Footprints@netherton

Inclusion: Strong standard

Leaders and staff consistently observe children and assess children's needs with precision. Children who have special educational needs and/or disabilities (SEND) are supported through highly effective strategies. For example, staff adopt a range of meaningful interventions and attend training to strengthen their knowledge of supporting children's individual care and learning needs. In addition, staff work very closely with a range of other professionals. This approach ensures that the needs of children with SEND are fully met and helps to reduce barriers in their learning. Staff are superb at adapting the curriculum and making reasonable adjustments to support children's individual needs. Staff constantly review the impact of any strategies to ensure that they are having the maximum impact on children's welfare, learning and development. Any inconsistencies in the curriculum do not have a negative effect on children who are at risk of falling behind.

Staff work closely with parents to support all children and understand their needs. Some children receive support from other social and health professionals. Leaders are superb at liaising with professionals, attending meetings, documenting concerns and being proactive so that children receive consistently high levels of care. Leaders work with staff to ensure that funding, such as the early years pupil premium, is spent to have maximum benefit for children and reduce the barriers to learning children may face.

Curriculum and teaching: Expected standard

The curriculum is well planned, with a strong focus on communication and language. Staff work hard to model vocabulary and give children lots of opportunities to enjoy stories with repetitive text. Staff monitor and evaluate the curriculum to ensure that activities and strategies have a positive impact on children's development. The curriculum is inclusive and flexible to meet children's needs, and staff ensure that regular improvements are made so that it supports the needs of all children. Typically, the curriculum supports all areas of the early years foundation stage. For example, children explore their imaginations and develop early mark making skills. However, not all curriculum areas are as well promoted as others, as there are some inconsistencies in the way staff promote and support mathematical thinking.

Staff prioritise children's physical, personal, social and emotional development. They consider the needs of children at all times and ensure the curriculum is accessible for all children, including those who may face barriers to their learning. They adapt activities to support individual needs. For example, they may plan activities on the floor as some children prefer floor play. Staff use assessment well, overall, to identify what children already know and can do. They consider children's starting points and stages of development and recognise that all children progress at different rates.

Achievement: Expected standard

The curriculum is tailored to meet children's individual needs. Children progress through the curriculum as learning opportunities are sequenced. This allows children to build knowledge over time and repeat tasks so that they can establish new skills with confidence. However, at times, some activities are too long and do not consistently maintain children's interest. This means that children do not get the very best from every activity.

Children are effective communicators. They are able to express their needs in verbal and non-verbal ways, enjoy taking part in discussions and really enjoy singing sessions where they sing with enthusiasm and confidence. All children, including those who face barriers to their learning, achieve well. They demonstrate that they feel safe and settled and have built strong attachments with staff, which helps to build their confidence and self-esteem. Children are well prepared for the next stage in their learning, including the move to school. They are active learners and explore their environment and resources with enthusiasm and joy.

Behaviour, attitudes and establishing routines: Expected standard

Staff are positive role models and have high expectations for every child in their care. Children begin to understand routines and expectations. For example, older children enjoy 'sit and natter' time as they eat their snack. Staff realise this is an important part of the day for children as they begin to understand socialising with their peers, making their needs known and sitting down to eat. Staff take time to explain why certain expectations are in place. For example, staff talk with children about collecting resources from the floor so their friends do not fall over. Children understand what is expected of them.

Children build positive relationships with staff. They eagerly invite them to join in their play. Staff support children to build relationships with their peers. Children collaborate with one another and are beginning to understand that they need to wait their turn and listen when others are speaking.

Leaders promote punctuality and are vigilant in following up on attendance. They understand the importance of providing a setting with routines and expectations where children develop high levels of confidence and show a joy for learning. Staff consider children's age and stage of development, their individual needs and circumstances when supporting them to maintain the expectations of the setting.

Children's welfare and wellbeing: Strong standard

Care practices are extremely consistent for children as staff understand children's individual needs so well. Staff support children as they learn about self-care, such as when they use the bathroom independently. Children who may face barriers to learning are given additional time and support as they master new skills. Children have forged secure relationships and attachments with their key person. Staff understand that the voice of every child is important, which helps children to feel secure throughout the day.

Children are supported to understand their physical development, personal safety, health and wellbeing. For example, staff talk with children about riding bikes safely outside and remind children to help themselves to water to keep hydrated throughout the day. Transitions are very supportive for all children and are adapted to their needs. Staff recognise that some children need a staggered approach to help them settle into the next room.

Children's wellbeing is always considered. Children are supported to recognise, express and manage their emotions, and they develop a secure sense of emotional wellbeing. Staff read stories, talk with children, listen to their ideas, value their opinions and take part in role play. Routines such as sleeping and feeding are facilitated extremely well, which means that children explore the world with enthusiasm and are active learners.

Leadership and governance: Expected standard

The leadership team understands the setting's strengths and values self-evaluation from all staff so that areas for improvement are identified. Leaders welcome the views of parents. They are currently running a consultation to involve parents in developing the curriculum. Those responsible for governance take decisions that are in the best interests of all children, particularly those children who may face barriers to their learning. Staff are aware of needs within the local community and are proactive in supporting the needs of all children in their care.

Staff say that they feel very well supported by leaders and their workload is managed well. The setting has a low staff turnover and staff work well as a close-knit team. Leaders coach staff in an influential way and staff say that they feel supported and that they respect the leaders' expertise. Leaders should now focus their attention on strengthening the curriculum to further enhance children's achievements.

Training opportunities and opportunities for staff enrichment are supported by the leadership team. Targeted professional development opportunities have a positive impact on outcomes for children. Some staff have attended training about enhancing children's learning opportunities alongside parents. This has developed ways that staff engage with parents and how home learning is promoted to provide consistency for children.