Gan Yeladim

Inclusion: Expected standard

This setting generally promotes an inclusive learning environment that supports children's individual needs. Information gathered from parents and carers, observations and assessments supports staff in identifying children's needs, interests, strengths and any areas that may require further support. Staff know their key children well and adapt their practice to meet individual needs. For example, staff typically use visual resources, repetition and small-group activities to support children's communication and language development and to help build their confidence.

Leaders and staff work with parents to help reduce barriers to children's learning and development. Parents receive regular feedback, attend parents' meetings and discuss strategies with staff to support children's progress. Parents generally report positive improvements in their children's learning and development. Leaders seek advice from external professionals when needed, including the local authority, to further support outcomes for children. Additional funding is used purposefully to support children's learning and development. For example, leaders use funding to provide resources, such as sensory materials, play dough, texture trays and books. It is also used for staff training to support communication and language, engagement and participation in learning experiences.

Curriculum and teaching: Expected standard

Leaders have designed a curriculum that takes into account children's interests, developmental stages and individual needs. Staff use observations, assessments and discussions with parents and carers to determine what children know and can do and their next steps in learning. Staff adapt activities to meet children's individual needs, for example, through using visual resources such as flash cards, repetition and small-group activities.

Babies enjoy sensory experiences through activities such as sand, hay with farm animals and treasure baskets. Staff support early language by talking to babies throughout activities and encouraging them to use words and sounds. Staff also support babies' physical development by encouraging them to take their first steps. They do this through holding their hands, placing resources slightly out of reach, and providing soft-play equipment for climbing, rolling and developing coordination.

Older children enjoy a range of experiences, such as stories, creative group activities and outdoor play to support their physical development. Staff support communication and curiosity by asking questions and encouraging children to share their thoughts and ideas. Children also enjoy colour mixing, painting and making play dough. Staff introduce mathematical language and concepts, such as 'heavier' and 'lighter', and use scales to weigh ingredients such as plain flour and cornflour. Children also enjoy exploring what happens when they mix colours and creating different marks with brushes. However, opportunities to further extend older children's communication and language development during adult-led activities are not always fully maximised. This means that some children do not consistently benefit from more extended vocabulary and discussions that could further develop their language and thinking skills.

Achievement: Expected standard

Children make progress from their starting points across the curriculum. They develop confidence, communication and physical skills through a range of activities and experiences. However, group activities are not always organised as effectively as they could be, which can limit opportunities for some children to benefit fully from interactions and learning. Babies build early communication skills through songs, sounds and sensory play. They also enjoy using soft play to climb and roll, supporting their physical development. Older children develop their language skills, listen to stories and share their ideas and thoughts. Children who speak English as an additional language are supported through simpler language, using flash cards and repetition.

Children develop independence and self-care skills needed for their next stage of learning. They wash their hands, serve their own food, make choices through play and use the toilet independently where appropriate. Older children develop confidence in group situations. They follow routines and are developing the self-care and social skills needed for readiness for school. Parents report positive improvements in their children's confidence, communication and engagement in different learning experiences.

Behaviour, attitudes and establishing routines: Expected standard

Children behave well at this setting and are supported to understand the routines and expectations. Staff provide gentle reminders to support positive behaviour. Children are encouraged to use 'kind hands', take turns, show respect and think about the feelings of others. Staff use different approaches to support individual children, when needed, to manage their emotions. For example, staff use counting and breathing techniques. They provide one-to-one support and opportunities for children to have space to help them regulate their behaviour and emotions.

Children form positive relationships with staff and their peers. They feel confident in approaching adults for support and reassurance. Children play well together, share resources and take turns. Daily routines help children understand what is expected of them and support them to move between activities throughout the day. Children are encouraged to make choices during free play and adult-led activities. However, there are times when some group activities could be better organised to support children's engagement and learning. Leaders and staff promote regular attendance and follow up on unexplained absences to help ensure children's safety. This ensures children fully benefit from the learning opportunities provided.

Children's welfare and wellbeing: Expected standard

Children develop positive relationships with staff who know them well and respond to their individual needs. Staff provide comfort and reassurance when needed and support children to join activities at their own pace. Children appear settled, calm and generally happy at the setting. Staff typically support children to understand and manage different emotions through stories, conversations and approaches. Children are encouraged to take turns, use 'kind hands' and think about how others might feel. Staff work with parents and carers to support children's emotional wellbeing and individual needs. Children's independence is promoted at the setting through everyday routines. Older children are encouraged to use the toilet independently, wash their hands and serve themselves food during mealtimes. Children are also given opportunities to make choices during their play and learning. Staff provide support and reassurance when needed.

Leaders and staff keep children safe and promote their health and wellbeing effectively. Staff follow hygiene procedures, such as wearing gloves and aprons. They wipe down surfaces during self-care procedures and mealtimes. Staff have clear steps in place for managing children's allergies and individual health needs. Allergies are listed in all rooms so that staff across all rooms know children's allergies, symptoms and how to respond. Babies' individual sleep routines are mirrored to their routines at home as much as possible. Sleep routines are supported and staff demonstrate a secure understanding of safer sleep practices. Children enjoy daily opportunities in the outdoor play areas where they can climb, jump and move their bodies. Staff generally promote healthy habits through conversations about hydration and hygiene. For example, staff remind children that they need to wash their hands to get rid of germs and to drink water to stay hydrated.

Leadership and governance: Expected standard

Leaders have a clear understanding of the setting's strengths and areas for improvement. Since their previous inspection, they have taken steps to improve procedures for attendance records, curriculum planning, children's independence and staff supervision. Leaders are reflective and regularly review practice through feedback from parents and carers. Staff meetings and room observations help to identify ways to further improve outcomes for children. Leaders work closely with the local authority early years adviser and other professionals to seek guidance to support ongoing improvements.

Staff feel supported by leaders and have access to regular supervision and opportunities to strengthen their professional development. Training is based on staff development needs and any areas identified through supervision. Recent training has included continuous provision, working with babies and storytelling. Leaders and staff have built close relationships with parents. Staff provide daily feedback, photos and updates shared electronically, alongside parents' meetings, which parents appreciate. Parents speak highly of the setting and the care their children receive. They feel that staff meet their children's individual needs well.