Honeys Nursery and Stingers Kids Club

Inclusion: Needs attention

The action that leaders take does not always reduce barriers to learning for disadvantaged children and those with special educational needs and/or disabilities (SEND). Although leaders liaise with expert partners, they do not always implement advice from specialists to support children's learning. As a result, staff are not able to plan suitably focused activities to close gaps in learning. Teaching does not always have a positive effect on the outcomes of children with SEND or those who are disadvantaged.

Leaders have provided training for staff on specialist strategies to support children with their communication and language skills. Although these are commonly understood by staff, they do not always target this support at children who need it most. For example, staff sing to children and babies and use sign language to teach children key words. Most children benefit from this teaching and are increasingly able to express themselves. However, some children, including those with SEND, do not have opportunities to use these strategies to further their skills. Staff do not consistently adapt their teaching to consider the needs of children with gaps in their learning. These children are not always well prepared for the next stage of their education, including school.

Curriculum and teaching: Needs attention

The action that leaders take to ensure that all children access an equally ambitious curriculum is not always effective. For example, staff are not always given the support they need to teach children who are disadvantaged and those with special educational needs and/or disabilities to develop speaking skills. Some staff use highly effective strategies to support communication skills. However, leaders have not taken steps to ensure that all children benefit from this teaching. Not all children develop the fluency and confidence they need to express themselves to their friends.

Overall, staff support children to learn skills across all areas of learning and development. For example, staff teach children mathematical skills to promote their problem-solving and critical thinking. Children enjoy solving problems and develop a 'can-do' attitude to activities involving numbers and measuring. Children's physical development is prioritised. All children have regular access to outdoor space. Staff teach key skills, including balance, coordination and physical strength. Children generally develop well from their starting points.

Staff provide children with opportunities to explore books and, as a result, children choose to explore stories. This promotes their literacy development in preparation for their next stage of their education, including school.

Achievement: Needs attention

Children who are disadvantaged and those with special educational needs and/or disabilities do not always achieve well from their starting points across all areas of learning. Leaders do not yet have sufficient oversight of assessment to ensure that these children make consistent progress from their starting points. For example, children do not always receive the targeted support they need to develop communication skills. As a result, not all children are able to express themselves fully. This limits their ability to be well prepared for the next stage of their education, including school.

Leaders and staff take steps to assess children's learning and share information about next steps with parents and carers. However, leaders do not always have sufficient oversight of assessment to ensure that staff accurately identify gaps in learning. As a result, teaching is not always adapted fully to promote the speaking and listening skills of all children.

Behaviour, attitudes and establishing routines: Expected standard

All staff have high expectations of children's behaviour. They work with parents effectively to consider the previous experiences of all children. Leaders promote the importance of attendance and punctuality with families. Staff teach children to cooperate and negotiate with others. Children play alongside others with kindness and respect. For example, they enjoy taking turns and sharing during role-play activities. Children are well-mannered and listen to staff, following their instructions. Staff consider what individual children need to promote their positive behaviour. They give children praise and reinforce good behaviour. All staff develop warm and trusting relationships with children. For example, they work with parents to understand children's interests and feed these into their curriculum. All children develop confidence and high levels of self-esteem.

Staff teach children key independence skills. Children learn about how to keep themselves and others safe. They understand that looking after their environment is important. For example, children pick up litter and take care of their surroundings. They develop a sense of social responsibility. This helps them to build strong foundations for their future success.

Children's welfare and wellbeing: Expected standard

Leaders have taken effective action to implement policies and practices that support children's welfare. For example, they support staff to teach children about nutrition. Leaders seek advice and support from experts to provide children with healthy choices at mealtimes. Staff ensure that children can make good choices. They teach children to become increasingly independent when using cutlery. Children learn lifelong habits that promote their physical wellbeing.

Staff ensure that children have daily access to outdoor learning. They teach children key skills, including balance, physical strength and coordination. All children enjoy being physically active. Staff consider the individual needs of children with barriers to learning and help them to develop key physical skills. This enables children to develop healthy attitudes to exercise.

Leaders support staff to work closely with families to promote the physical health needs of individual children, including those with special educational needs and/or disabilities. They seek advice from external experts to help staff to create care plans for individual children. Parents say that this has a positive impact on children's wellbeing.

Leadership and governance: Needs attention

Leaders provide professional learning opportunities for staff. However, the skills staff gain from these opportunities are not always correctly targeted to improve the outcomes of disadvantaged children and those with gaps in their learning.

Leaders have taken effective action to create a curriculum that considers the needs of children who attend the setting. They are reflective of their practice and have a vision to support children to become independent, confident and motivated learners. Leaders take action to ensure that staff feel valued and that their workload is manageable. For example, they have reflected on the way that staff assess children to make sure that opportunities to interact with children are prioritised.

Leaders work effectively with parents to support children's learning. They give parents information about children's education that helps them to extend their learning at home. Parents say that the communication between staff and external partners supports their understanding of how to further learning at home for children with special educational needs and/or disabilities.