Little Goslings

Inclusion: Expected standard

Leaders demonstrate that they can recognise when a child or family may need some extra help and work quickly to address any barriers this presents to children's learning, for example when there is a change that happens at home that could impact on a child's development and wellbeing. Leaders work collaboratively with parents and/or carers and other professionals, when needed, to enable children's continual learning and development. For instance, they make reasonable adjustments to facilitate children's regular attendance.

Leaders quickly identify any delays in children's learning and development. They work to understand the reasons for this and put the right support in place to help children make progress. Those who have a responsibility for the special educational needs and/or disabilities (SEND) provision are knowledgeable. They explain how they would work with the staff team and external specialist services to support children with SEND when needed.

Staff across the team know how they can support children's unique learning, for example, by helping with language acquisition when they are learning more than one language. For the most part, this is well implemented through the staff's teaching.

Curriculum and teaching: Expected standard

Leaders are clear about the curriculum design. They make sure staff plan and deliver activities where children learn and practise age-appropriate skills and knowledge. Staff know what they want children to learn through the playful interactions they have together, which means that, generally, children's activities throughout the day have purpose and are full of learning. However, leaders lack the same level of oversight when reviewing teaching consistency, with some staff's interactions not always meeting the high bar leaders strive for.

Staff adapt their practice depending on the age and developmental stage of the children in their care. The provision design allows for children of all ages to play alongside each other, and staff work with many children throughout the day. Staff have a good knowledge of individual children's learning and development, enabling them to tailor their teaching accordingly.

Staff are skilled at combining children's learning through a single activity. For example, they plan activities around a favourite book where they help children to recall the story and complete themed tasks that develop other skills. Staff teach mathematical concepts and numbers through such planned activities, and children show high levels of engagement and enjoyment. But sometimes staff do not clarify children's mathematical misconceptions, which can lead some children to be mistaken in their learning.

Achievement: Expected standard

On the whole, children are successful in their progress across the curriculum. Young children show their secure communication and language development while interacting with others during a role-play activity. They show how they can build on their sentence structures by adding more words and using more complex vocabulary. Through role play, children also demonstrate their care for others and a sense of empathy as they recognise that some friends do not have a pretend plate of food to eat. They are developing some skills that will prepare them well for school, such as how to build relationships with others.

Children recall their prior learning. This shows the impact of the staff's successful teaching. They recreate the characters of the story they have been learning about using natural materials found in the garden and modelling dough. Children spend long periods of time using their imaginations and creative abilities to inform their play.

Behaviour, attitudes and establishing routines: Expected standard

Staff have high expectations for children's behaviour. They encourage children to use their good manners and teach appropriate table etiquette during mealtimes, for example requesting that children ask to leave the table before resuming play. Staff praise children's kindness when they are interacting with their peers. This helps children to know that what they are doing is right and that they should continue acting as they are. Staff play games with children to support their social development, for instance rolling a ball back and forth. Children go on to play this game independently with their friends, smiling and giggling as they collaborate and get along well together.

Leaders closely monitor children's attendance and actively remove barriers that prevent some children from regularly participating in their early education.

For the most part, the staff provide a well-organised play environment where children easily become involved in learning. They support children's focus and concentration through sharing meaningful interactions and providing appropriate prompts to sustain their attention. That said, this is seen less so during transitions, where staff move their attention to organising routine tasks. Sometimes during these parts of the day, children wait too long before the staff have done what they need to do to keep the routine moving. At these times, children's attitudes to learning decline slightly.

Children's welfare and wellbeing: Expected standard

Staff provide opportunities to help children learn how to keep themselves safe and healthy. For example, they teach children how to cross the road safely during outings. Leaders provide healthy, nutritious home-cooked meals for children. They adapt care practices when needed, for example, to meet children's individual dietary needs. During mealtimes, some staff talk about the benefits of drinking water and how children can maintain good oral health. Staff plan time each day for children to play outdoors, where children embrace physical challenge and exercise as they run, climb and use balance bikes. Younger children sleep soundly outdoors, and leaders are preparing staff and the environment for changes that are to come around sleep practices.

Staff understand their role as a key person. They are astute to children's care and learning needs. Staff quickly notice when one of their key children needs extra attention and take swift action to ensure that their emotional wellbeing and welfare are maintained. Staff help children understand and express how they feel by providing them with time and space to explore their emotions. Children show that they feel valued and special when their birthdays are celebrated. Staff do this to create a sense of belonging for children.

Leadership and governance: Expected standard

Leaders ensure that staff engage in high-quality professional development opportunities. They encourage and support staff to complete higher level qualifications as well as undertaking training relevant to their roles. Staff feel invested in and say that their work benefits from this input from leaders. The supervision arrangements that leaders have in place are effective. Staff report being happy in their roles and not overburdened.

Leaders have plans in place to further develop the provision, for instance to expand the pre-school provision. Leaders are taking on external advice and working closely with the local authority to do this. Leaders are reflective and use their ongoing evaluation to monitor the quality of the provision and staff's practice. They recognise the need to focus their attention on the consistency of quality teaching interactions.

Parents report their overall satisfaction with what the provision is offering them and their children. They explain how they feel well informed about their children's early education and care.

Leaders demonstrate their knowledge of the local area and the possible vulnerabilities that families may face. They understand their role in removing barriers to children's learning and development and explain the strategies they have used in the past to do so.