Early Adventures Ltd

Inclusion: Strong standard

Staff go above and beyond to support children with special educational needs and/or disabilities. They work with parents effectively and swiftly identify children's individual needs when children first start. They plan adaptations that they can make to help children settle. Examples of these include adaptations to mealtimes or menus. For instance, some children have additional support at this time to help them regulate their emotions. Staff use picture cards to help children to understand and begin to express their needs. These adaptations have a significant impact on children's enjoyment and achievement. Children regulate their emotions and use words and phrases to communicate.

Children who face barriers to their learning are given high levels of support by staff. For example, staff support them sensitively and are on hand to provide reassurance. They devise additional charts to help children to feel settled.

Staff work exceptionally well with a range of other professionals. They write detailed reports and share extensive information with other professionals who may be involved with children. This includes children who are disadvantaged or known to children's social care. Staff work extremely well with other schools to support children as they make the transition to school. For example, they have meetings with staff, organise visits and additional meetings to plan how they can best support children as they make the move to school.

Curriculum and teaching: Expected standard

Staff support children's communication well. They use a range of strategies to enhance children's vocabulary. Staff working with babies use songs and rhymes as a way of enhancing their language skills. They talk in simple language and repeat and extend what children say. They use clear simple language. For example, when babies and toddlers say, 'Baby', staff respond with gestures and ask 'Where's baby?' Staff working with older children use ambitious vocabulary to develop their skills further. For example, they use words such as, 'Dehydration' and discuss the meaning of this to help children understand the importance of drinking regularly.

Leaders have designed a well-thought-out curriculum that is based on building blocks that highlight the skills children need to learn over time. Children progress through the curriculum at their own pace. Staff support children with special educational needs and/or disabilities as they progress through the curriculum, giving them the time and support they need. Staff carry out accurate assessments to identify where children are in their learning and the skills they need to learn next. They share detailed information with parents about how they can support their children's learning further.

The garden is less well developed. The space and organisation of the garden mean that staff are not always able to plan fully for children's individual interests. On a small number of occasions, children are less engaged because of this.

Achievement: Expected standard

All children make the progress of which they are capable. For example, babies and toddlers begin to use words and phrases. Older children develop a love of language and are keen to find out the meaning of the words that staff use. Children develop a love of books and younger children enjoy sitting on staffs' knees to listen to stories. Older children bring in books to share with their friends and ask staff to read these. Children typically concentrate well and engage well in activities they choose. For example, toddlers thoroughly enjoy playing alongside their friends in the sand. These skills prepare them well for the next stage in their learning.

Children with special educational needs and/or disabilities make superb progress. They settle quickly and engage well, participating in activities alongside their peers. They progress through the curriculum and develop skills to support them for the future.

Behaviour, attitudes and establishing routines: Expected standard

Staff have clear expectations which they consistently reinforce. Staff working with babies remind them that they must sit at the table until they have finished eating. 2-year-old children learn that they must put knives down before they move from the table. Staff consistently reinforce the expectations. They use distraction well to support children who become overwhelmed. For example, they encourage children to help them to clear away after snack. This helps children, particularly those who face barriers to their learning, to regulate their emotions.

Children develop good relationships with their friends. Younger children learn to play alongside each other as they play in the sand. Older children recognise when their friends are unsure and involve them in play to help support their emotional regulation.

Leaders provide support to parents to ensure that children can benefit fully from the sessions on offer. For example, they sometimes contact parents to ensure children can still attend their sessions.

However, occasionally routines, such as snack time or group time, are not consistently well thought out to extend children's learning further. For example, older children occasionally lose focus as they gather on the carpet and prepare for lunch. This occasionally impacts on children's attitudes to their learning.

Children's welfare and wellbeing: Expected standard

Leaders have a accurate oversight of children's welfare and wellbeing and pride themselves on the relationships with children. Children have strong relationships with staff. This is evident when children seek out their key person for cuddles and reassurance. They greet staff enthusiastically when they arrive. Staff support children with special educational needs and/or disabilities effectively. They know children well and this means they have a wealth of strategies to support children when they feel overwhelmed.

Staff provide a range of healthy meals and snacks. They work particularly well with parents of babies to understand their stage of weaning and foods they have tried. They give clear messages to children and parents about how they can keep themselves healthy. Children enjoy a range of healthy meals and snacks. They help children to understand how to look after their teeth. Children really enjoy learning about how to brush their teeth effectively. Leaders ensure children have a range of opportunities to enjoy both fresh air and exercise. Children access the garden throughout the day. Managers recognise the constraints of their garden and provide opportunities for children to engage in more physical and boisterous play as they play in the park and practise cycling.

Staff typically teach children about good manners, for example, they model please and thank you. However, minor weaknesses in the organisation of routines mean that this is not yet consistently embedded.

Leadership and governance: Expected standard

Managers have a clear vision for the nursery. They work hard to create a small, family-orientated nursery where children and parents feel part of the family. Managers and staff go out of their way to provide support and guidance to parents. They listen to parents and make adaptations that they feel will benefit the nursery further. Parents feel that the changes to the parents evening have allowed them to share their knowledge of their child and their abilities. They appreciate the involvement that they now have in the process. Managers have clear strategies in place to ensure staff are safe to work with children and understand their roles. They have robust induction procedures in place to ensure all staff understand how to carry out key routines, such as nappy changing.

Staff are confident in their roles. They comment that they feel well supported and feel that they can talk to managers about everything. They appreciate the support of other staff too.

Managers provide effective support and coaching to help staff improve their practice further. Staff benefit from a range of training opportunities to enhance their practice further. For example, staff have recently attended training on the outdoor environment and talk about improvements that they have planned for the garden.

Managers have a clear understanding of the settings strengths and areas for development. For example, they have plans in place to develop the garden area further.