Kids Play Childcare Hub

Inclusion: Strong standard

Leaders and staff are proactive in the effective use of observation and assessment to identify gaps in learning at the earliest opportunity. They work incredibly well with parents and external agencies from the start of children's journey at the nursery. They share information and gather starting points to plan provision and support the varying needs and interests of children.

Staff have a deep knowledge and understanding of special educational needs and/or disabilities and use their skills to develop targeted support that helps children make good progress. They use additional funding to provide extra sessions that help children settle and establish routines and relationships. This enables children to feel secure and ready to engage in meaningful play and learning.

Staff frequently review children's progress and hold meetings with parents to discuss what children are learning and what they need to learn next. They identify progress and celebrate achievements. They share a clear vision for what they want children to learn and provide parents with information about how they can support learning at home.

Staff engage in a wide and extensive range of training and work in partnership with external agencies and other settings to share good practice. This helps them continue developing their skills and ensures that they can provide the high-quality learning and teaching that children need to make good progress.

Curriculum and teaching: Expected standard

Leaders have an ambitious vision for what it is they want children to learn. They work closely with staff to evaluate and reflect on what works well and what could be further improved. Leaders value the input of staff in developing and teaching a curriculum that supports the individual needs, skills and abilities of the children. They focus on children's current skills and develop next steps to support them to make progress.

The curriculum is sequenced well and ensures that children are supported in being ready for their next step in education. However, there are small inconsistencies in teaching that impact on the communication and language development of children. Staff do not always introduce new vocabulary or engage in interactions to help children share their ideas and thoughts.

Children develop their physical skills because staff carefully consider and plan a range of interesting opportunities in the outdoor space. Children learn to balance, climb, take manageable risks and discover what their bodies can do as they explore the forest school space.

Children develop their understanding of mathematical concepts. Older children are learning about numbers. They enjoy placing small items on number discs, counting carefully and checking if they have the right amount by comparing the number of items to the dots on the number discs. Younger children explore shapes and colour as they play.

Achievement: Expected standard

Overall, children progress well from their starting points across all areas of learning. They are quick to engage and join in with their play and learning. Children develop independence skills as they make choices about their play. They are curious and confident as they explore a range of activities that ignite their interests and support their individual learning needs.

Children engage in conversations with others to share their thoughts and ideas. They receive praise and encouragement, which helps them focus and engage in purposeful play. Children develop close bonds with their peers and with the adults who care for them. This gives them a sense of belonging and high self-esteem as they take part in activities and explore with their friends.

They receive the teaching and support they need to help them develop and share their ideas. However, children do not consistently develop their communication and language skills well enough. There are occasions when further input and support to help children develop these skills are not consistently provided.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff create a calm and respectful environment for children. Children show positive attitudes towards their learning as they engage in many interesting activities that spark their imagination and interests.

Children behave well because staff support them effectively to identify their emotions and help them express these feelings and self regulate. They are kind and considerate to others and often offer encouragement or comfort to their friends. They enjoy helping to find favourite toys to encourage their friends to join in with them.

There is a strong key-person provision in place. Staff build secure relationships with children, which helps them to settle and feel safe at nursery. Children receive the comfort and care they need so that they feel confident and comfortable exploring the range of learning opportunities available to them.

Leaders and staff work closely with parents to promote the importance of regular attendance. They establish routines that help children make ongoing progress in their learning and development. As a result, children attend regularly and settle quickly.

Children's individual needs are a key focus in the nursery, and they receive the care and support necessary to understand the routines of the day. However, there are moments during routines when children are not always engaged in purposeful play and learning. This means that some children disengage and wander around the room.

Children's welfare and wellbeing: Strong standard

Leaders and staff have an ambitious and effective focus on developing and building positive relationships with children. A secure key-person approach ensures that children receive the care and comfort they need to settle and engage in play.

Staff ensure that children are given the time and care they need to feel settled and secure. Children readily receive and seek cuddles from their key person. They smile as they lean in. Staff are attentive to the individual needs of children. They adapt their approach and teaching to ensure that children's needs are consistently met.

Staff and children share respectful, caring relationships. Staff know the children and babies incredibly well. For example, in the baby room each baby has their own daily routine and sleep schedule. Staff ensure that these individual needs are met and ensure that babies can rest and relax in a way that helps them. This ensures that babies feel safe and emotionally secure.

Staff complete training, for example on feeding and eating, particularly for those children with specific dietary needs. This ensures that children learn healthy habits and are kept safe during mealtimes. Children enjoy a range healthy and nutritious meals. They know and understand the importance of self-care routines and hygiene practices. For example, children talk about handwashing to remove germs before lunch.

Leadership and governance: Strong standard

Leaders have reviewed and addressed the actions set at the last inspection. They have reflected and evaluated their curriculum to develop this further. They have created an ambitious plan for what they want children to learn and achieve. This is shared with staff, and frequent discussion and review ensures that they continue to grow and develop the provision for children.

Leaders are incredibly focused on their provision and development. This includes the learning and development of children and professional development of staff. Leaders are acutely aware of the workload of staff. They ensure that staff receive the support and time they need to complete training, further their studies and focus on developing the environment to consistently support the individual needs of children. Staff say they are supported, valued and appreciated in their roles. They benefit from training, coaching and mentoring, and this helps them be successful in their roles. Leaders encourage staff to share their skills and knowledge and to act as champions for specific areas of the curriculum. This promotes the particular strengths and interests of staff and helps them develop their teaching and that of their colleagues.

Leaders liaise effectively with parents and external agencies to ensure the best outcomes for children. They seek additional support particularly for those with special educational needs and/or disabilities. This helps all children make progress.