Kids 1st - Low Fell

Inclusion: Strong standard

Provision for children with special educational needs and/or disabilities (SEND) is extremely well supported. Leaders are acutely aware of the barriers children face in their learning and development. They expertly adapt the provision to ensure children with SEND can access the curriculum, providing one-to-one support for those who need it. Leaders and staff continually enhance their knowledge and understanding through participating in a wide range of training. As a result, children receive the best possible support through a coordinated approach to prepare them effectively for their future education.

Leaders ensure that they seek support for children with SEND from external professionals as appropriate. They work together to put appropriate targets in place for children, reviewing these regularly to ensure gaps in children's learning are narrowing. Leaders guide parents through the SEND referral process. They work collaboratively with local authority SEND services to complete assessments for education, health and care plans. Leaders and staff work successfully with parents to plan for and review children's progress. They make highly effective use of the early years pupil premium funding to meet children's needs. Leaders are exploring collaborative methods to deepen parents' involvement in the decisions about how this funding is best used. This helps build trust and a shared understanding.

Curriculum and teaching: Expected standard

Leaders and staff have designed a curriculum that is centred on engaging children in exploration and discovery. There is an effective focus on supporting children to lead their own play from an early age. This helps them develop the skills to assess risks, adopt a 'can-do' attitude and build resilience. Staff regularly assess and review children's progress and identify next steps in their learning. However, there are occasions when some staff do not consistently pitch learning intentions at the most appropriate level or plan activities that fully reflect children's stages of development. As a result, children do not always achieve the intended learning outcomes.

Staff prioritise the development of communication and language skills. They model new vocabulary, repeat children's words and use visual supports to strengthen understanding. Babies benefit from warm, responsive interactions that nurture early language and social development. These high-quality interactions between staff and children ensure that children feel confident and happy and are able to sustain purposeful play.

Children's early mathematical skills, such as counting, recognising shapes and comparing sizes, are well supported because staff skilfully weave mathematical concepts into play. Children's physical development is prioritised. Babies who are beginning to walk are given frequent opportunities to practise taking steps. Staff offer gentle support and encouragement, holding babies' hands and celebrating their growing confidence and ability. Older children develop coordination and spatial awareness as they climb and move around on trikes and scooters, building important physical skills through enjoyable and active play.

Achievement: Expected standard

All children become confident, independent and motivated learners. They make consistently positive progress across all areas of learning. Children, including those who face barriers to communication, develop effective language skills. They use their existing vocabulary, along with newly learned words, in context and with confidence. This includes mathematical language and concepts. Babies and toddlers begin to use the words and phrases they learn during play. Children also develop a love of books, where they enjoy listening to stories and helping to turn the pages.

Children learn the skills they need for the next stage of their education, including starting school. For example, older children manage their own personal care, serve their own meals, dress themselves and follow instructions. Younger children choose resources and activities that interest them. All children demonstrate confidence and gain the language, experiences and understanding they need to continue developing across all areas. This prepares them very well for future learning.

Behaviour, attitudes and establishing routines: Strong standard

Leaders and staff have very high expectations for children's behaviour. Staff skilfully model emotional language, helping children to recognise their feelings and manage their impulses effectively. They consistently demonstrate respectful and kind behaviour, supporting children to understand what is expected of them. Cooperative play is well established. For example, children work collaboratively to achieve shared goals, such as creating perching for their bird boxes. Staff actively celebrate children's achievements and consistently recognise and praise positive behaviour, which helps to build children's self-esteem and confidence.

Staff implement well established daily routines and purposeful activities that effectively support children's confidence and promote their enjoyment of learning within a calm and respectful environment. As a result, children demonstrate that they feel safe, secure and well cared for by kind and nurturing staff. Babies develop strong and secure attachments with their key persons, which provides a reassuring foundation for their emotional wellbeing and supports their early learning.

Staff consistently support children to become increasingly independent. For example, older children line up sensibly to scrape their plates after lunchtime. Staff recognise these as key skills children need before starting school. Children with special educational needs and/or disabilities receive support to follow routines and timely reminders. This ensures their full engagement in activities and fosters a sense of security and belonging. Leaders constantly promote the importance of attendance to parents. This helps children form positive habits for future success.

Children's welfare and wellbeing: Strong standard

Leaders and staff create a safe, nurturing environment where children feel happy, secure and genuinely cared for. From the very beginning, staff build strong relationships with their key children and families, quickly developing a detailed understanding of each child's background, personality and preferred ways of learning. This knowledgeable and thoughtful approach strongly supports children's wellbeing. Staff are highly sensitive to children's emotional needs, offering comfort, affection and reassurance so that every child feels valued and understood. Older children explore their surroundings with confidence, reassured by the presence of responsive and attentive adults. Through careful and consistent planning, staff effectively support children's physical development, personal safety and overall wellbeing. Consequently, children begin to develop an early understanding of how to keep themselves healthy and safe. Outdoors, children confidently run, climb and use their imagination as they explore the garden.

Staff respond sensitively to children's cues, supporting them to recognise, express and manage their emotions. These strong, trusting relationships help children feel confident and ready to explore. Staff encourage children to develop good hygiene routines. Children learn to use the toilet independently and know to wash their hands afterwards and before meals. Staff support children's manners and create a calm social time to come together. They routinely enjoy nutritious snacks and meals, which are prepared following government nutritional guidance.

Leadership and governance: Expected standard

Leaders have created a hardworking team that is united in its aim to provide high-quality care and education. Leaders understand the children, families and staff well. Leaders recognise the strengths within their practice, particularly in how they support disadvantaged children and those with special educational needs and/or disabilities (SEND). They provide a rich, engaging curriculum that is adapted to meet children's ongoing learning and development needs. As a result, all children benefit from an inclusive environment and make progress from their starting points alongside their peers. Leaders acknowledge that further work is required to ensure all staff consistently plan learning intentions that are appropriate to children's ages and stages of development to maximise learning.

Leaders actively promote staff's wellbeing, fostering an environment where staff feel valued and supported. Regular supervision sessions and observations of teaching and learning are typically conducted to identify opportunities for professional development and enhance staff practice. This approach supports the ongoing improvement of teaching, benefiting all children in the setting.

Parents speak very highly of the care their children receive and feel well informed about their children's learning and development. They describe the staff as 'absolutely amazing' and greatly value the support provided to both them and their families. Parents of children with SEND say that staff are proactive and work closely with them, ensuring a shared understanding of how best to nurture each child and meet their individual needs.