Jack & Jill's Childcare Widewell

Inclusion: Strong standard

Leaders and staff use their considerable experience and expertise in caring for children to very quickly identify children who need additional support in their learning and development. They work very closely with families and ensure that they are involved at every stage in deciding the best way to help their children to achieve and thrive. Parents comment that support from staff is invaluable. Leaders ensure that staff attend training to support individual children's specific needs in the setting. They diligently pass on effective strategies that focus on the best way to help children to achieve, which provides a great deal of consistency and continuity. Staff enlist the support of other professionals and consistently provide the tailored adaptations children need to make progress and enjoy learning. They monitor children's development thoroughly to ensure that support is highly effective and consistent. Leaders use any additional funding thoughtfully to support children's individual needs. They have a flexible and effective approach that ensures that all children have access to what they need to experience high-quality learning opportunities.

Curriculum and teaching: Expected standard

Overall, leaders create a curriculum that builds on what children already know and can do. Staff get to know children and families well, which supports their assessment of what children need to learn next. Careful ongoing assessment and adaptations help staff to ensure that children's needs, including those with special educational needs and/or disabilities, are met and that they make secure progress. Staff respond swiftly as children play, adding interest and following children's lead. However, the approach to the curriculum for older children is not fully focused on supporting the next steps in their learning and development so they make even better progress.

Staff interact with children positively, supporting their social and emotional development well. For example, they encourage children to talk about their lives at home and use these conversations as opportunities to support children's self-esteem and communication and language skills. There is a focus on supporting children to develop the small muscles in their hands, needed to build and manipulate toys and resources. Staff teach children mathematical language during these activities, naming shapes and talking about different sizes. However, staff do not always adapt their teaching and interactions for older children once they have grasped a concept to extend their thoughts and ideas. Staff encourage some independence. For example, children help themselves and manage cutlery well at snack time. Staff support younger children with peeling fruit, making a start on peeling an orange before encouraging children to do the rest. However, staff do not always encourage older children to do more things for themselves to develop their skills and independence further.

Achievement: Expected standard

Children form firm foundations in their learning and development, which enables them to develop curiosity and a love of learning. Children eagerly recall playing in the snow and explaining how the snow melted when it got warmer. All children enjoy listening to stories and are able to talk about what is happening in the book. They compare their own experiences with the characters and discuss how they might be feeling. Children listen carefully to adults and each other, for example when they sit together to say 'hello' at the start of the day. Children confidently talk about the weather and show they feel valued and listened to as they offer opinions about what they should wear on a rainy day. All children, including those with special educational needs and/or disabilities, take time to explore activities and their surroundings and develop their curiosity. Staff typically focus on what children need to learn next and help them to build on their achievements. Although older children are confident, they are not as well prepared as they could be for moving on to school.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff create a calm and caring environment where children feel safe and secure. They work in close partnership with parents, providing valuable advice and support. There is a consistent approach to children's regular attendance and enjoyment of learning. Staff have warm and friendly relationships with children and treat them with consideration and kindness. They have high expectations of children to behave well and get along with others. The clear boundaries staff establish help children to understand what is expected. All staff are consistent in their approach, which supports children's understanding well. Staff help children to share and cooperate together as they play. For example, a group of children work together to build a tower, taking turns and helping others to find resources. Staff value children's ideas and encourage their perseverance. Children keep trying and show pride in their achievements as staff give them lots of praise. Staff are sensitive to the different ages and stages of development for all children to encourage positive attitudes to learning. They work in effective partnership with other professionals when children need extra help. This helps them to adapt their support for children to meet their individual needs well.

Children's welfare and wellbeing: Expected standard

Leaders and staff create a welcoming and homely place for children to play and relax. Children enjoy their interactions with staff and seek them out for play and regular cuddles. Staff respond quickly when children need a snack or to relax following physical activity. They sensitively adapt their practices during routines to provide individual support for children with special educational needs and/or disabilities. Children have daily opportunities to be physically active outdoors in the fresh air. They enjoy challenging themselves and develop an understanding of how to stay healthy. Staff provide healthy and nutritious snacks and advise parents about how to provide healthy lunch boxes. Snack time is a social occasion. Children are polite and use good table manners, for example saying 'thank you' when they are given their snack. Children talk about different food groups and how they make their bodies grow.

Leadership and governance: Expected standard

The longstanding leadership team has a clear understanding of the quality of the setting and want to build on what they do for families. They diligently identify the strengths of the setting and any areas for development and quickly put plans into place to make improvements. For example, staff have recently attended training to refresh their understanding of child development. Staff say they feel passionate about what they do and love working at the setting. They are experienced in their role and continue to build on their knowledge and skills to provide children with good-quality experiences. Leaders provide a comprehensive programme of professional development and encourage staff to share their expertise with others. However, support from leaders to help staff improve the quality of their interactions with children so they make even better progress is not yet fully effective across the setting.

Leaders are committed to delivering a high-quality service for children, including families from the military community, and have a clear understanding of the communities they serve. Parents speak highly of the supportive atmosphere of the setting. They say that staff are friendly and approachable and that children enjoy attending. Staff keep them informed about children's daily experiences and support them with children's learning and development at home. There are effective partnerships with local schools. Leaders and staff work together with school staff to support children when they move on to school.