Embrace Lodge Kindergarten

Inclusion: Expected standard

Children with special educational needs and/or disabilities (SEND) are typically well supported in the setting. Staff understand children's unique individual needs very well and identify different ways they can offer support and guidance. There are effective procedures in place to assess and identify children's needs. Staff who support children with SEND are knowledgeable and experienced. They recognise barriers to learning that children may face and adapt the curriculum to support children's needs. Staff work well with other professionals and seek their advice as they implement different strategies to help to narrow any gaps in children's learning and development. Transitions to school are generally supported well. Staff contact schoolteachers to share as much information as they can about children's needs, to help children settle as they move to the next stage of their education.

The setting is inclusive and welcoming. Staff value and celebrate children's cultural backgrounds, families and individual characters. Children explore special days from different cultures and go on outings in the local community, including to the library and local farm. They celebrate special days such as 'Father's Day', when fathers and significant adults are invited into the setting to take part in sports sessions with their children. This helps children identify similarities and differences and develop knowledge of their local community.

Curriculum and teaching: Expected standard

The setting has a clear intent for the curriculum to support all children to access learning experiences that inspire them to develop new skills. The curriculum is flexible to take into account children's individual interests and is adapted to support the needs of children with special educational needs and/or disabilities.

Staff are positive role models. They show children how to use resources and ask questions that support children's thinking. However, sometimes activities are not implemented well. They are not targeted precisely to meet the age and stage of development of children. For example, at times, staff ask questions that are too difficult for children to understand or do not use learning opportunities to attract and engage children. This means that children become distracted and are not always supported through meaningful learning experiences.

Children become confident communicators. They enjoy listening to stories, are enthusiastic singers and enjoy acting out different scenarios. Staff provide lots of opportunities for children to hear new vocabulary and how to use this in context. For example, babies hear repetitive language such as 'sprinkle sprinkle' as they explore sensory resources. Toddlers enjoy listening to stories, and older children use words such as 'emergency' and 'wound' as they act out going to the doctors. Children's early literacy skills and communication and language skills are supported well.

Mathematics is woven throughout the curriculum. Children have the opportunity to sequence their learning as they explore and establish new skills. Babies develop spatial awareness as they use construction blocks, toddlers explore measurement as they build tall towers, and pre-school children count out loud and identify numerals. Children are building the skills for future mathematical learning.

Achievement: Expected standard

Overall, children, including those with special educational needs and/or disabilities, typically make steady progress from when they start. Some variations in the way that the curriculum is implemented mean that, on occasion, children are not consistently helped to fully develop their knowledge across all areas of learning. Overall, children are building the skills for future learning, achieve well and are well prepared for their next stage of learning.

Children are given opportunities to embed and refine the skills they are developing. They engage in meaningful activities and enjoy accessing the range of learning opportunities that are offered. Children make their own choices during play and are developing their confidence as they play alongside each other. Babies enjoy building with large construction blocks, toddlers use different tools during sand play and pre-school children enjoy acting out going to the doctors. Children persist if they find something challenging, building their independence and perseverance.

Behaviour, attitudes and establishing routines: Expected standard

Children listen carefully, and they generally behave well in this setting. Staff are positive role models and support children to understand about the importance of sharing resources, taking turns and being aware of the feelings of others. For example, children look at pictures with faces showing different emotions. They talk about what might make them feel happy or sad, growing an awareness of their feelings and emotions. Staff have established nurturing and supportive relationships with children, including those with special educational needs and/or disabilities. Staff offer inclusive ways to support children and hold up points of reference, such as a nappy, so that children understand it is time to change their nappy.

Children demonstrate that they feel settled and secure. They invite adults to join in their play, and they play cooperatively with one another. For example, older children re-enact superhero play and designate each other different roles in their game. Typically, children show that they have positive attitudes to learning and enjoy involving others in their play. Children enjoy developing their social skills and are building positive relationships with adults and their peers.

Staff help children to understand some routines. They talk about activities that children can choose from and outline activities that will take place later in the day, helping children to understand now and next. However, during times of transition, such as lunchtime, staff do not give consistent messages and do not give clear direction to children. This results in children losing focus and not fully participating in the activities that are offered. Children are not sure of expectations at this time and are not consistently motivated to listen and engage.

Staff promote regular attendance for children and work with families to ensure that children get the best opportunities from having a place at the setting.

Children's welfare and wellbeing: Expected standard

Staff place children's personal, social and emotional development at the centre of their practice. Children have built warm attachments with staff and enjoy the care and nurture that staff provide. Children are supported to identify how they are feeling and how their actions can make someone else feel. They are encouraged to make their needs known, develop independence and manage any minor conflicts that emerge as they take turns and share resources.

Staff carry out daily safety checks of the setting to ensure the environment is safe for children to play and explore. Children are encouraged to be part of assessing any risk. For example, children identify that they need to tidy up as someone may slip.

Overall, healthy lifestyles are promoted throughout the setting. Children are supported with personal care, such as wiping their noses and washing their hands before eating. Healthy meals are prepared on the premises, and children's dietary needs and allergies are incorporated into menu planning. Children learn about the importance of oral health. They have recently welcomed the oral health team into the setting, who spoke with children about making good food choices and brushing their teeth to keep their teeth healthy.

The learning environment outdoors is not as well established as the indoor space. The choice of resources and activities in the outdoor area is limited and does not support a wide range of learning opportunities. This impacts on children's learning, especially for those who prefer to learn in the outdoors.

Leadership and governance: Expected standard

Leadership and governance are effective. Leaders are very active within the setting and work directly with staff and children to support high levels of care. Leaders undertake self-evaluation and typically identify strengths and some areas for development. They constantly reflect and seek to make continual improvements for the benefit of children.

Staff say that they feel very well supported by leaders and that their wellbeing is always considered. Staff are supported through induction, staff meetings and supervision sessions. They attend targeted training, which has a positive impact on the provision for children. Staff have recently attended training on intensive interactions and have employed some of the strategies they have explored to support children's learning. The setting has a low staff turnover and celebrates and rewards the hard work of staff.

Leaders and staff have built effective partnerships with professionals and parents. They involve parents in assessment processes and share ideas for home learning so that parents can complement children's learning at home. In addition, parents are regularly invited into the setting for stay-and-play sessions, which advocate a shared approach to children's care by all carers and help to support consistency for children. Parents are complimentary about the valuable experiences and quality of care their children receive.

Leaders and staff have made links with the local community, and children access a range of outings that help them learn about their local community. Overall, leaders generally take decisions in the best interests of all children in their care.