Dinotots Ashington

Inclusion: Expected standard

Typically, the needs of children with barriers to learning and those with special educational needs and/or disabilities (SEND) are met well. The setting identifies children's needs swiftly and accurately. This includes children with barriers to learning and those with SEND. Leaders seek external support for advice and work in partnership with other agencies and professionals. This ensures children receive the support they need to make progress.

Leaders use their understanding of children's needs to inform their decisions on how to use funding effectively to support children. This includes enhancing staff practice through training opportunities. However, this training is not consistently embedded in practice across the setting. As a result, staff do not always apply their learning effectively to enhance the support and provision for children.

Leaders have high expectations for children and use their knowledge of child development to implement strategies to support all children. They work closely with parents to discuss progress and developmental concerns.

Curriculum and teaching: Expected standard

Leaders have a good understanding of the curriculum, and it is designed so staff understand what they want to children to learn. This ensures children are ready for their next stage of learning.

The curriculum is inclusive and typically taught well. It is tailored to children's interests, needs and stages of development. Staff carry out regular observations and assessments of the children to check what they know and can do. This ensures that emerging needs and next steps are identified quickly.

The setting recognises the importance of learning outdoors and therefore is currently developing the outdoor space.

Staff help children to focus attention and concentration. However, activities are frequently changed after children have had an initial opportunity to explore them. This limits opportunities for children to revisit experiences, build on previous learning and strengthen their attention and concentration.

Staff support children's communication and language in the setting, and use mathematical language both in everyday practice and planned activities. For example, children enjoy counting the number of bowls needed for lunchtime when setting the table.

Staff generally plan activities well and use opportunities to extend children's learning. For example, as they read 'The Very Hungry Caterpillar' story, they encourage children to count, recognise numbers and learn about simple subtraction.

Achievement: Expected standard

Typically, children are developing well and making positive progress from individual starting points. They enjoy the different experiences in the setting, such as strengthening their hand and finger muscles when manipulating play dough.

Children are keen to join in with activities, and have the confidence to move freely around the setting. There are opportunities indoors for large-muscle physical development where children can roll, crawl, climb and jump. This is developing children's core strength and coordination, as well as confidence and resilience. Children enjoy going outside, with opportunities for exploring sand and water.

Children are developing their social skills effectively. They sit together for mealtimes and enjoy simple conversations with their friends and staff. They are also supported in building their independence by choosing and serving their own food and drinks. This helps children develop an understanding of their own preferences.

Children are developing their attention and listening skills. For example, equipment for recording simple instructions is used, which encourages children to listen.

Behaviour, attitudes and establishing routines: Expected standard

Leaders have high expectations for all children's behaviour, including those with barriers to learning and special educational needs and/or disabilities. Older children follow the golden rules for behaviour. Staff display these rules, which include not running indoors, and remind children of these to support their positive behaviour.

Leaders promote children's regular attendance, and they encourage and support families to develop consistent routines. This helps children to develop positive attitudes to learning in preparation for their future success.

Children are well supported when they start at the setting. Staff work closely with parents to gather information they need to support the transition. Parents report how well their children have settled and that they enjoy attending the setting.

Children build warm and trusting relationships with their key person, and they learn kindness and respect from staff who are positive role models. For example, children show good manners at mealtimes and use language such as 'please' and 'thank you'.

Children's welfare and wellbeing: Expected standard

Leaders have created a space that is safe and welcoming where children generally enjoy learning both indoors and outdoors. Children, including those with barriers to learning and special educational needs and/or disabilities, develop warm and positive relationships with all staff. This promotes their wellbeing.

Staff teach children about health, food and wellbeing. For example, children take part in regular cooking activities, daily exercise programmes and toothbrushing. This supports children to develop healthy routines that can contribute to their health in the future.

Hygiene practices are embedded, and children are independent in managing their personal needs. Parents report that they are well supported by staff when their children are ready for the next stage of learning. For example, parents receive guidance and information on toilet training, which promotes working in partnership.

Children are provided with healthy meals and snacks. Menus are well planned, and mealtimes are a social experience where independence is promoted. For example, children set the table and serve themselves. Leaders recognise the importance of healthy eating and are developing the outdoor space to include areas for growing vegetable and herbs.

Leadership and governance: Expected standard

Leaders are ambitious for children and have a clear vision. Leaders are reflective and understand the strengths of the setting and areas of development. For example, they recognise enhancements are required in the outdoor space to improve outcomes for children's health and wellbeing.

Leaders provide regular opportunities to talk to staff about workload and give feedback on performance. Staff report that they feel well supported and valued by leaders. Both leaders and staff identify training opportunities, which strengthens practice across the setting. However, leaders do not ensure this training is consistently embedded in practice across the setting. As a result, learning is not always applied effectively to enhance the support and provision for children.

Leaders engage and work in partnership with parents and professionals. This impacts on and supports children's education and care. This includes those with barriers to learning and special educational needs and/or disabilities. Transition within the setting is managed effectively and in partnership with parents and professionals. For example, school staff visit the setting to meet the children leaving to attend their school.

Leaders build positive relationships with parents to support children's learning and development. Parents say they are kept informed about their children's progress online and on collection. For example, staff share information about how the children are learning so that parents can continue to support their development at home.