DeeDee Childcare Limited

Inclusion: Strong standard

Leaders consistently demonstrate how they make a measurable difference to the opportunities and experiences of all children. This includes the most disadvantaged children, those with special educational needs and/or disabilities (SEND) and those who may face other barriers to their learning and/or wellbeing. This is a strength of the setting. Leaders identify children's needs consistently quickly and accurately. For example, they purchase specialised equipment and resources to help support children with SEND. Staff communicate using a translation app to support children with English as an additional language. This helps children to settle well and allay any fears and anxieties they may have.

Leaders make wise and effective decisions when spending additional funding. They identify activities which support specific children, while also benefiting all the children in the setting. For example, children enjoy free swimming lessons and toddler rugby sessions each week. This inclusive approach benefits all children and supports their physical development extremely well. It helps promote a healthy lifestyle, while developing essential life skills.

Leaders have formed extremely effective relationships with outside agencies which have a consistently positive impact on all the children. Leaders have ensured that all staff are trained in various aspects of SEND and supportive strategies. This means children's additional needs or barriers to learning and/or wellbeing are identified early. Staff rigorously monitor children's progress and ensure any adaptations are making a sustained difference. For example, regular assessments highlight any gaps early in children's learning. This information is used to create individual targeted next steps for each child. This close attention to detail helps all children make consistent progress from their starting points and rapidly narrows the gap in their learning.

Curriculum and teaching: Strong standard

Leaders provide a highly inclusive curriculum that is available and accessible to all children. They skilfully consider wider contextual information, as well as the individual needs of their children and families. Daily routines are embedded consistently well and are designed to cause least disruption to the children.

The curriculum and teaching is focused consistently accurately on each child's age and stage of development. Staff expertly use their training and skills to support this. For example, highly qualified staff deliver bespoke science projects to children. As a result, children develop positive attitudes to learning as they explore new and exciting things. Leaders and staff use high-quality interactions to assess what children know and can do. They skilfully adapt their teaching to meet each individual need. This means they narrow the gap in children's learning.

Mathematics is taught consistently well and builds on what children already know and can do. Staff sing number songs and count with babies as they go up the steps to the slide. Young children use language such as full, empty, big and small. Older children learn about shapes as they select different cutters in the dough. This means children become confident learners and are prepared well for their next stage in learning.

Physical development is actively promoted extremely well. Children are consistently supported to keep an active lifestyle and to make healthy choices. Babies eat their lunch with forks and learn to use open- topped cups. Older children pour their own drinks and use spoons and tongs to serve themselves. Babies carefully balance along low beams outside, closely supported by adults. Children enjoy throwing, catching, climbing and riding bikes in the large outdoor area. They learn to swim and play toddler rugby, helping to develop their muscles and coordination.

Equality and diversity is taught consistently well. Children share, take turns and learn about the different beliefs of their friends in a meaningful way. For example, staff have joined with families to make books on what makes them special. Skilled staff also deliver specific programmes to older children about equality and differences. This helps children to make connections and learn about the world around them.

Achievement: Strong standard

Children learn new skills and are well prepared for their next stage in learning. They learn to take responsibility for their own self-care needs. For example, children wipe their own noses and wash their hands. Older children cut their fruit and pour their own drinks. Children learn perseverance as they build tall towers. They develop independence and are prepared well for school.

Children develop their personal, social and emotional skills consistently well. Babies select their own toys and resources. They look at books and bring them to staff to read. Older children choose which food to eat and learn to confidently serve themselves at mealtimes. Children begin to form their own opinions and develop a sense of belonging from an early age. Children with special educational needs and/or disabilities achieve consistently well and are narrowing the gaps in their learning.

Children learn rhymes and listen to stories together. Babies giggle with delight as they sing songs on rockers outside. Older children join in with action songs and sing about pizza as they knead dough together. Children grow in confidence as they develop communication and language skills, and demonstrate that they feel seen and heard.

