific praise and encouragement, and children respond with pride. Children respond positively to the consistent and predictable boundaries that staff provide. There are clear routines and transitions within rooms. This helps children understand the nursery rules and routines. Staff work in partnership with parents to provide a continuation to meet children's care needs. For example, staff work collaboratively with parents to understand children's behaviour and ways that staff can support children's needs within the setting.

Children develop positive attitudes to learning. They enjoy exploring resources and the range of activities on offer. Children remain focused and involved in regular one-to-one and small group teaching sessions with staff. Staff use songs and rhymes to maintain children's engagement. Transitions are managed effectively. Leaders understand that not all children have access to a garden at home. Therefore, they offer regular experiences in the local community where children can enjoy the open space and fresh air. In addition, children typically benefit from activities in the outdoor area. Although leaders understand what they want children to learn, teaching in the outdoor area does not yet deepen children's learning to support them to make connections and think critically about the world around them.

Children's welfare and wellbeing: Expected standard

Leaders and staff have a clear focus on promoting children's welfare and wellbeing needs. They have created an inclusive culture, ensuring every child feels safe and supported. Settling-in arrangements and transition arrangements are well thought out. Key workers establish positive relationships with parents to understand children's personal needs well. Staff are responsive and adaptive to children's individual needs, including children with special educational needs and/or disabilities (SEND). Through parent and professional partnerships, staff ensure that individual care and learning plans are effective and support children's wellbeing. Staff work closely with medical professionals and specialists to support individual needs.

Babies receive attentive care. Staff supervise them closely during sleep and mealtimes to ensure their safety. There is a clear focus on physical activity. Children of all ages have regular opportunities to explore and develop their physical skills both indoors and outdoors. For example, babies have access to the soft-play furnishings where staff focus guided play to develop babies' early movement skills, such as crawling and walking on.

Children engage in discussion about healthy choices. Typically, older children can identify types of healthy foods. They are provided with water and eat healthy snacks and lunches. Children are then provided with opportunities to play and explore with fruit and vegetables as part of activities, making pretend meals. Children generally understand the importance of self-care. They learn the importance of brushing their teeth. For example, staff provide activities for children to learn how to use toothbrushes, such as brushing the teeth on dental care models.

Leadership and governance: Expected standard

Leaders provide staff with regular supervision and training opportunities for professional development. New staff complete a structured induction process where they familiarise themselves with policies and procedures. New leaders receive suitable support and training to move into their roles confidently. Leaders are reflective and have reviewed the need to appoint a special educational needs coordinator (SENCO) who will be present at the setting permanently. Leaders are committed to ensuring that, when appointed, the SENCO is well trained and receives the relevant support to upskill them to be able to fulfil their role effectively.

Leaders are committed that staff receive support to continue their professional development, including attending training to help them understand how to support children with special educational needs and/or disabilities (SEND). Leaders identify where they need to support staff to enhance practice further. They have regular meetings with the team to share practice ideas, focusing on strengths and areas of improvement. Leaders access external training and share this with staff to develop staff knowledge. These processes support improvement over time.

Leaders have created a positive culture. They value and manage staff's wellbeing and workload effectively. Staff feel valued. Staff are dedicated to their roles and are committed to working with children. Parents speak highly of the nursery and value its welcoming and child-centred environment.

Leaders know children and their families very well. They understand the needs of the children that attend. They have close and effective links with professionals. This also ensures that children with SEND are well supported. This ensures families feel informed, included and confident that their children receive the support they need.