Kids 1st QE

Inclusion: Strong standard

Leaders have created a highly inclusive culture in the setting, where all children have the support they need to enjoy nursery life. Gaps in learning and development are swiftly identified through accurate assessments, and leaders work closely with staff to ensure that appropriate support and intervention are put in place. Progress is closely tracked and support is reviewed regularly to ensure that any changes needed are actioned quickly.

Leaders ensure that parents are fully involved when supporting disadvantaged children, children with special education needs and/or disabilities (SEND) and children with other barriers to their learning and/or wellbeing. For instance, they work closely with a wide range of outside professionals and seek specialist advice appropriately.

Leaders make effective use of additional funding to ensure children with SEND are fully included, for example purchasing a willow den to offer children a quiet and calm space to support them to regulate their emotions at times of transition. All staff know and consistently use the identified strategies to support children with SEND, disadvantaged children and those with other barriers to their learning and/or wellbeing. This means that children make sustained progress over time.

Leaders ensure that staff have access to training which helps them understand the specific needs of children, and use effective strategies to support learning and development.

Curriculum and teaching: Expected standard

Leaders have designed the curriculum to ensure that children make progress across all areas of learning. Staff typically show a secure understanding of what they want children to learn, and they can talk about how they adapt this to meet the needs of the children, including disadvantaged children, those with special educational needs and/or disabilities and those who may face barriers to their learning and/or wellbeing. Staff match activities to children's interests to ensure that children are motivated and enjoy learning. They carry out regular assessments and track children's progress to ensure that key developmental milestones are met.

Staff focus on developing language and communication skills throughout the setting, with all children enjoying stories, songs and rhymes as part of the daily routine. Children develop a love of stories and often choose to share books with adults. Staff model appropriate vocabulary and encourage children to use this in their play.

Mathematics is taught explicitly and incorporated into the daily routine to ensure that children develop an understanding of mathematical concepts. For example, younger children enjoy completing jigsaws, and older children learn and can talk about 2-D and 3-D shapes they see in their environment. Children enjoy joining in with counting songs to help them develop their awareness of numbers.

Younger children develop the physical skills they need to begin crawling and walking, and older children enjoy activities which support them to run, jump and climb. Children use a range of tools and resources, such as rolling pins and dough cutters, and this helps them to develop the finger muscles they need to use pencils and writing tools later on.

Achievement: Expected standard

Children develop their independence skills throughout their time at the setting. They select the resources they need in their play and ask adults for support if they need it. They explore with curiosity and enjoy learning about things which are of interest to them. Older children talk about what they notice and ask questions to gain further information.

Children develop their resilience skills through routines and activities. For example, at snack time, older children persist until they have successfully peeled their piece of fruit. However, this is not consistent across all mealtimes. Some children show a reduced level of motivation when they are left waiting too long during lunchtime for their friends to finish eating. This causes some younger children to lose their good levels of concentration and engagement in conversation and social interactions.

Older children develop their understanding of change, particularly in relation to moving to school and by talking about moving to school and how they are feeling. They help each other to practise calming techniques such as breathing exercises. Children play games together, sharing and making sure everyone has a turn.

All children, including those who are disadvantaged, those with special educational needs and/or disabilities and those who may face barriers to their learning and/or wellbeing, make progress from their starting points, building on what they already know. Over time, they develop the knowledge and skills needed so that they are prepared for the next stage of their learning.

Behaviour, attitudes and establishing routines: Expected standard

Staff have high expectations of children, and behaviour is positive across all age groups. Staff behave with care and respect and establish secure relationships with all children, particularly those who are disadvantaged, those with special educational needs and/or disabilities (SEND) and those who may face other barriers to their learning and/or wellbeing. All children develop a positive attitude and are engaged in their learning.

Staff support children to develop their personal, social and emotional skills by talking to them about how they feel. They explicitly teach children about emotions by naming them and modelling breathing techniques to help children manage big feelings. Children play games together, taking turns and sharing. They play cooperatively and listen to each other while engaged in play.

Routines are generally well established, and this mostly helps children to know and understand what is happening throughout the day. For example, younger children take off their shoes and socks when they know it is nap time, and older children recognise the signals for tidying up and know this means it is nearly time for lunch. However, during lunchtime, some children sit and wait for others to finish. This causes them to become distracted and demonstrate some unwanted behaviours.

Staff give additional support when appropriate, particularly for those children with SEND. For example, objects of reference are used to signal a transition in the routine for some children. This also helps these children develop their skills in communication and understanding.

Leaders understand the importance of attendance and have robust systems to monitor this. They work individually with parents and families to ensure that children attend the setting regularly, for example changing sessions to meet the needs of changing family circumstances.

Children's welfare and wellbeing: Expected standard

Leaders ensure that there are effective policies and procedures in place for sleeping, weaning and feeding, and staff generally follow these processes. However, there are a small number of occasions when children find it difficult to maintain positive behaviour during lunchtime, and this is because they sometimes wait too long between lunch and pudding. Leaders are proactively supporting staff to ensure that they are effectively managing children's behaviour well throughout lunchtime. They recognise that further review is needed to develop some routines. This means that children do not consistently benefit from securely established routines at key times of the day. Although leaders recognise that a further review is needed to establish secure key routines, this has not yet been embedded in practice.

Children's personal care needs are sensitively met because staff have a clear understanding of the relevant processes and confidently implement them. Positive relationships with parents ensure that the setting has all information needed to support each child. For disadvantaged children, those with special educational needs and/or disabilities and those who may face other barriers to their learning and/or wellbeing, staff work closely with parents to ensure that individual care needs are met. Parents are kept up to date with all relevant information to ensure continuity of care.

Children enjoy healthy, nutritious meals and develop their understanding of a balanced diet. They learn about keeping safe in the sun and know it is important to wear sun cream and sun hats when playing outside. Children develop healthy habits, such as washing their hands before and after they eat. Staff talk to children about why this is important. Children develop their independence skills by serving their own meals at lunchtime and pouring their own drinks.

Leadership and governance: Expected standard

Leaders are passionate about their role and are committed to supporting children and families. However, the setting has recently undergone a period of change and transition, and this has resulted in changes to leaders and other roles. Those new to their role are receiving effective support, and this is helping the recent changes to have a positive impact on the experiences of children. Parents feel that leaders have communicated appropriately with them about recent changes and this has had a positive impact on securing positive partnerships.

Leaders are mindful of workload and promote positive staff wellbeing, ensuring that staff know how to access support, help and guidance if they need it. Staff feel valued and talk about how the training and support they receive help them to do their job more effectively.

Leaders work closely with a range of outside professionals to ensure that disadvantaged children, those with special educational needs and/or disabilities and those who may face other barriers to their learning receive the support they need quickly. Parents are fully involved and feel that leaders communicate well with them about the progress their children are making.

Leaders have a suitable understanding of the setting's strengths, and they know what they are working on, such as mealtime routines. They recognise that practice is not yet consistent across all mealtimes and continue to match training and targeted professional development to further strengthen this key daily routine. Leaders and staff are reflective and firmly committed to responding to feedback and seeking advice and guidance from outside professionals to help them drive forward further improvements.