Infinity Childcare Ltd

Inclusion: Strong standard

Leaders prioritise inclusion so that every child can take part and make progress. Staff identify children with special educational needs and/or disabilities early through careful observation, and they check children's speech and language development thoroughly. Leaders implement the graduated approach confidently. They review and refine their support in response to children's needs. Leaders work closely with families and external professionals to secure referrals, agree targets and plan transitions. This ensures children receive timely support that helps them remain engaged in learning.

Leaders take practical steps to reduce any barriers children may have to learning. Additional funding strengthens communication and language through lending libraries, story sacks and shared strategies that extend learning into the home. Children who speak English as an additional language receive support through visual prompts and clear communication so they understand routines and can participate fully. Leaders offer flexible sessions and additional holiday provision to help families establish regular attendance and maintain continuity of care. As a result, children access the curriculum consistently and take part confidently in daily routines and learning experiences.

Curriculum and teaching: Expected standard

Leaders design a broad curriculum that reflects children's interests and prepares them for their next stage in learning. Communication and language are prioritised. Younger children hear new words such as 'Jurassic' and 'prehistoric', while older children use them confidently. Staff also support personal, social and emotional development by encouraging turn-taking and cooperation during group games. This helps children to build confidence and manage relationships.

Staff promote children's physical development effectively. Children strengthen their coordination through activities such as using hammer and nails and completing obstacle courses. During outdoor play, staff build mathematical understanding through positional language such as 'spin left' and 'spin right' as children role play on the swings. This supports both physical control and early mathematical thinking.

In the main, teaching is effective. During free play, staff support children to develop their imagination through learning linked to their interests. For example, children make Valentine's Day cards, selecting materials independently and sharing ideas. These interactions help children remain focused and confident. However, these interactions are not applied consistently by all staff. During larger group sessions, teaching is not always adapted well enough to keep all children engaged. During circle time, some younger children lose interest as the learning does not consistently reflect their stage of development. Furthermore, in whole-group discussions, questioning does not always help children to develop their thinking skills. As a result, not all children benefit from the intended learning.

Achievement: Expected standard

Children make effective progress from their starting points across the areas of learning. They grow in confidence when joining activities, managing routines and sustaining play. Children follow instructions more independently, contribute ideas during group times and show increasing understanding of the world around them. They demonstrate improving coordination and control during physical activities and develop early mathematical awareness through everyday experiences.

Children in receipt of additional funding and those with special educational needs and/or disabilities take part fully in daily experiences and develop skills appropriate to their stage of development. They show growing confidence in social interactions, engagement and managing their emotions.

Children become increasingly independent in personal care, selecting resources and handling transitions well. They cooperate with others, take turns and follow routines with confidence. As a result, children develop the knowledge, skills and attitudes needed for the expectations of starting school.

Behaviour, attitudes and establishing routines: Expected standard

Leaders set clear expectations for behaviour. Children understand what is expected and respond appropriately. Lunchtime is settled and well managed. Children sit together, talk about what they have brought to eat and tidy away independently when finished. They return lunch boxes to their pegs without being asked. Staff give regular praise for sensible choices, which helps children repeat positive behaviour. However, at times, some staff do not explain expectations consistently. This means children do not always develop the same clear understanding of why certain boundaries are in place.

Children demonstrate responsible behaviour throughout the day. They confidently approach visitors and invite them to join their play. During outdoor play, they encourage visitors to take part in the obstacle course and explain how to balance and move safely. This shows they understand how to keep themselves and others safe.

Leaders monitor attendance carefully. They notice if a child is absent and contact families to understand the reason. They review patterns of absence and follow these up where needed. Clear arrival routines help children settle into the day and know what to expect. This supports consistency and helps children to engage from the start.

Children's welfare and wellbeing: Strong standard

Staff place children's welfare at the centre of their practice. Children's care is thoughtful and adapted to individual needs. Staff sensitively support children with toilet training, respecting their dignity. They talk to children during care routines to reassure them and support their understanding. Staff encourage children to recognise when they need the toilet and support growing independence. Older children manage personal care confidently. Children understand the importance of handwashing as they discuss washing germs away. Leaders have made this a clear focus, and practice is now consistent across the setting. Children carry this out confidently and independently. Secure relationships mean children seek reassurance when needed and respond positively to calm guidance.

Staff promote respect for similarities and differences through everyday discussion and themed experiences, helping children feel valued and included.

When parents attend stay-and-play sessions, staff provide ideas to support healthy eating and good oral health at home. They share practical guidance and offer oral health packs so families can continue these messages beyond the setting. Leaders ensure that advice is clear and practical. Children also benefit from daily opportunities to be physically active, strengthening their coordination and stamina. As a result, children show increasing awareness of healthy choices and how these support their wellbeing.

Leadership and governance: Expected standard

Leaders have a clear understanding of the setting's strengths and areas for development. They engage openly in reflective discussion and respond positively to feedback. They review practice regularly and consider how improvements can be sustained over time. However, their oversight is not yet sharp enough to ensure agreed improvements are applied consistently by all staff. As a result, adult interactions vary and teaching is not always as consistent as it could be.

Leaders support staff wellbeing through regular supervision and open communication. They consider workload carefully and respond flexibly when additional support is needed. This helps to ensure children experience consistent care and stable relationships. Leaders identify priorities for improvement, but staff training is not always matched closely enough to gaps in practice. As a result, improvements are not embedded consistently across the team.

Leaders know the children in their care well and prioritise communication, language and preparation for starting school. They make informed decisions about the provision and additional funding to meet children's individual needs. Leaders maintain strong partnerships with families and external professionals to support children's development and wellbeing. These strategic decisions help ensure children receive appropriate support and are prepared for their next stage of learning.