Little Rayes Daycare (Croydon)

Inclusion: Urgent improvement

Children with special educational needs and/or disabilities (SEND) do not routinely receive the adaptations and support they need to participate fully in the curriculum and make progress from their starting points. Staff do not use agreed strategies consistently, meaning children's individual needs are not always fully met. For example, although leaders identify that some children benefit from visual support during routines and transitions, these are not consistently used in practice. At times, children become distressed when strategies that support them to manage change are not in place. When children receive input from other professionals, leaders and staff are not always proactive in seeking information from them that will help them to support children during their time at the setting.

Leaders identify children's needs and staff know children well. However, approaches to supporting children with SEND are not embedded across the setting. Some communication strategies rely on individual staff's knowledge rather than being understood and used by the wider staff team. Only some staff have received specific communication training, and some say they would benefit from further training to increase their confidence in supporting children with SEND. As a result, children do not always receive the support that they should.

Leaders recognise when children experience barriers to learning, but do not always act quickly enough to remove these barriers. Where children make limited progress in communication and language over time, leaders do not use review processes to identify new approaches, seek further advice or refine existing strategies. Although some supportive approaches are used, leaders do not always ensure that provision changes quickly enough when children do not make the progress expected. As a result, some children with SEND do not regularly receive the adaptations they need to participate fully in learning, develop communication and build independence. Leaders have not yet secured effective inclusive practice that removes barriers to learning and enables all children to make progress from their individual starting points. However, leaders support children who are known to children's social care effectively. They maintain communication with families and relevant professionals, monitor children's wellbeing and take appropriate action when concerns arise.

Curriculum and teaching: Urgent improvement

The curriculum is not consistently implemented well enough to ensure that all children develop the knowledge, skills and understanding they need. Staff can describe the broad intentions of activities and link experiences to children's interests, themes and identified next steps. However, teaching does not consistently support children to build knowledge and skills over time, because staff do not always identify the precise learning they want children to gain or adapt experiences effectively. For example, during some adult-led activities, children do not always have sufficient opportunities to explore, make choices or develop their own ideas. For example, during creative activities, some staff complete key parts of the process for children. As a result, some children become passive participants and do not benefit fully from the learning opportunities available.

Staff interactions are also inconsistent. Although staff can identify children's next steps, these are not always reflected in their interactions. Some children experience periods where staff do not consistently engage them in meaningful conversations, extend their thinking or support them to develop communication skills. As a result, children do not always receive the high-quality interactions needed to deepen their learning. Leaders recognise some areas for improvement, including that younger children are not always sufficiently considered during mixed-age sessions and that some activities lack clear learning intent. However, leaders' monitoring has not secured timely improvements in teaching. The curriculum is not adapted well enough for younger children, children with special educational needs and/or disabilities or those who require additional support, meaning some children do not have equal access to an ambitious curriculum.

Even though there are inconsistencies in the quality of teaching, children have some opportunities to explore resources that reflect their experiences and interests. For example, during sand play, children use their imaginations as they pretend the sand is ice cream. Children talk about familiar experiences, such as going to the beach, and use their play to share ideas and develop their understanding of the world around them.

Achievement: Needs attention

Most children make suitable progress from their starting points. However, some children, particularly those with special educational needs and/or disabilities, do not consistently make as much progress as they could in particular areas of learning. Children do not always receive support that is adapted quickly enough when they continue to face barriers to learning. For example, some children do not always have enough opportunities to develop their communication and language skills. As a result, they do not always make consistent progress in these areas.

Children learn to manage aspects of their own care, take responsibility for their belongings and help with simple tasks. Children enjoy playing alongside others. They build friendships and develop positive relationships with familiar staff, helping them to feel secure and included in the setting. Children develop physical skills as they dig in sand, fill containers and pour water, make marks and post large counters into a game. They are beginning to look at books independently and develop their imagination as they play.

Behaviour, attitudes and establishing routines: Expected standard

Children develop positive relationships with staff and feel secure within the setting. Children enjoy spending time with staff and confidently seek support and reassurance when needed. Staff know children well and use this knowledge to support children's relationships with each other. Children generally play well alongside each other, take turns and share resources. However, less confident children are not consistently given the support they need to join in during group times and share their views.

Children behave well and understand the expectations of the setting. Staff support children to develop independence and self-control through familiar routines and positive interactions. For example, children are encouraged to take responsibility for tidying resources away and managing aspects of their own care. Children respond positively to staff guidance and are developing their ability to follow routines and consider others. Leaders recognise the importance of children attending regularly and communicate with families when attendance patterns require discussion. This supports children to maintain consistent routines and benefit from opportunities to learn and build relationships.

Children's welfare and wellbeing: Expected standard

Children's health and wellbeing are supported through staff's understanding of their individual needs and close partnership with families. Staff understand children's dietary requirements, allergies and eating preferences, and work with families to provide care that meets children's individual needs. For example, leaders work with parents to ensure that children who are selective eaters or have specific dietary requirements can have familiar foods from home where this supports their individual needs.

Children benefit from leaders' arrangements to promote their health and welfare. Leaders ensure staff understand safer sleeping and eating to promote children's safety during these times. Staff and leaders work with families and other professionals to help ensure children receive appropriate support. Children who are known to children's social care are monitored appropriately, with information shared promptly where concerns arise.

Children are supported to develop healthy habits and an understanding of how to care for themselves. Children wash their hands before meals and learn about everyday hygiene routines. However, on occasion, staff do not model good hygiene practices consistently. For example, they do not always wash their hands after wiping children's noses.

Leadership and governance: Needs attention

Leaders are committed to improving outcomes for children and developing the setting further. They have a broad understanding of the setting's strengths and areas for development, including the implementation of the curriculum and the support for children with special educational needs and/or disabilities (SEND). However, their monitoring of the provision does not always identify improvements needed in enough detail or lead to timely changes. For example, leaders identify that younger children are not always sufficiently considered during mixed-age sessions, but have not taken swift action to fully improve children's experiences. As a result, effective practice is not embedded consistently across the setting. Leaders value professional development and provide opportunities for staff to increase their knowledge and skills, including training about SEND. However, this has not yet resulted in all staff feeling equally confident in supporting children with SEND. Some staff say they would benefit from further training to build their confidence.

Leaders support staff through regular supervision, an open-door approach and consideration of staff wellbeing. Leaders work positively with families and other professionals, including supporting children who are known to children's social care, and helping children prepare for transitions to school and other settings. They also recognise when children and families may benefit from additional support and make appropriate links with external services. However, they do not consistently approach other professionals for information if this is not given to them.