Early Start Shrewsbury Road

Inclusion: Expected standard

Staff recognise when children might experience barriers to learning. They observe children and develop plans for support. Leaders and staff liaise with parents and professionals to ensure that children's next steps are understood and supported. Staff use sign language to foster children's communication and ensure that they can express themselves, including children who speak English as an additional language. Staff share a 'Makaton sign of the month' in the newsletter, which promotes continuity of care. Leaders implemented a lending library and a range of 'home packs' that include toys and resources to support children's learning. These are colour coded to ensure that they are appropriately matched to each child's individual needs. This further supports families to extend their children's learning at home.

Leaders further promote inclusion, offering enriching activities. For example, they introduced a music programme, where children build their confidence while exploring rhythm and movement. In addition, they offer multi-sports and cooking classes to provide accessible opportunities for all children to participate, regardless of their abilities or previous experiences.

Curriculum and teaching: Expected standard

Children have access to a broad curriculum that promotes different aspect of their learning and that is based on their interests and needs. Furthermore, learning is sequenced and adapted. For example, staff offer babies sensory activities. They explore corn flour mixed with water and are encouraged to notice if it is hot or cold. For babies that are not ready yet to explore this texture, staff adapt the learning experience. For example, they place the cornflour beneath cling film on a table. This allows babies to observe, press and explore the material without direct contact. Throughout these activities, staff use descriptive language and introduce words such as 'drip', 'scoop' and 'pour'. Older children confidently share their thoughts and engage well in the group activities on offer. For example, they enjoy making pizza during a cooking class, sharing their likes and dislikes and commenting on the different ways mushrooms can be cooked.

Staff generally use interactions well to support children's learning. In adult-led and one-to-one sessions, they model language clearly and use questioning to extend children's learning. However, this quality of interaction is not always consistent during children's free play, especially when playing outdoors. As a result, at times, staff miss opportunities to extend children's learning further. Children use numbers and some mathematical language in their play. For example, they compare the number of cupcake holes on a tray with their age. However, staff do not always consistently plan adult-led activities that focus on using numbers and develop children's knowledge of mathematical concepts further, such measuring and ordering.

Achievement: Expected standard

Children acquire the skills needed for their future learning. They are independent and show a sense of belonging. For example, they confidently follow routines and initiate their play, engaging in activities of their choice. Children make steady progress, including children who may face barriers to learning. They demonstrate their language and communication skills during play. Babies enjoy joining in at singing times and sharing books with staff. Older children are good communicators. They interact with their peers and are eager to share their thoughts and ideas with both visitors and familiar adults effectively.

Children develop their physical skills and strength. Babies build their coordination in preparation for taking their first steps. They are gently encouraged to stand and cruise. Older children confidently jump in hoops and create their own obstacle course. In addition, they strengthen their small muscles using spades and clipping pegs.

Behaviour, attitudes and establishing routines: Expected standard

Staff are positive role models and set clear boundaries for the children. As a result, children understand what is expected from them. They make choices in their play and help with tidying up resources before their next activity. Staff support routines and transitions well. For example, during the transition to mealtimes, they help babies to settle by singing together. This promotes patience and helps children to learn how to manage their behaviour from a young age. Occasionally, staff deployment during free play is less consistent. This leads to some variation in the support children receive at these times.

Children show positive behaviour. They are kind and polite with adults and their peers. For example, they offer each other tissues when they notice they are needed. Older children play collaboratively and develop imaginative games. They share resources to ensure that everyone is included in the game. For example, they pass each other pans and utensils in the mud kitchen to prepare 'soups' and suggest to each other how they could make pies instead. Children learn to be considerate and to value diversity. Staff have discussions with them about traditional stereotypes, such as boys being better at certain jobs than girls. They help children to think about this and challenge these stereotypes.

Leaders encourage regular attendance and follow up unexplained absences. This helps to promote children's good habits for the future and ensures that their safety is prioritised.

Children's welfare and wellbeing: Expected standard

Staff are welcoming and provide care that is tailored to each child. They build secure attachments with babies and sensitively respond to their cues and needs. For example, they quickly understand if a baby is tired or needs a cuddle. As a result, children feel safe and secure. Staff ensure that babies' home routines are met and implement safe sleeping routines. Children have access to a safe and comfortable sleeping area to rest, and they are checked regularly when sleeping. Older children learn about hygiene practices and how to manage their personal care. They access independently a 'nose wiping station' and put the tissues in the bin.

Children enjoy healthy meals and competently use appropriate cutlery from a young age. However, opportunities to extend children's understanding of healthy eating are not developed further to deepen their learning. Children are supported to explore their feelings through stories and activities. Staff encourage them to regulate their emotions and resolve minor conflicts. Children respond positively to the guidance received and learn to cooperate with others.

Children learn how to keep safe. For example, staff teach older children how to hold knives when cutting different types of fruit and vegetables. Staff discuss specific jobs with children, such as firefighter and police officer, which helps them understand the role of people who help us and learn about staying safe in the wider community.

Leadership and governance: Expected standard

There have been significant changes to the senior management team recently. The committed and knowledgeable leaders have made swift and secure improvements since last inspection. They are reflective and dedicated to providing children with high-quality learning experiences. Leaders know how to use funding and make decisions in the best interest of the children. For example, they organise extra sports sessions to broaden children's experience and have purchased tricycles to encourage them to be physically active. Parents value these changes. For example, they praise the enhanced communication with their children's key person and the organisation of coffee mornings that help them to be more involved in their children's life at the setting.

Leaders foster a supportive environment and recognise staff's effort. For example, they have implemented an 'employee of the month' to celebrate staff's achievements. Staff report that they feel happy and well supported in their roles. They have access to relevant training that contributes to their professional development and has a positive impact on children's outcomes. Leaders have an effective oversight of staff's practice. However, at times, staff are not deployed to ensure that children's learning is consistently extended during free-play activities.