Helping Hands Childcare

Inclusion: Expected standard

Leaders and staff typically have high expectations for children. They focus on helping them achieve their full potential. Leaders identify children with special educational needs and/or disabilities (SEND) promptly. Overall, this meets children's individual needs and reduces barriers to learning.

Leaders and staff share any concerns with parents sensitively and at the earliest opportunity. They work together to put appropriate support in place. Through individual learning plans, their support strategies are assessed and tracked. Children have clear, achievable next steps to support their learning. Typically, children make steady progress from their starting points. However, staff do not consistently use prompts or visual cue strategies for individual children. These identified strategies help children prepare for what happens next in their daily routine. As a result, some children become upset or do not understand what they need to do next.

Leaders make effective use of the external support that is available. They work with speech and language therapists, the health visiting team and the local authority SEND team. Leaders also work with social workers to plan and review multi-agency support. This targeted approach ensures that disadvantaged children are understood. Children's welfare is put first, and this positively impacts their learning.

Staff regularly review children's attendance, punctuality, progress and achievements. Parents speak highly of the support their children receive. They praise the setting's collaborative approach. As a result, children and their families receive appropriate support that helps to meet their individual needs.

Overall, leaders use funding to meet children's individual needs. For example, they have invested in a new sensory room. Children have a calm space that helps them regulate their emotions and overcome barriers to learning. However, while dummies are used as self-soothing strategies for children, they are not removed when carrying out communication and language activities. This does not help to promote children's language development consistently.

Curriculum and teaching: Expected standard

Leaders have developed a curriculum that covers all areas of learning, which is typically inclusive for all children. They carefully sequence the key knowledge and skills that children need to learn. For example, the baby room is organised across 3 separate spaces. Children progress from sitting, to crawling and then walking independently. As a result, children have an environment that is designed for their age and stage of development.

Leaders have a clear focus on personal, social and emotional development and early literacy. In the baby rooms, staff sing songs and model movements face to face. In the 2 to 3 year-old room, staff share stories with small groups of children. In the pre-school room, children independently access stories in a cosy area. Staff develop a love of early literacy within the setting. As a result, children become confident learners and have a love of stories.

Teaching is typically effective across the setting. Key workers adapt planning to ensure all children can take part. Activities that are set up in the nursery are planned to meet children's individual next steps. Children's interests are also followed. For example, children in the 2 to 3 year-old room explore toy dinosaurs frozen in ice. They use a range of small tools and pipettes to melt ice and rescue toy dinosaurs. This activity helps to develop their physical skills and hand-eye coordination. On the whole, children make steady progress in their own learning.

Staff support children's mathematical development well. They regularly model mathematical language during activities and daily routines. For example, during sand, water and ice play, staff use words such as full, empty and nearly full. As a result, children are starting to use this language in context.

Achievement: Expected standard

Generally, children make steady progress and achieve well across all areas of learning. They have a keen interest in books. Children actively seek books and use them within the indoor and outdoor provision. This promotes confidence in communication and supports the growth of language and vocabulary. Children access learning that is matched to their individual stage of development. This helps them to feel successful and build confidence. Children use dummies for comfort. However, they are not always removed during communication and language activities. This does not consistently support children's language development.

Disadvantaged children typically achieve well across all areas of learning. For example, children who were non-verbal are now able to communicate using sounds and words. Children reach individual goals and make progress from their starting points.

Overall, children are prepared for the next stage in their learning, including the transition to school. They develop confidence and independence skills. Children take responsibility for tasks such as pouring their own drinks, recognising their names and managing personal care routines. As a result, children leave the setting with the resilience and skills they need for future learning.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff provide a warm and welcoming environment where children's individual needs are met. Children develop positive relationships with staff and one another. This contributes to a caring, kind and respectful environment. Staff act as positive role models and use warm, respectful language to encourage positive behaviour. For example, when younger children want to use the same resource, staff model turn-taking and help children to find alternative resources to use while waiting. Older children in the pre-school room have many opportunities for collaborative play and to develop turn-taking skills. For example, during ball play with staff, children take turns and work together. Children typically behave well and demonstrate positive attitudes towards their learning. They are interested in and happily engage in the various activities available.

On the whole, staff use individual strategies to support children's behaviour and emotional wellbeing, including those with special educational needs or disabilities. For example, children in the pre-school room can use a quiet, calm space. They can talk about their feelings with staff and take time out to regulate their emotions. However, approaches to support children's communication needs are not used consistently across the setting.

Children's welfare and wellbeing: Strong standard

Leaders prioritise the welfare and wellbeing of children in the nursery. A well-established key-person system is a clear strength in the setting. Staff help babies and young children develop close, trusting relationships. Staff know each individual child's routines, interests and preferences. They use this knowledge to tailor help so every child feels included, emotionally secure and well cared for.

Leaders and staff respond well to each family's individual needs and circumstances. They provide guidance and support when it is needed. Leaders and staff work closely with families to ensure that care routines are adapted. They promote an inclusive environment where children's cultural, religious and medical needs are respected. For example, they provide halal food and cater for any allergies. This helps to ensure every child can access all mealtimes safely.

Structured sleep routines promote babies' and young children's health and emotional wellbeing. They follow safer sleep guidance for all babies and young children. Staff check sleeping babies and children at regular intervals and share sleep updates with parents through an online app. This helps to support the continuity of care. As children grow, staff encourage them to develop independence in their self-care routines. For example, children access fresh drinking water from jugs when needed and are supported to manage their own clothing and personal care.

Children enjoy regular access to the outdoor area throughout the day. They take part in active play, such as running, playing with balls and using a slide, which supports their physical wellbeing. Children also enjoy quieter activities, such as sharing stories and looking at books. This helps children to relax, regulate their emotions and enjoy calm, meaningful interactions with staff and provides opportunities to rest their bodies.

Leadership and governance: Expected standard

Leaders provide a warm and caring environment where children feel safe. Leaders are actively involved in the setting and know the staff and children well. Regular room meetings and whole-staff meetings provide opportunities for leaders and staff to share ideas, reflect and work together. Leaders ensure staff training is up to date and regularly check staff's knowledge. As a result, children are kept safe and receive the support they need.

Leaders are beginning to analyse the setting's strengths and identify areas for improvement. For example, they are developing the outdoor area to provide more opportunities for children's physical development. Leaders make decisions that support children's wellbeing and learning, including those that face barriers to learning. Leaders use funding effectively and work with external agencies to provide children with the support they need. Staff are involved in decisions about how additional funding is used. As a result, children receive appropriate support to help them make progress and thrive.

Leaders and staff work closely with parents and build positive relationships. They keep parents involved in their children's learning. Regular communication, including daily app updates, keeps parents informed about their child's care and learning. Leaders work with schools to support smooth transitions for children as they move on to the next part of their journey. They share information about children's needs and routines to help schools understand each child. The collaboration between leaders, parents and schools ensures children's needs are understood and they receive appropriate support.