Dainty Little Hands

Inclusion: Strong standard

Leaders are highly proactive in ensuring that the needs of children with special educational needs and/or disabilities (SEND) are successfully met. They have substantial, expert knowledge and skills in supporting children with SEND and those who face other barriers to their learning and/or wellbeing. They continually use research to extend their knowledge and find new and innovative ideas, which they share with staff and weave into practice. Leaders have embedded a consistent, highly inclusive culture across the setting.

Leaders and staff swiftly identify children's needs and use in-depth assessment extremely effectively to plan and review their next steps in learning and development. Children with SEND engage deeply in activities tailored to their individual needs. For example, leaders have used early years pupil premium funding to purchase resources that support individual children's play and learning, such as equipment that helps children to self-regulate through repeated spinning movements. As a result, these children make significant progress from their starting points.

Leaders work closely with staff to develop their expertise in strategies, such as Makaton, which strengthen and support children's communication. Staff apply these approaches consistently, including for children with SEND. Leaders also use a speech and language audit to assess children's needs precisely. As a result, children make rapid progress in their communication and language skills. Leaders work highly effectively with external agencies, professionals and parents to secure the support these children need to make the best possible progress in their learning.

Curriculum and teaching: Expected standard

Leaders and staff have designed a sequenced curriculum that builds on what children already know and can do. They use assessment effectively to determine children's next steps in their learning and development. The curriculum is inclusive and adapted to meet children's individual needs, taking account of their age, stage of development and starting points. Early mathematics is woven into daily activities. For example, as children pick up balls, staff use warm, caring interactions to count aloud so children hear and begin to understand number. Leaders have identified that because the staff group is quite new, there are occasions when teaching is not yet consistently extended to a high level. Leaders do work closely with staff to further their teaching skills, but this has not yet had the desired impact to help all children make the best possible progress.

Staff support children's communication and language skills by reading books and emphasising key vocabulary. For example, when reading the book 'Elmer', they focus on questions that draw out children's recognition of colour. Children with special educational needs and/or disabilities select rhymes through vocalising sounds such as 'D' for 'Five Little Ducks'. This ensures all children are developing a love of books and increasing their vocabulary skills.

Achievement: Expected standard

Children typically progress well from their starting points. They show an enjoyment for learning within this inclusive environment. Children make secure progress in their communication and language. They move from babbling to using single words, and develop a growing vocabulary through stories, songs and rhymes. Children develop early mathematical understanding as they count objects one by one. They build their physical strength and coordination as they roll out play dough, climb and slide, and use resources such as diggers in the mud. Children also use language linked to their play, such as 'digging'.

Children with special educational needs and/or disabilities make greater progress in their communication and language and self-regulation. For example, they are taught to use vocalisation sounds and gestures. These children show increasing confidence in making choices, for example, when selecting favourite rhymes, including 'Five Little Ducks'. Overall, children gain the knowledge and skills they need for their next stage of learning and development. Leaders recognise that staff do not share children's next steps with parents consistently so that learning can be better supported at home.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff foster a culture of kindness, care and respect towards all children, including their families and communities. They take time to get to know each family to ensure an inclusive, nurturing environment for every child. Children play alongside one another harmoniously, while staff support them to develop good manners and respectful interactions. Leaders have established effective procedures to monitor attendance and promote good habits for learning. They work with parents, including making appropriate adaptations for children with special educational needs and/or disabilities, to support regular attendance and meet children's individual needs. As a result, children develop positive attitudes towards their learning and this prepares them well in readiness for school.

Children form positive relationships with staff and their peers. They understand what is expected of them at the setting. Staff use clear signals, such as a tambourine, to help children understand routines and know when it is time to move to another activity. Staff remind children to use their polite manners when asking for play equipment from their friends. This helps children to collaborate, share and get along with others.

Children's welfare and wellbeing: Expected standard

Leaders have high expectations for all children's welfare and wellbeing. They have created an inclusive environment where children feel safe, secure and valued. Staff take the time to get to know children and their individual needs. They are supported by a strong leadership team that shares its superb knowledge and expertise with staff to enable them to successfully meet the needs of all children. For example, children with special educational needs and/or disabilities who find self-regulation difficult are provided with individualised resources to support their emotional regulation and engagement.

Children form secure attachments with their key persons and benefit from safe sleep practices that meet their individual needs. Children enjoy healthy lunches, such as spaghetti, mince and yogurt, which are provided by the setting and fully support children's dietary requirements. Staff also encourage parents to provide healthy lunch boxes for children who choose to bring food from home. However, routines at lunchtimes and sleep times are not yet established consistently well enough. As a result, opportunities to promote children's social skills at lunchtimes and ensure smoother transitions at sleep times are not fully embedded.

Leadership and governance: Strong standard

Leaders, including those responsible for governance, are highly committed, enthusiastic and have a wealth of knowledge. They have an in-depth knowledge and understanding of child development. They are experts in implementing this knowledge in practice to meet the needs of all children, including those with special educational needs and/or disabilities (SEND) and those who face barriers to their learning. Children benefit from a highly inclusive environment. Leaders work closely with parents to provide well-tailored support and engage external agencies promptly to secure specialist help for children with SEND. As a result, they receive excellent support to help them learn, develop and thrive.

Leaders are committed to continuous improvement and have a clear view of the setting's strengths and priorities for development. They lead by example, using hands-on modelling in their work with children to strengthen staff's knowledge, skills and practice. Leaders also consider the wellbeing of staff and provide opportunities for them to develop through training and coaching. They recognise that there are occasions when staff need additional input to help them raise the quality of their interactions and teaching even more.

Leaders have a strong understanding of their local community and families. They work closely with all families, providing additional support to those who have children with individual needs to promote regular attendance. As a result, children develop positive habits for learning and thrive at the setting. Parents report that they are extremely happy with all the friendships their children have formed at the setting and comment on the leaders' efforts to secure the additional support their children need.