Dragonflies Ditcham

Inclusion: Expected standard

Staff gather information through observation to identify those children who may need additional support. Staff make referrals to specialist services, ensuring children receive the help they need. Staff collaborate well with parents to support children's individual needs. Key staff provide parents with a detailed evaluation of their child's progress for the statutory progress check at age two. Parents praise the guidance they receive from staff to support their child's development.

Leaders devise and implement individual programmes of support for children who have special educational needs and/or disabilities. For example, staff have created transition plans to better prepare children for their move to school. In addition, leaders identify that some children need support to regulate their emotions. They arrange regular visits from a therapy dog. This provides companionship and emotional support for less confident children, while benefiting children at all stages of their development.

Staff talk in detail about key children. They understand that some children need regular opportunities to strengthen their speech and language skills. However, staff do not consistently apply the agreed strategies to support these children. For example, at times, staff do not encourage children to practise their growing vocabulary. This can impact the consistent progress of children with identified delays in their speech.

Curriculum and teaching: Expected standard

Leaders have designed a sequenced curriculum across all areas of learning, which follows children's interests closely. This provides a strong basis for staff to develop children's learning through curiosity and natural experiences. Staff offer children increasing levels of mathematical challenge. They encourage children to time themselves when completing familiar jigsaws. They ask children to count backwards after sequencing numbers. Older, more confident children relish these challenges that deepen their knowledge and skills.

Staff generally observe children well to understand what they know and can do. They use this information to plan next steps that support continued progress. Staff ask effective questions that extend the knowledge of confident learners. However, in larger groups, quieter children are not always given opportunities to show what they know. Too often, staff attention is drawn to older, more expressive children. As a result, children with barriers to their learning are not consistently supported to develop their language skills in mixed-age groups.

Children take part in a range of extra-curricular activities led by specialist staff. These include dancing, music and physical activity sessions in the adjoining school's building. These experiences develop children's creative and physical skills. They also help familiarise children with the main school, supporting a smooth transition for those children due to attend there.

Achievement: Expected standard

Children develop strong independence and physical skills as they grow. Young toddlers select fruit for their snack, using serving spoons with increasing control. They learn to climb stairs independently. Children of pre-school age show they are well prepared for school. They are confident talkers who form strong, supportive friendships with their peers. Babies learn to build core strength and fine motor skills. They begin to feed themselves using spoons, developing their early self-help skills. Children with special educational needs and/or disabilities begin to show increased social confidence and assurance with familiar routines.

Across the setting, staff help children strengthen their physical development. Children climb ladders, balance on beams and push and pull equipment. They demonstrate new abilities, such as riding trikes independently. Children proudly talk about what they know. They take pleasure in sharing their knowledge of number with staff. Staff notice these achievements and celebrate them widely. This supports children to develop a positive attitude towards learning.

Behaviour, attitudes and establishing routines: Strong standard

Staff provide highly effective support to children during transitions. Staff expertly model routines to new children. Staff ensure children know how to walk safely when out and about. Children move seamlessly into older groups with new key staff when they are ready. Staff communicate well with each other and prepare children thoroughly for change. Leaders ensure there is a robust transition programme for school starters. This strengthens children's confidence, ensuring children are familiar with their new school environment. Children are well prepared for the next stage in their education, and their attendance is regular. They build positive habits and routines for the future.

Staff consistently remind children about manners. They model how and when to say 'please' and 'thank you'. Staff use positive reinforcement to encourage children to make the right choices. They help children to understand how their behaviour affects others. This contributes to a harmonious and respectful environment. Children of all abilities build highly positive relationships. They show kindness and respect to each other throughout the day.

Highly encouraging staff enable children to develop excellent attitudes to their learning. Staff help children work together and to challenge themselves. For example, staff encourage children to run confidently around a woodland track. Staff provide toddlers with the confidence to ask for help. Children enjoy showing adults what they have made, for example their construction models. Staff are highly positive and supportive towards children's efforts. They praise children and teach children how to congratulate one another. This helps children develop increasingly positive attitudes to learning and to their peers.

Children's welfare and wellbeing: Strong standard

Leaders provide a healthy and nutritious diet for children. Staff offer lots of fresh fruit and support children to serve appropriate portions. Staff teach the importance of oral hygiene using pictures and models of teeth for children to 'clean'. Staff also create a dentist-themed role-play area. As a result, children learn how to take care of their teeth. In addition, children bring their toothbrushes into the setting from home to proudly show their friends. Leaders work closely with staff to identify children's social and emotional needs. Staff devise innovative activities that help children channel their emotions. For example, staff use team games and specialist equipment to support children to process overwhelming emotions through energetic play.

Staff foster secure and responsive relationships with their key children. These relationships help children to feel settled. Staff also create transition plans to support individual children. These plans help children who are new to the setting, while preparing older children for their move on to school. Leaders have robust procedures in place for managing accidents. Staff have a clear understanding of what to do if a child is hurt and how to respond quickly and appropriately. Staff offer immediate comfort and reassurance to any child who injures themselves.

Leadership and governance: Strong standard

Leaders have a clear and purposeful vision for the setting. Staff responsible for strategic governance ensure the new under-twos provision is well funded. Leaders prioritise the recruitment of high-quality staff. This supports the welfare and development of all children. In addition, leaders communicate exceptionally well with one another. This contributes to the efficient running of the setting. Leaders work extremely well to build purposeful links with local schools. For example, leaders champion extra-curricular activities on the main school site and collaborate with early years teachers in local schools. This supports children as they move on to their next stages of learning.

Parent engagement is another strength of the setting. Parents say they feel listened to. Leaders collaborate on a wide range of well-attended family events. These include Mother's and Father's Day celebrations and an Easter-themed egg rolling event. These build a sense of community and strengthen relationships between families.

Leaders implement an ambitious training programme for new staff. Staff are very positive about their induction. Leaders ensure staff workload is appropriate through regular supervision. Leaders continually update their training programme, for example by adding training on development in babies and revised safer sleep practices. Leaders are superbly reflective practitioners. They evaluate the provision rigorously. For example, they thoroughly review all risk assessments. This has strengthened staff's ability to safeguard children from foreseeable risks. In addition, leaders have increased the number of settling-in sessions for new children. This has had an impact on the ease with which children and their families feel like they belong.