Cornhill Kindergarten Limited

Inclusion: Strong standard

Leaders make early identification of children with special educational needs and/or disabilities (SEND) a priority. They are quick to seek advice from external agencies to ensure children have the support they need. Staff are highly reflective of this practice and make adaptations to support quick progress. Progress is monitored rigorously for all children, particularly for those children with SEND. Leaders are eager to upskill staff by providing research and training on the many barriers their children face. Additional funding is used to purchase resources children with SEND may need, so they are supported in every interaction.

Staff are invested in leaders' vision of being inclusive. Staff started a 'sign of the week' for children to use sign language. This has now become everyday practice, and children can use signs competently to communicate their needs. Children understand routines using a visual timetable and have visuals around the setting to help them with their communication.

Parents report secure communication from staff, so they know how their children are progressing. They are appreciative of the time staff spend explaining this with them. Staff understand the needs of their families and work hard to reduce any barriers they may experience. Leaders ensure smooth communication as they include external agencies in meetings.

Curriculum and teaching: Needs attention

Inconsistencies in teaching quality and adult interactions mean that some children do not always receive the targeted support needed to maximise their learning. Although staff understand children's next steps and assessment is used effectively, this knowledge is not consistently embedded across the setting. Leaders have developed their curriculum centred around children's interests, with activities planned to engage children and support enjoyment of play. They are reflective and recognise the importance of strengthening consistency in teaching and interactions.

Children are exposed to a language-rich environment. Staff take time to engage in conversations with children, encouraging language development. Babies are encouraged to babble and begin to use single words as staff commentate on play constantly, whereas older children have longer back-and-forth conversations. Mathematical learning is evident across the setting. Children use mathematical terms in their play and develop an understanding of number in pre-school.

Much consideration is given to children's personal, social and emotional development as they participate in weekly mindfulness sessions. Leaders invest time understanding the needs of children with special educational needs and/or disabilities. They make adaptations to their curriculum offer where needed to ensure all children are included. Staff make the most of the grounds the setting is in, and they have invested in creating an outdoor space which meets the needs of and inspires their children.

Achievement: Expected standard

All children typically make progress from their respective starting points. Staff complete regular assessments and identify gaps in learning. Children with special educational needs and/or disabilities make swift progress as leaders spend much time working on meeting targets. Children are exposed to a language-rich environment, so their communication and language skills begin to develop from a young age. Children's social skills develop when they learn to play cooperatively with others, taking turns and sharing. Children become independent as they self-serve at mealtimes and pour their own drinks. Children's physical skills are supported as older children engage in exercise outdoors, and play with bats and balls. Babies learn to pull themselves up and crawl in their large area. Children progress through the setting as staff have expectations of skills they want children to learn. Staff work with parents and carers to ensure children are making this progress, for example, they invest time supporting with toilet training.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff have high expectations for their children. Staff have high standards for behaviour. They understand the needs of their cohort and have worked to maintain these standards. For example, where there are moments of conflict, children are given time to resolve this themselves. On occasion, routines are not always planned well. Transitions between activities can be less structured and children do not understand what is expected of them, meaning they become restless. Staff are quick to respond by sharing their expectations calmly and respectfully, which children respond well to. Children are kind and caring towards one another and use their manners. Children play well together and create their own games, introducing storylines to their play. Children benefit from caring relationships with all staff. They are familiar with staff in their next room, so transitions between rooms are seamless.

Parents and carers understand the importance of regular attendance and leaders know how to tackle poor attendance and punctuality. Children observe positive interactions between staff and their parents. Children will tell parents to have a good day as they hear this at drop-off times.

Children enjoy mealtimes with their friends. Children understand the importance of washing hands, and will prepare themselves for lunch as routines are well established at this time. The setting's cooks interact with children, asking what they would like for lunch and talks to them about making healthy choices. Children can access their garden and make meals with food they have grown.

Children's welfare and wellbeing: Strong standard

Children show a sense of belonging, where they know they are safe and well cared for through secure attachments to staff. Staff know their children well, and leaders are aware of the ever-changing needs of children and their families. They consider the wellbeing of families when making decisions and offering support. Children's dignity and wellbeing are promoted as they are given privacy during personal care routines. Staff ask if it is OK to change their nappy and ensure this is carried out in a discreet manner.

Children learn how to regulate their emotions and understand the emotions of others. For example, when children become upset, they seek the comfort of adults who offer cuddles and talk to them about how they are feeling and what help they may need. Babies who are new to the setting reach out to staff for comfort. Children's mental health is supported as they participate in meditations and mindfulness sessions.

Children understand and talk freely about the importance of regular physical exercise and having a healthy lifestyle. They develop long lasting self-care skills, such as teeth brushing, from being a baby. Children learn how to be responsible as they tidy away after themselves and clean up spillages they accidentally make. They tend to the setting's garden, where they grow fruit and vegetables and frequently remind staff when plants need a drink of water. Staff are considerate and respectful towards children.

Leadership and governance: Expected standard

Leaders understand their areas of strength and have a clear vision for the setting. They welcome feedback and look for ways in which they can improve. When improvements are needed, leaders are reflective and are quick to implement change. Leaders keep the best interests of the children at the heart of everything they do. They consider the impact of change on the children and seek to upskill staff to best support their children. Leaders have high expectations for their curriculum. They have identified the need for improving teaching through staff interactions and have provided ongoing training. Leaders understand this is in its infancy, and so it has not yet become embedded practice.

Leaders are considerate of staff workload and wellbeing. Staff report they are provided with regular supervisions where they can access training to further their professional development. This development means that staff are consistently raising the quality of care they provide for the children.

Parents report that leaders share information efficiently. They access regular updates and have a policy a month shared with them. Leaders seek the views of parents regularly as they continue to develop. Leaders work with many external agencies and exhaust the support they can to raise standards for their children, particularly those children with special educational needs and/or disabilities.