Harlequin Out of School Clubs - Tunbridge Wells

Inclusion: Expected standard

Leaders and managers are committed to ensuring families are provided with a range of help. They work closely together as a team to share information effectively with the local authority and external agencies to access support for families. Staff understand the wide range of situations that could cause a barrier to children's learning and engagement. Parents speak highly of the setting and say their children's individual needs are supported effectively. This includes the flexible approach to settling-in sessions at the nursery.

The nursery follows a graduated approach to supporting and identifying children with special educational needs and/or disabilities and those who may face barriers to learning. Staff regularly observe children's progress to ensure that all children make steady progress from their starting points. Leaders understand how additional funding supports disadvantaged children. Although no children currently receive this funding, leaders confidently discuss how it was previously used to meet individual needs and improve outcomes. Leaders ensure that staff are trained to monitor children's progress. Staff use assessment, observations and information from parents to help identify children's existing knowledge and to develop their next learning goals. These tailored interventions that acknowledge areas of strengths and/or areas for improvement help children to access a curriculum that is inclusive for all children.

Curriculum and teaching: Expected standard

Staff provide an ambitious curriculum for all children. Children's interests are captured well, and storybooks are used as a vehicle for learning. For instance, all activities for children to access are linked to the 'book of the week'. Children thoroughly enjoy taking part in these activities. Older children are fully captivated by adult-led activities, such as melting jelly. However, at times, expectations for the younger children mean they can struggle with the planned activity.

Children are immersed in a language-rich environment. Staff promote new vocabulary in a variety of ways, such as reading stories, singing songs and imaginative thinking. They read books with expression and help children to understand the story by recapping on the story the next day. This helps children show their increasing memory and recall skills as they competently recap the story of the Penguin's journey. Staff repeat words clearly for children to copy and ensure they have the correct pronunciation. However, support for children learning English as an additional language is not implemented as effectively, as they have fewer opportunities to hear and use their home languages in their play and learning.

Mathematical learning is woven effectively into daily routines and play. Staff use positional language within their interactions with children during their play and exploration. They encourage the children to count during their everyday routines and consider concepts such as 'more' and 'less'. For example, children count down for a rocket launch and ensure there are enough spaces on their bus for their friends to have a seat. As a result, children make good progress in their mathematical development.

Staff provide opportunities for children to learn about different festivals and celebrations throughout the year, such as Diwali, Easter and Christmas.

Achievement: Expected standard

Children make steady progress from their starting points, including those who are disadvantaged or those with special educational needs and/or disabilities. Children grow in confidence and curiosity, build friendships with their peers and strong bonds with staff. Children show confidence in their skills and abilities, preparing them well for the next steps in the educational journey, including school.

Children show increasing confidence and clear communication and language skills through daily routines. They greet each other with songs, sharing who is present and expressing how they feel. These activities support social and emotional development, language skills and a sense of belonging. When singing the days of the week and discussing the date, month and weather, children show they are building early mathematical concepts and knowledge of the world around them.

Children's communication and language skills develop well. They develop a love of stories, sing songs, practise new words and engage in conversations. Children generally become confident communicators.

Children are learning about the world around them. They exclaim with excitement as they melt the jelly with warm water. They are learning to take turns, listen to each other and make their own predictions at what will happen next.

Behaviour, attitudes and establishing routines: Strong standard

Children behave extremely well. Staff help them to gain the skills they require to work well with others, and this supports their future learning. For instance, staff ask children their opinions and give explanations that children are able to understand. Children have lots of freedom to explore the large playrooms. They confidently access the rich learning resources and activities planned for them. Children manage risks in their play as they navigate the climbing equipment, build with large blocks and ride on bikes. This helps children increase their physical skills and abilities.

Staff manage behaviour calmly, using gentle and age-appropriate reminders. They successfully encourage all children to practise their independence skills. For instance, children confidently collect their cup and bowl, pour their own drinks and put on their slippers. This very effectively helps to support children to have the confidence to manage tasks by themselves.

Relationships between staff and children are secure. Younger children seek familiar adults for comfort and settle quickly. They show kindness to their friends by offering toys and smiling at others. Older children share, take turns and invite friends into their play, showing growing social confidence.

Children's attendance levels are high. This means that children's routines are maintained. Regular attendance allows staff to build on children's skills and learning overall.

Children's welfare and wellbeing: Strong standard

Staff develop children's self-care skills extremely effectively through regular praise and support. Staff are good role models, encouraging children to show their friends how to wash their hands and wipe their noses at the self-care station. Children recall eating different fruits at snack time to keep their bodies healthy. These activities successfully promote children's understanding of how to keep themselves healthy.

Children develop a sense of belonging within the setting due to the high levels of care they receive.

Staff model empathy, and children show kindness and caring towards their friends. For example, children who are playing invite others on their own to join their games with them. Children develop the skills they will require to build friendships. They learn how to recognise, express and manage their emotions. Staff take time to talk to children about how they are feeling and what has made them feel that way.

Staff carry out risk assessments to ensure that children are kept safe and secure in the setting. They remind children of the rules of the setting, such as using their 'walking feet' inside. During physical play, staff teach children to risk assess when they are building with large construction resources and use the large climbing equipment.

Parents speak highly of the nursery and of staff. They receive daily communication about their child's wellbeing and activities and regular updates on their child's progress and development. Parents are invited in for stay-and-play sessions to create a link between home and the nursery. The manager works well with parents to ensure all children are included and all needs are met. For example, parents are invited to discuss their child's needs, such as dietary requirements or medical needs, so that all children are kept safe.

Leadership and governance: Expected standard

Staff have formed a cohesive, supportive team that works well together to provide care and teaching for children. Leaders and staff are reflective practitioners. They use the advice of other professionals to evaluate the quality of their education and care. Leaders place an importance on upskilling the staff to help them continuously improve support for the children in their care. Staff report being happy, feeling valued and keen to come to work.

The provider has implemented robust recruitment procedures, and staff are deployed effectively throughout the day to maintain children's safety. There is a strong emphasis on staff's wellbeing. The provider carries out regular supervision meetings, and staff attend bespoke training sessions at the nursery to help develop their skills.

All children are seen as an individual, and staff seek to meet their needs. The special educational needs coordinator (SENCo) works with parents and other professionals to support children with additional needs. Leaders support the SENCo by giving them time during the week to complete their work and to develop their knowledge through training.