Growing Places @ Merryfields

Inclusion: Strong standard

Leaders promote an extremely inclusive setting. The provision for children who have barriers to their learning is excellent. Staff monitor each child's development thoroughly. This enables them to identify needs quickly and accurately. Leaders understand the importance of early help. They do all they can to prevent children having difficulties in their future education. They make adaptations which are systematically and skilfully adjusted when needed. Leaders have built great partnerships with parents and external agencies. For example, they work alongside portage and speech and language therapists.

Children with special educational needs and/or disabilities (SEND) all have individual education plans. These consist of relevant, achievable targets to ensure children reach their full potential. Leaders consistently advise and support staff who work alongside children who have SEND. Staff access relevant training to enhance their knowledge and understanding of specific needs. This means they they can skilfully ensure the children thrive in their care. Children with SEND are happy and enjoy their experiences, which are making a significant impact on their development.

Leaders support families from disadvantaged backgrounds. The setting has its own family liaison officers who will support families to ensure their basic needs are consistently met. For example, they provide food, toiletries and clothing. Leaders receive early years pupil premium funding to support children. They use this money effectively to ensure children access new experiences. For instance, they attend the outdoor classroom weekly, where they have a hands-on experience. This provision promotes building positive relationships, develops self-awareness and strengthens the skills they need for learning and everyday life. Leaders also buy resources to support their personal, social and emotional development.

Curriculum and teaching: Expected standard

Leaders have high expectations for all children. Staff implement an ambitious curriculum, which develops children's knowledge and skills for future learning. For example, they teach children life skills, such as cooking and growing vegetables. Staff plan for all areas of learning and development. Each activity is planned and tailored to enhance children's skills depending on their individual next steps. All children, including those with barriers to their learning, are making positive progress in their development.

There is a focus on children's communication and language skills throughout the whole setting. The teaching of these is of a high quality. For example, staff consistently get down to the children's level and gain eye contact when they are talking to them. They model, repeat words, use questioning, sing and read stories. Staff use specific techniques for individual children, such as visual aids. Children have fantastic communication skills. They can hold a two-way conversation with great understanding.

Leaders use 'the boys project' to develop children's physical development skills. They have identified children who may have a delay in this area and put this intervention in place to strengthen these skills, even though children get regular access to opportunities that strengthen their fine and gross motor skills. For example, babies have opportunities to cruise, climb and balance as well as manipulate materials, such as clay. Children have good physical development.

Staff use a range of ways to teach mathematics. Children learn about shape, height and colour. For example, children measure their shadows to identify who is the tallest. However, staff do not always develop children's mathematical knowledge and skills. Therefore, children are not frequently using or developing their understanding of mathematical concepts.

Achievement: Expected standard

Children are confident, inquisitive and resilient. They have a love for learning and relish all the experiences on offer with much excitement. Children have impeccable listening and attention skills. They are fully focused on and engaged in the task in hand. They use their imaginations to create with skills they have already learned. For example, children use a range of materials to make a bridge across the classroom. When their bridge falls, they sing 'London Bridge is Falling Down'. They show great understanding and ask questions to further knowledge. However, children are not supported as effectively in their mathematical development, which limits the progress they can make.

Overall, children are progressing well. They are achieving their specific goals. Children who have barriers to their learning are receiving specific teaching. This is to ensure they do not fall further behind their peers. For example, they join in with well-planned interventions and/or have access to expert teaching through external agencies. Children are fully prepared for the next stage of their learning, such as school readiness.

Behaviour, attitudes and establishing routines: Strong standard

Children's behaviour is remarkable. They are kind, considerate and respectful towards each other and their adults. The staff caring for them consistently model this to them. Staff are gentle and calm and consistently use positive reinforcement to help children understand rules and boundaries. Staff rarely remind children of how to keep themselves safe, as children do this with ease. All children, including babies, follow the well-established routines. For example, when babies are told it is lunchtime, they make their way to the table, sit nicely in their seats and wipe their hands in preparation. Staff support children who have barriers to their learning with the use of visual aids. So they fully understand what is happening throughout the day and the activities that are on offer.

Children engage in and stay focused on their chosen activities. They have a positive attitude to their learning and are curious. For example, they ask questions to extend their knowledge. Staff consistently praise the children for their achievements, about which children show great pride. Staff have built warm and trusting relationships with the children and parents. The setting has a key-person system, which allows staff to know their children extremely well and manage their needs with ease. Children look to their adults for support and reassurance. Children love attending this setting and show that they feel happy and safe.

Leaders consistently take decisive, evidence-led action to anticipate, identify and tackle barriers to attendance. For example, they log all absences and look at trends. This helps to promote children's welfare, ensuring they are safe from harm, as well as preparing them for school.

Children's welfare and wellbeing: Expected standard

Leaders prioritise welfare and wellbeing. They ensure all children receive the care and support they need to achieve and thrive within this setting. Staff have built warm, trusting relationships with the children and their families. The key-person system is extremely robust, and secure attachments are made. For example, babies happily leave their parents and carers and cuddle their key person on arrival. There is a clear understanding of the importance of safe sleeping procedures. Staff effectively implement safer eating arrangements, particularly in regard to weaning. However, staff should continue to support the children, so they understand the importance of following the safer eating arrangements. For example, children do not always sit correctly while they are eating, and staff do not explain why this is important. Staff use mealtimes to promote children's manners and social skills.

Leaders provide a safe, welcoming space that allows children to explore, learn and socialise with others. Children have frequent access to an outdoor classroom called Little Acorns. This allows children to further their creative and physical development through play. For example, they care for animals, explore nature, grow vegetables and cook. Leaders ensure their policies and procedures are robust to meet the ongoing changes in the setting. They have extensive knowledge of all the children, including those who have barriers to their learning. All children's needs are constantly met.

Leadership and governance: Expected standard

Leaders have a clear vision and have strategies in place to drive improvement. They have extremely high expectations for the staff and children. When improvement is needed, leaders' actions are timely and effective. They have recently provided high-quality training for all staff. For example, they provided face-to-face training on physical development, understanding behaviour and safe sleeping. Leaders should continue to develop staff's skills, so they consistently teach at the highest standard. Staff feel extremely supported by their leaders and have regular meetings with them. Leaders promote an open-door policy, which encourages staff to speak to them regarding their wellbeing and workload. Leaders receive expert advice to support their staff with mental health.

Leaders have built relationships in the local community, particularly with the schools which the children will attend. They support children with the transition to school, particularly those who have barriers to their learning. For example, leaders accompany children to their new school and provide information to teachers to best support them. Parent partnerships are formidable. Leaders know the families well and have built a great rapport with them, and parents find them to be extremely approachable. Parents are overwhelmed with the support they receive from the leaders and staff. They go above and beyond to meet the needs of families and for the individual children. Leaders provide parents with constant communication on how their children are developing. Children love attending and settle quickly into the setting.