Gingerbread Corner

Inclusion: Expected standard

Leaders identify and assess children's progress to ensure their needs are met. They work with staff to discuss how to support vulnerable children within the setting. For instance, staff working with the youngest children have completed training to enhance their understanding of brain development and safety measures. Leaders help staff create an environment that allows children to access learning and make typical progress. Children from various age groups and backgrounds arrive at the setting feeling happy and ready to learn. This includes children who are returning to the setting after a period of closure.

Staff identify disadvantaged children and those with special educational needs and/or disabilities to help them overcome barriers to learning. They work closely with parents and carers, and other professionals to address gaps, such as children's language and hearing needs. For example, staff hold regular meetings with parents to discuss how to best support children at home and in the setting. This collaboration helps children interact with others, reducing the barriers they encounter. Leaders use additional funding to support children who need extra help. For example, they provide sensory resources to help stimulate children's senses.

Curriculum and teaching: Expected standard

Leaders design a rich, age-appropriate, inclusive curriculum. They teach staff to observe and assess children's learning needs, including those who are disadvantaged and have special educational needs and/or disabilities. Generally, staff have a broad understanding of the curriculum and support children's language development by modelling words. For example, during a playdough activity, they use words, such as 'roll' and 'flatten', to help extend children's vocabulary. Children listen and repeat these words, supporting their communication skills. In the baby room, staff sing nursery songs to raise young children's language and understanding. They encourage all children to move their bodies to promote their strength and stamina. Young children develop their physical skills as they use see-saws, and older children have fun running in the garden.

Staff incorporate songs and numbers during play and planned activities. Older children, for example, help staff count from one to nine, showing their early counting skills. They enjoy using mathematical words, such as 'tall', 'big' and 'small' while building towers with toy bricks. However, staff do not consistently adapt their curriculum in the moment. For instance, during story time, they interrupt children's learning to conduct routine tasks. In another example, staff do not always respond quickly enough to children's emerging ideas and interests, such as during role-play. As a result, children do not benefit from all learning opportunities. This affects their ability to excel in their development.

Achievement: Expected standard

Children make progress appropriate to their age and developmental stage. They generally demonstrate listening, attention and communication skills during group and self-initiated activities. For example, older children recall a story about a bear going on a hunt using their prior knowledge. They work collaboratively to repeat refrains and familiar phrases. Children celebrate these moments, which helps them to gain confidence and self-esteem. Children count confidently and use early mathematical language during playdough, water and sand activities. They strengthen their fine motor skills by manipulating materials, pouring and making shapes.

Disadvantaged children and those with special educational needs and/or disabilities make typical progress from their starting points, such as in their social and care-help skills. They learn to play alongside their peers and show patience, such as when waiting for their turn. Children show their self-help skills, such as at mealtimes and by washing their hands without needing much help from staff. They develop independence, which helps to prepare them for the next stage of their learning and school.

Behaviour, attitudes and establishing routines: Expected standard

Leaders role model positive behaviours. This approach enhances children's play experiences and makes them more enjoyable. Leaders encourage staff to set high expectations for children's behaviour and attitudes to learning. Children benefit from a calm and predictable environment. Staff use age-appropriate strategies, such as reminding children to 'sit nicely', to promote children's positive behaviour. They motivate children to tidy up their toys, which promotes respect for the environment. Over time, older children have learned to line up straight for a headcount after playing outside. They also follow the routine of taking off their shoes to help keep the indoor environment clean. These practices help establish routines that children can understand easily.

Staff teach children to take turns and share their toys. Generally, children play collaboratively. For example, toddlers enjoy exploring water together, giggling as they splash. Children sit together for group activities and mealtimes, displaying a sense of belonging. This contributes to children's personal and social development. Staff monitor children's attendance and promote punctuality. They proactively identify and address any patterns that may raise concerns about an individual child's welfare or wellbeing.

Children's welfare and wellbeing: Expected standard

Staff are warm and build positive relationships with children. They offer children spontaneous hugs and encouragement to help them feel safe and secure. This promotes an inclusive approach to meeting children's emotional wellbeing. All children, especially those who have recently joined or returned after the setting's closure, benefit from this approach. Disadvantaged children and those with special educational needs and/or disabilities typically receive one-to-one support. This enables children to access learning and engage in activities.

Overall, staff promote children's physical health and personal safety. For instance, they encourage children to exercise and play outdoors regularly, which promotes their physical health. Staff manage children's allergies and dietary needs carefully to prevent food accidents. At mealtimes, they explain to children how to use cutlery correctly to teach them about personal safety. In addition, staff change children's nappies and clothes without delay for their comfort. However, some staff do not consistently follow the setting's hygiene procedures. For example, they do not clean their hands after wiping children's noses or dispose of the used tissues correctly. This does not protect children from cross-contamination and infectious illnesses. Children do not fully learn healthy life habits for their future, including their eventual move to school.

Leadership and governance: Expected standard

Staff are warm and caring, and build positive relationships with children. They offer children spontaneous hugs and encouragement to help them feel safe and secure. This promotes an inclusive approach to meeting children's emotional wellbeing. All children, especially those who have recently joined or returned after the setting's closure, benefit from this approach. Disadvantaged children and those with special educational needs and/or disabilities typically receive one-to-one support. This enables children to access learning and engage fully.

Leaders work closely with the local authority to identify the setting's strengths and areas for development. They recognise the importance of continuing to build staff confidence. Leaders also acknowledge that the curriculum is not fully embedded and that it is essential to clearly identify staff's individual training needs to ensure they implement the curriculum well and deliver high-quality teaching. They also need to address inconsistencies in staff hygiene practices.

Despite these challenges, staff feel well supported in their work with children and for their own wellbeing. They enjoy working at the setting and appreciate the teamwork fostered in the workplace. Leaders collaborate effectively with parents and provide regular feedback about their children's progress. Parents agree and commend the service they and their children receive. This partnership promotes a consistent approach to children's learning, which benefits all children, including those who are disadvantaged or have special educational needs and/or disabilities. For example, children who previously had limited language skills are now beginning to express themselves using words.