Learn and Grow Childcare

Inclusion: Needs attention

Leaders do not always monitor staff practice well enough to ensure staff consistently use strategies that support children with special educational needs and/or disabilities (SEND). For example, staff do not always use the visual support available to help children communicate their needs, choices and ideas. Leaders have not ensured that all referrals are made at the earliest opportunity, which reduces the effectiveness of early support. Additionally, staff do not consistently make small, considered adaptations to activities to help children with SEND concentrate and engage fully.

Leaders and staff have improved arrangements to assess and monitor children to ensure that gaps in their learning are identified more swiftly. Children, including those who face barriers to their learning, have individualised plans in place, which are appropriate and help them make progress in key areas. For instance, children who require support to develop their speech and language skills are spoken to clearly by staff who understand their needs well. Children engage in activities, such as blowing bubbles, which help build their oral muscles and control their lips, cheeks and tongue. On the whole, leaders and staff seek professional guidance and advice from the local authority to help support children's needs.

Staff support children who speak English as an additional language effectively. They routinely share words in English and home languages to develop their confidence in communicating. This strengthens their sense of belonging and helps them feel included.

Curriculum and teaching: Needs attention

The newly designed curriculum has a clear focus on developing children's communication and language skills, ensuring these are prioritised across all areas. However, some staff members do not always implement strategies well enough or demonstrate they fully understand the revised intentions for children's learning. Although appropriate action has been taken to make necessary improvements to the curriculum, it is still in its infancy and not yet embedded securely. This has a negative impact on children, including those with special educational needs and/or disabilities or those who face barriers to their learning and development.

Children learn and play in a busy yet stimulating environment. They access a wide range of activities, such as making play dough. Children help staff by using their hands to combine the ingredients they have added. This develops their hand dexterity, and they learn cause and effect. Children listen to stories with interest and recall. They are beginning to understand story structures and that print carries meaning. Children look at books independently.

Staff encourage children to use their imaginations as they stomp around like dinosaurs. Children roar loudly and make believe by pretending. This encourages children to be creative and helps them develop their confidence alongside their social skills.

Achievement: Needs attention

Children's achievement is not supported well enough because the curriculum and teaching are at an early stage of implementation. This includes children who face barriers to their learning, This does not secure better outcomes for children or help them make the progress that they are capable of.

Children develop some key skills that prepare them for school. For example, they are supported well to independently use the toilet, dress themselves and recognise their name in print. Their confidence grows as they begin to do things for themselves. Children enjoy each other's company and often seek each other out to share their experiences. They demonstrate a willingness to learn and will often ask questions to find out more. They are curious and explore their learning environment with confidence. For example, the youngest children immerse themselves fully in a painting activity where they use tools and their bodies to explore the texture and mix colours together. This supports their early literacy skills as they make marks on paper.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff have put in place appropriate arrangements to improve children's behaviours, attitudes and routines. For example, children are taken to wash their hands in small groups before mealtimes, while other children continue with their group time. This prevents children becoming bored and demonstrating unwanted behaviour and has a positive impact on children transitioning into new aspects of the routine. Children understand and follow well-established routines. They know what is happening next, which helps them develop a sense of security.

Generally, children demonstrate positive behaviour towards each other. Staff offer clear praise, which helps children feel proud of their achievements and continue to listen and pay attention. Children are regularly reminded of the golden rules, which are clear and help them understand what is expected of them. They play circle games cooperatively together, where they choose a friend to dance. Children demonstrate patience as they wait their turn to be picked. This helps them build positive relationships with one another. The key-person approach is effective. Staff know their key children well and have formed positive attachments, which help children feel safe. Typically, children will seek comfort and play with staff where this is needed.

Children's welfare and wellbeing: Expected standard

Leaders have established policies and procedures that are generally understood by staff and parents. Children enjoy playing and learning in an environment that is welcoming and safe. Leaders and staff support children and parents to recognise the effects of too much screen time and promote online safety. Children, including those who face barriers to their learning, have developed warm, positive relationships with their key person. They demonstrate trust in those that care for them.

Children enjoy social activities that support their emotional wellbeing. For example, staff encourage children to relax and breathe as they take part in the morning yoga session. Children stretch, balance and become aware of their bodies. These practised techniques help enhance children's concentration skills, improve physical development and support them in becoming self-confident.

Staff promote healthy routines for hygiene. For example, they sing a handwashing song and encourage children to mimic their actions as they pretend to wash their hands. They talk about why this is important. Children are becoming increasingly independent with their self-care routines. Mealtimes are social and an enjoyable time for children. Staff point out healthy foods on children's plates and encourage children to offer their opinion regarding healthy choices.

Leadership and governance: Needs attention

Leaders have worked hard to make improvements following their previous inspection. However, they have not ensured all referrals to relevant professionals are made swiftly enough to aid progress and provide targeted support for children with special educational needs and/or disabilities (SEND). Leaders have put in place appropriate action to improve the curriculum priorities to ensure the key focus is on areas needed most. Leaders spend time in all rooms, observing and supporting staff practice. However, they have not recognised that some staff members are not consistently making the best use of agreed strategies to support the curriculum delivery. This does not fully support children, including those with SEND, to achieve the best possible outcomes. Nonetheless, the early improvements made have a positive impact on children's learning and development.

Leaders have implemented effective arrangements to support staff as they assess and monitor children's learning. This means children's progress is measured more effectively and gaps in learning are identified more promptly. Staff have undergone training, which has a positive impact on their practice. For instance, staff support and manage children's behaviours effectively and have improved their skills to help children speak more clearly.

Overall, leaders work positively with parents. Parents have recognised the recent changes and share the positive impact these have had on their children's wellbeing, learning and development. Leaders and staff demonstrate dedication to make continual improvements for children and their families.