Dingley Family And Specialist Early Years Centres

What is it like to attend this early years setting?

Staff provide a warm, safe and happy environment where all children can learn and develop at this specialist setting for children with special educational needs and/or disabilities (SEND). The child's key person welcomes them each day. The relationship between them is very strong. For example, the key-person system is a well-thought-out process, where managers monitor the connection the child has with the key person. This allows children to feel safe in the setting. Staff consistently meet the children's needs, and their safety is paramount. The key-person approach is strong, and the staff know their specific children extremely well.

The setting is very inclusive. It supports families in the community. The staff speak a range of languages and have extensive knowledge on different cultures. Staff provide a range of support for families, such as workshops, home visits and resources. They have a family area that has a 'community cupboard' providing essentials, such as clothes, nappies and food. The setting is supporting families to ensure the best for the children.

The managers provide a very ambitious curriculum, which is exciting and inspiring. They focus on how children with SEND learn and what each child shows an interest in. For example, staff plan activities that involve sensory experiences, such as water play. The curriculum is unique and allows for the children to explore the open-ended activities on offer. The staff continuously assess the children to ensure they are achieving their targets. All children are progressing in their development.

What does the early years setting do well and what does it need to do better?

• Management are strong and lead by example. They start the day with a team talk, which directs the team for the day. Staff feel extremely supported by their management team. They feel appreciated in their role. For example, managers recognise and reward staff with 'employee of the month'. Managers also cater for staff's well-being and meet with them regularly and ask how they could support them further. Staff receive high-quality and relevant training, such as music facilitation. This ensures staff keep their knowledge up to date and provide high standards of teaching and learning.
• Staff promote communication and language skills well. They use a range of tools and strategies. For example, staff always get down to the child's level, gain eye contact and pronounce basic words clearly. They also use signing, visual aids and objects to communicate. Staff use repetition to help the children learn. For instance, staff will sing the same song when washing their hands. Children show they are beginning to understand and are starting to follow routines.
• Staff encourage children to be independent when they can. For example, children can independently access their own play both indoors and outdoors.
• The staff follow the children's lead and stay close to ensure they are safe. Some children take responsibility over their own belongings, such as their water bottle and collecting their bag at home time. Children confidently explore the setting and enjoy the activities that are on offer.
• Staff manage behaviour well. They do not tell a child 'no' but distract and redirect them. Staff are positive with the children and praise them for their achievements. They have created a regulation station, which supports children to express their emotions. For example, they use strategies such as providing an area with resources including stories, ear protectors, comforters and mirrors. Staff support children to understand their emotions, which helps them to manage their own behaviour.
• Children are very happy and have built strong bonds with their key person. Staff play alongside them and extend their learning. For example, children stack coloured bricks, and staff ask them to count the bricks and identify the colours. During group times, children wait their turn and independently problem solve. However, staff focus less on encouraging children to develop their social skills. For example, even though they play alongside each other, children are not encouraged to engage and share activities.
• Parents are extremely grateful for the care all the staff provide for the children. Staff go above and beyond to support the whole family. For example, they help them fill out forms and to access additional funding. Staff also organise transport for families to ensure there are no obstructions to their child attending the setting. All forms of communication for parents are in their home languages. Parent partnerships are strong.

What the setting must and should do next

The provider should:

• support staff to make better use of opportunities to build on children's social skills.