Harbour View Kindergarten

Inclusion: Strong standard

Leaders and staff are highly committed to ensuring inclusive practice for all children. Children with special educational needs and/or disabilities (SEND) and those who may have barriers to learning receive effective, swift and targeted support from staff. Staff are proactive in making referrals to other professionals so that children receive support as quickly as possible. Those with responsibility for SEND are extremely knowledgeable and experienced. They have completed specific training to support other staff and perform their role effectively.

Staff work in collaboration with parents and professionals to ensure children who may need additional support receive the right interventions at the right time. For instance, staff work closely with the local authority, speech and language therapists and health visitors. Individual plans are developed and consistently reviewed and adapted. This helps to ensure that children with SEND continue to make progress from their starting points. Children with SEND are supported through adapted approaches that reflect their individual circumstances. Staff use strategies such as simple language, visual objects and adaptations to the environment to support children's development.

Leaders think carefully about how to support children further using additional funding to support children's learning. For example, they have purchased resources to develop calm spaces within the setting for those children who need them. Leaders regularly monitor the impact that the use of additional funding is having on children's progress. Staff are ambitious for all children.

Curriculum and teaching: Expected standard

Leaders have an accurate understanding of the quality of the curriculum and teaching in the setting. The curriculum is designed with a focus on children's personal and social development and communication. Overall, the curriculum is typically taught well. Generally, staff understand the importance of sequencing children's learning. For example, babies move on to using open-topped cups prior to moving to the toddler room. However, there are some inconsistencies in the teaching of the curriculum. For example, staff do not always use spontaneous opportunities to enhance and extend children's learning. This means that opportunities to develop children's next steps in learning are not always maximised. That said, children are making typical progress from their starting points.

Staff carefully assess children's learning and development. Group activities are typically well planned and support children's learning. For example, babies enjoy early counting as they stack bricks, and older children count the sticks they add to their dough birthday cake. Staff model mathematical language for children to hear. For example, when children fill containers with water, they are encouraged to use words such as 'full' and 'empty'.

Disadvantaged children, those with special educational needs and/or disabilities and those who may face barriers to learning receive individual support plans that help them to succeed. For instance, staff adapt activities and the environment to ensure inclusivity for all children.

Achievement: Expected standard

Children typically make expected progress in their learning and development. There is an abundance of sensory experiences for children to explore with textures and sensations in their play. For instance, children giggle as they play with bubbles. They develop their speaking skills as they shout 'pop' when they catch bubbles. Children delight in squeezing dough and using rolling pins to make their own creations. Children are developing good communication and language skills. Children are given time to answer questions asked of them to build on their increasing vocabulary. They delight in story time with staff when they point and look at pictures in their favourite books. They show their increasing memory and recall skills as they competently sing all the words to the songs they remember.

Children are curious and enthusiastic about learning. They notice changes in colours as they spray coloured water and enjoy spraying at targets. Babies show resilience as they pull to stand and develop their walking skills.

Disadvantaged children, those with special educational needs and/or disabilities (SEND) and those who face barriers to learning make their needs known. For instance, they communicate through sounds and visual prompts. All children, including those with SEND, make typical progress from their individual starting points. Children are well prepared and ready for the next stage in learning.

Behaviour, attitudes and establishing routines: Strong standard

Staff have very high expectations of children's behaviour. Relationships between staff and children are warm and trusting. They take a genuine interest in every child who attends the setting. Leaders have embedded a warm, harmonious and respectful culture in which children can increasingly manage their own feelings and behaviours. Unwanted behaviours are dealt with by calm staff in a sensitive manner. Staff work closely with parents to ensure consistency at the setting and at home. Children are kind and learn how to collaborate and play alongside their peers. Staff praise children explicitly. For example, they say 'well done for sharing'. This helps children to understand why they are being praised and helps to develop self-esteem.

Children's attitudes towards their play are positive. For example, they are excited to explore whisking and making marks in 'gloop'. Children understand daily routines and anticipate what will happen next. Well-established routines promote children's independence. For instance, staff communicate with children and encourage them to use a sand timer to know when it is time to tidy up. Children respond very positively to reminders and move calmly between play and handwashing routines.

Leaders promote children's regular attendance through conversations with parents and monitoring attendance. Staff and leaders act swiftly regarding any non-attendance.

Children's welfare and wellbeing: Strong standard

Leaders and staff provide a warm, safe, welcoming space where children enjoy play and learning. Children have regular access to outdoor learning, where they enjoy opportunities to be active and explore with their friends. For instance, older children enjoy making tea in the mud kitchen. Children are physically active as they wave bubble wands and jump to pop the bubbles. Babies learn to climb up the steps and manoeuvre down the small slide.

Staff adapt their approach to each child's age and stage of development and their individual needs. Staff support children well, including those with special educational needs and/or disabilities or those who may face other barriers to learning. They support children to recognise and understand their emotions. For example, older children use coloured symbols to demonstrate how they are feeling.

Staff implement high-quality settling-in sessions, gathering a wealth of information from parents and carers. For instance, staff gather dietary requirements, allergies, weaning and sleeping information. This enables staff to know children's individual needs from the very beginning. For instance, leaders and staff work very closely with families and other agencies to ensure those who are known to children's social care and those who face barriers to learning are very well supported.

Children are sensitively supported to manage their personal needs. They understand the importance of washing their hands before eating and can do this independently. Staff teach children about eating healthily as they encourage them to try vegetables at lunchtime. They discuss the importance of a well-balanced diet.

Leadership and governance: Strong standard

Leaders, the leadership team and staff are extremely passionate about their roles. Leaders identify strengths and some areas for development. They have high aspirations for the setting. Leaders regularly monitor and observe staff practice. They have identified further ways to improve staff practice to ensure teaching is consistently of a high standard. However, these are in the early stages of implementation. Staff feel well supported with their workload, welfare and wellbeing.

Leaders have a secure understanding of their local area and the needs of the families that attend. For example, leaders have developed positive partnerships with external agencies, such as local family hub support, to provide families with advice and guidance where needed. Leaders work closely with other professionals to ensure children with special educational needs and/or disabilities (SEND) receive the support they need. They coordinate with occupational therapists, portage, the local authority and health visitors to ensure that any strategies are implemented consistently. This helps children with SEND to make progress. Parents comment positively about the setting and how supportive the staff team is to them.

Leaders ensure any additional funding, including early years pupil premium, is used effectively to support children's learning experiences. Additionally, leaders have highly effective relationships with parents and carers, which has a positive impact on children's wellbeing. Parents comment that the staff team 'go above and beyond'.