KinderCare

Inclusion: Strong standard

Leaders and practitioners consistently make a difference for the children in their care, including those who face barriers to their learning. They rigorously assess children's development to identify where progress may not be typical. They swiftly put interventions in place to ensure that gaps in development do not widen. For example, practitioners put targeted support plans in place. Leaders and practitioners regularly observe the children together and review the support given to ensure that children make the progress they should.

Practitioners share assessment information with parents and support them in continuing learning at home. Leaders liaise with external professionals, such as an inclusion officer, to best meet children's ever-changing needs. Leaders regularly review interventions to ensure that they are the most effective methods of support. This approach means that all children make progress from their starting points.

Leaders regularly review how additional funding is spent to ensure it is used to best support identified children's development. For example, recent funding was spent on sensory sessions, in line with children's interests. These experiences further enhanced the setting's curriculum and supported children's communication and language skills. This meant that the funding had the desired impact and children's development was supported.

Leaders' ability to recognise where children may face barriers to their learning and quickly intervene with support means that all children thrive in this setting.

Curriculum and teaching: Strong standard

Leaders ensure the curriculum is an entitlement for every child. They have considered their specific context when designing the curriculum, which is broad and prepares children well for their next stage in learning. For example, practitioners who work with the youngest children recognise the importance of ensuring that children feel secure in order to flourish. They have recently attended baby training and have allowed this to inform their practice. They have included family pictures in different places around the room. As a result, children seek out these photos and practitioners report that children are more settled.

Practitioners recognise that all interactions with children can be utilised as a learning opportunity. For example, when a child cannot work a spray bottle, rather than fixing it for them, practitioners show the child how to do this themselves. Practitioners also allow children to learn through trial and error. For example, when a child wants to put shaving foam in the spray bottle and practitioners do not think this will work, they allow the child to test out their idea to see for themselves. Their approach supports children's confidence and encourages them to be keen problem-solvers. For example, children carefully move and stand on chairs to look out of the window or to reach a tall tube to post through.

Children's communication and language is prioritised by practitioners, as they sing, read, narrate children's play and introduce new vocabulary. Practitioners also recognise where there may be barriers to children's communication and language, such as children that speak English as their second language. They ensure these children are supported with targeted interventions and regularly check in with families to ensure that all children make progress in their development. Practitioners sing maths songs with children and weave maths through the routine.

Achievement: Strong standard

All children, including those with identified barriers to their learning, are well prepared for the next stages in their development. They develop age-appropriate skills that ensure they are well prepared for the next stage in their development. For example, babies and children are able to practice developing independence skills. This enables them to have the confidence and independence to make the most of their interests and the wider skills they have developed.

Children benefit from warm, secure relationships with their key people, that enable them to express their individual needs and interests. For example, babies pass books to practitioners for them to read to them, while older children confidently express their interests, such as what they would like to play with. Babies develop a range of physical skills, such as cruising around furniture and climbing and sliding on the soft play. These large movements prepare children well for the next stage in their development. For example, older children go on to develop smaller, more intricate movements, such as using tweezers, threading pasta and using pegs.

Behaviour, attitudes and establishing routines: Expected standard

Children benefit from the clear behavioural expectations that practitioners provide for them. Practitioners have high expectations for all children's behaviour. They utilise visuals to support children to take turns with resources. For example, they use a glitter timer when 2 children want to use the same toy. This allows children to effectively resolve conflict and is supportive of positive behaviour. However, these strategies are not yet used consistently.

Practitioners use positive reinforcement and specific praise well. For example, staff tell children, 'that was so kind sharing those toys'. This cleverly highlights to children what behaviours are appropriate, so they can repeat them again. Practitioners also give children alternatives, rather than telling them not to do something. For example, when children spray their friends with water, practitioners suggest they spray the fence instead. This is supportive of children's positive behaviour as it gives them an appropriate outlet for their play.

Practitioners carry out small-group activities and plan in accordance with children's interests. As such, children are well supported to sustain their interest in activities and parts of the routine and show positive attitudes to their learning. This sets children up well for the attention skills needed for later learning, such as school.

Practitioners prioritise forming strong bonds with the children in their care. They are positive role models for children and encourage children to work together on tasks. Generally, children have positive attitudes towards one another.

Leaders ensure that parents and carers understand the importance of attendance and punctuality of attending the setting. Leaders consider the cultures and community of children and their families when making decisions about the setting. In particular, they take into account children's session times to ensure that all children receive a broad curriculum.

Children's welfare and wellbeing: Expected standard

Practitioners are attentive to the needs of all children in this setting. They are quick to meet children's individual care needs and give them attention and reassurance when they need it. Typically, staff practice good hygiene and give children warning when wiping noses or picking children up.

Practitioners promote the importance of healthy eating with children and keeping themselves safe. They talk about where their food comes from and have an 'eat-well plate' in the home corner to discuss balance. Leaders provide healthy snacks and offer guidance to parents about healthy foods to provide as part of packed lunches. However, practitioners have not consistently embedded routines that allow children to develop healthy habits and make their own healthy choices.

Practitioners validate children's feelings by recognising and naming their emotions. For example, when children become upset, practitioners support them by acknowledging, 'I can see this is hard for you' and providing children with ways to regulate themselves. As a result, children quickly calm down and engage back in play. They also discuss emotions and give examples of when children may experience them. Giving children this language allows them to communicate their feelings more clearly and supports their wellbeing.

Mealtimes and sleep times are managed well and practitioners have a secure understanding of how to keep children safe at these times. They ensure that mealtimes are used to promote social conversation and encourage children to use their manners.

Leadership and governance: Strong standard

Leaders have created a culture of high expectations and continuous improvement. They have a wealth of knowledge that they impart onto the wider staff team through continued coaching and mentoring. Practitioners are appreciative of the advice given by leaders and of the external training they receive. Leaders ensure that learning is quickly put into practise, to ensure that the quality of the provision and practice is continually improving. As a result, the team feel well supported and are passionate about learning more. The morale in the setting is high.

Leaders ensure they are actively engaged and present across the provision, which enables them to really understand each child and practitioner. They adapt when children have changes at home or in their routine to best support children. Similarly, they are responsive to the needs of practitioners, tailoring training opportunities and coaching and mentoring to each member of the team. Leaders carry out regular supervisions and provide opportunities for the team to discuss how best to support children, particularly those with identified barriers. They regularly meet to ensure that their efforts are effective.

Leaders understand their role and responsibilities. They regularly assess the systems in place to ensure a clear picture of the effectiveness of their setting. They are reflective in their approach, considering the children, their families and wider community when making changes. For example, they have considered their children and local authority information when designing their curriculum. Leaders utilise all of the information at their disposal to inform where to focus their efforts next. Leaders regularly involve parents and work with external professionals to best support their children and ensure that all children are able to thrive.