Little Deers Childcare

Inclusion: Expected standard

Leaders monitor children's progress and understand their needs well. Children requiring additional support are quickly identified and leaders offer support and guidance to all staff to help them to plan children's next steps in their learning and development. Children have personalised target plans that are regularly reviewed to ensure they are the right targets for each child. This helps to improve the outcomes for all children through early intervention and reducing barriers to their learning.

Leaders and staff work closely with families and external agencies, such as speech and language therapists and health care practitioners. This ensures that all children, including those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning, are supported. Families praise the progress their children make and remark on the valuable support they receive.

Leaders use additional funding to support children's individual needs, such as sourcing training for staff and providing a wide range of resources for children to access further learning at home. Although some training is yet to be firmly embedded, it is having a positive impact on children's learning and development.

Curriculum and teaching: Expected standard

Leaders have designed an ambitious curriculum that is sequenced well to support the needs of all children, including those who face barriers to their learning. There is a focus on promoting children's communication and language skills that is generally taught well. Babies enjoy singing songs and rhymes, toddlers enthusiastically listen to adults to match animal sounds to pictures, and older children share their thoughts and ideas in circle-time activities. Children demonstrate a love of books and enjoy sharing their favourite stories with staff, who extend this by taking the children to visit the local library.

Children have plenty of opportunities to develop their mathematical skills during play. Even the youngest children enjoy counting their pieces of fruit at snack, while older children learn about the concept of measures as they engage in regular cooking activities. Children strengthen physical skills as they chop and scoop ingredients. Outdoors, children of all ages come together to develop their physical strength on larger equipment. This promotes children's self-confidence and social skills.

Children have positive relationships with their key person, who can explain what children's interests are and what they are learning to do next. They use assessment well to ensure all children make progress from their starting points and use this information to inform their planning.

Achievement: Expected standard

Children achieve well from their starting points. This includes those with special educational needs and/or disabilities (SEND), those known (or previously known) to children's social care and those that face other barriers to their learning. Children gain the confidence and skills they need for their next stage of learning. They are confident communicators, who engage well with staff to express their needs and learn a range of communication skills. For instance, babies use simple signing alongside single words, while older children can name their feelings and explain their thoughts and ideas.

Children form friendships and confidently join activities with their peers. They demonstrate increasing independence in their self-care needs, such as wiping their nose, putting on their shoes and using cutlery to self-serve their snack. Children are enthusiastic and curious. They demonstrate resilience when faced with challenges and take pride in their achievements. Children with SEND reach their expected milestones because leaders and staff ensure they receive support for their individual needs and feel secure in their surroundings.

Behaviour, attitudes and establishing routines: Expected standard

Leaders have established a calm and positive environment. Secure and trusting relationships between staff and children supports children's positive behaviour. Staff model kindness, respect and cooperation, and children learn to share, take turns and work together. Staff support children to manage their behaviour in ways that are appropriate to their age and stage of development, using calm reminders and explanations. Stories are used to introduce concepts of behaviour and children learn to communicate their feelings and wishes as they discuss their different emotions. Staff use effective strategies to support children with special educational needs and/or disabilities to communicate their wants and needs.

Overall, children understand routines and respond well to guidance from staff. Though some routines and transitions are not yet consistently precise across the setting. For example, on occasion, children become restless as they move to activities following mealtimes. This impacts the quality of teaching some children receive from staff at these times. Despite these minor inconsistencies, children show positive attitudes to learning and engage well in activities. Leaders promote the importance of attendance and monitor it carefully. They work closely with families and offer support to ensure the best attendance for each child.

Children's welfare and wellbeing: Expected standard

The positive relationships staff build with children, and their families, promotes children's welfare and wellbeing successfully. Key persons know their children well, forming secure and responsive relationships. Children are confident to explore and express their emotions. Babies new to the setting have their care routines mirrored to those at home, and key persons work closely with parents during transitions, such as settle-in sessions and weaning, to ensure babies receive continuity in their care. Safe and nurturing sleeping arrangements are embedded across the setting. Staff provide gentle reassurance to help babies and young children fall asleep, and robust procedures ensure sleeping children are continuously monitored.

Children are happy and thoroughly enjoy their time at the setting. They spend lots of time in the well-planned outdoor environment. Children take pride in preparing healthy snacks using the produce they have grown in the garden. Children have ample opportunity to engage in physical activity, such as dance, yoga and nature walks in the local community.

Staff implement hygiene procedures well. Children wash their hands before eating and following messy play. Staff implement effective strategies to meet the individual needs of all children, including those with special educational needs and/or disabilities, to help all children become independent in their self-care.

Leadership and governance: Expected standard

Leaders have a secure knowledge of the children and their families that attend the setting. They have a clear vision for the setting and create a curriculum that is ambitious for all children who attend. This includes those with special educational needs and/or disabilities, those known (or previously known) to children's social care and those who face other barriers to their learning and/or wellbeing. Leaders have effective oversight of their setting. They are reflective and work closely with the staff team to make improvements. Staff receive professional development based on the needs of the children attending the setting. However, leaders should continue to focus on supporting staff to embed this learning from their professional development to further raise the quality of their practice.

Leaders build effective partnerships with parents, other settings that children attend and outside agencies. This ensures children receive the support they need and helps to secure positive outcomes for all children.

Safer recruitment procedures are well embedded. New staff receive a thorough induction and confirm they feel supported as they settle into their new roles. Leaders check staff's ongoing suitability through regular supervision and place a strong focus on staff wellbeing.