Behaviour, attitudes and establishing routines: Strong standard

Leaders have consistently high expectations for all children's behaviour. They work with staff to establish a harmonious and respectful culture. For example, babies learn to wait before they can sit on rockers. Age-appropriate rules are applied consistently and fairly, and children know to use 'inside voices' and 'walking feet.' Staff offer high levels of praise for all children, including those who may have barriers to their learning and/or wellbeing. This helps all children to feel valued, included and ready to learn.

Children have built warm and trusting relationships with staff who respect their needs and wishes. Babies and young children are able to choose who they go to for comfort throughout the day. This means children feel settled and develop extremely positive attitudes to learning. Children are inquisitive and eager learners, engaged with their learning. They focus their attention on what matters and concentrate well. For example, children enjoy mixing their own dough and talk about the changes in the materials.

There are highly effective systems in place to manage any issues in attendance. Leaders are quick to act positively and support families, ensuring children's welfare. Staff teach children the importance of being kind and are positive role models for the children. They skilfully resolve conflicts, consistently validating children's feelings and teaching them self-regulation skills. This means children are extremely well prepared for their next stage in learning.

Children's welfare and wellbeing: Strong standard

Children are happy and settled and have formed nurturing relationships with staff. There are effective systems in place to support children new to the setting, taking into account their preferences and needs. Leaders and staff know their children extremely well. Children's special interests are followed and leaders go over and above to make families feel welcomed. Leaders have created a safe and welcoming nursery where children and staff play and learn together. Children forge deep relationships with each other and play hide and seek outside, giggling with glee as they are 'found' by their friends. All children, including those with special educational needs and/or disabilities, and those with barriers to their learning and/or wellbeing, demonstrate they feel cherished and included. This helps to promote children's emotional wellbeing and a strong sense of belonging.

Children learn about making healthy choices and are encouraged to manage their own personal needs. Staff ask children if they are tired and need a rest. Children choose which fruit and drink they would like for snack. Leaders and staff follow consistently effective hygiene practices. Children learn to wash their hands and talk about how this washes the germs away. Children model brushing their teeth through brushing a tiger's teeth with a toothbrush. This helps establish healthy habits and children learn independence skills.

Leadership and governance: Strong standard

Leaders have an excellent understanding of their setting and its context. They have made strategic decisions which have had an extremely positive impact on all children. In particular, the organisation of the toddler rooms has supported children with special educational needs and/or disabilities (SEND). Leaders have extremely high expectations for all children, including those with SEND, and those who may face barriers to their learning and/or wellbeing.

Leaders are ambitious. They make swift and decisive action to drive improvements to maintain consistently high standards of care and education for children. They have made a detailed analysis of their setting's strengths and areas for improvement and understand the impact these will have on their children. Staff are courteous and professional and high expectations are embedded across the setting. Leaders undertake regular supervisions and set measurable targets for their staff. Staff feel supported by leaders and are encouraged to make contributions to the running of the nursery. Staff design the broad and balanced curriculum within each room, with the close oversight of leaders. Leaders and staff know their children well and consistently ensure all children's needs are met.

Partnership with parents is highly effective. Parents consistently speak of the support they receive and the positive impact this has had on their children. They say the nursery is a 'magical place' for their children, where they receive 'amazing care'. Staff suggest books and resources to continue children's learning at home. Leaders work closely with parents and support them incredibly well, especially with SEND referrals. Leaders ensure healthy and nutritious meals are freshly prepared and share favourite recipes with parents.

Leaders have placed a key focus on high-quality training and development for all staff. This has had a positive impact on the quality of provision and on practitioners' practice. Staff swiftly identify any additional needs and put accurate adjustments in place. Leaders have formed extremely successful partnerships with outside agencies and professionals. They work effectively together with a consistent focus of improving outcomes for all children, including those with SEND. Children settle quickly and are prepared well for their next stage in learning.