Little Stars Childcare Leek Beresford

Inclusion: Expected standard

Leaders create an inclusive environment. They typically identify and understand children's needs. They generally use assessment information, including progress checks, alongside ongoing observations to recognise where children may need additional support. They take action to address identified needs. In the main, leaders and staff provide targeted support for children with special educational needs and/or disabilities through individual plans and coordinated input from external professionals. This helps to reduce barriers, such as supporting children to develop their communication and physical skills. However, variability in the precision of assessment means some children who need additional support do not consistently receive sharply targeted input.

Leaders generally support disadvantaged children and those facing barriers to their learning or wellbeing, through flexible approaches. Leaders use funding, such as early years pupil premium, to help reduce barriers, improve children's experiences, increase access to sessions and provide tailored support. They typically make adjustments to attendance patterns and offer additional hours where needed, helping children to attend more regularly. Leaders support children known to social care through partnership working with other agencies, careful monitoring and clear recording. They ensure that children's needs are understood and responded to sensitively. Leaders ensure that staff have access to relevant training and guidance to meet children's needs.

Curriculum and teaching: Expected standard

Leaders and staff have an overview of the curriculum and generally understand what they want children to learn. They plan experiences that reflect children's interests, such as linking mark making to stories or sensory play. However, the use of observations and assessment is not yet precise enough to consistently inform planning and teaching. Therefore, learning experiences do not consistently build on what children already know and can do over time, including for those who may need additional support.

Staff interact positively with children and typically enhance their play through commentary, modelling and joining in. In the toddler room, staff use interactive learning experiences and interventions to introduce and reinforce language. They encourage children to use words, such as stop, go, fast and pop, during play. In the main, teaching supports children's development across the areas of learning, particularly through opportunities for physical development and early communication. It is generally inclusive of children's differing needs.

Leaders provide environments that offer choice and opportunities to explore. Outdoor areas are generally well planned and engaging, supporting children's motivation and involvement. However, staff do not always plan and organise the learning environment to consistently provide clear progression across all areas of learning, particularly as children get older. At times, resources and experiences are not used with sufficient intent to build on children's prior knowledge. As a result, there is a reduced focus on maximising every moment for learning.

Achievement: Expected standard

Children generally make progress across the areas of learning from their starting points. They develop key skills, particularly in their personal, social and emotional development and early communication, as they play and interact with others. For example, children engage in role play, making links with their own experiences as they pretend to cook and serve food. They gain an understanding of the world and social development.

Children with special educational needs and/or disabilities and those facing barriers to learning are, in the main, supported to make progress. They benefit from targeted support and adapted approaches which help them to develop important skills and engage in learning alongside their peers.

Older children develop some of the skills they need for their next stage of learning, including early mark making, counting and recognising familiar sounds. However, progress across all areas is not always consistently built on through precisely planned experiences. As a result, some children do not always deepen their knowledge and skills as securely over time.

Behaviour, attitudes and establishing routines: Expected standard

In the main, leaders set clear, inclusive expectations for behaviour and children respond positively to these. Children develop secure relationships with staff, who are warm and attentive. Staff help children to understand daily routines. For example, in the toddler room, staff use visual prompts to help children recognise what they have just completed and what they will be doing next.

Leaders and staff promote positive attitudes to learning and children are typically motivated to explore, particularly in the outdoor environment where they are active and engaged. Children demonstrate curiosity and enjoyment as they take part in a range of experiences. However, leaders have not identified that the organisation of some aspects of lunchtime routines, particularly for older children, results in extended waiting times. This means opportunities to maximise every moment of the day for learning are not always fully realised.

Leaders recognise the importance of attendance and generally promote this well. They track children's attendance closely and take proactive steps to maintain regular patterns. For example, they organise attendance across the week to reduce gaps between sessions and maintain continuity for children.

Children's welfare and wellbeing: Expected standard

Leaders prioritise children's welfare and wellbeing and typically ensure that care practices meet children's individual needs. Children develop secure attachments with staff, who know them well and respond sensitively during daily routines, such as feeding, sleeping and nappy changing. This helps children to feel safe, settled and supported in their environment.

Leaders and staff support children's physical health and wellbeing through appropriate routines and care practices. For example, they work closely with families to meet children's dietary and medical needs, adapting provision, where necessary. Staff support children to develop independence in their self care, such as feeding themselves and managing simple routines. Leaders and staff promote healthy practices, including supporting oral hygiene, encouraging children to stay hydrated and following hygiene routines to minimise the spread of infection.

Leaders ensure that children with additional or complex needs receive appropriate care and support. They ensure that staff are trained to meet children's specific medical needs. Staff follow clear care plans and apply this knowledge in practice, helping to ensure children's safety and inclusion. Leaders work with other professionals and families to support children's wellbeing and development.

Leadership and governance: Expected standard

Leaders generally demonstrate an understanding of the setting's strengths and areas for development. They reflect on practice and have identified priorities, such as developing the outdoor environment, strengthening planning 'in the moment' and improving staff's confidence. However, leaders' monitoring and evaluation are not yet sufficiently precise to ensure that identified priorities consistently lead to improvements in teaching and children's learning over time. This includes ensuring that assessment is used sharply enough to inform planning and that staff consistently use the learning environment and routines with clear intent to support progression.

Leaders support staff wellbeing and consider workload in their decision making. They provide regular supervision and opportunities for staff to discuss their wellbeing and focus on team building across settings to support staff during periods of change. Staff benefit from a range of professional development opportunities, including training linked to teaching and learning, such as early communication approaches and specialist baby-room practice. Leaders ensure that training is relevant to children's needs.

Leaders work in partnership with families and the wider community. They respond to the needs of the local community and take practical steps to reduce barriers for families. For example, they offer additional sessions, adapting attendance patterns and provide access to resources, such as food and clothing. Leaders work closely with other professionals and agencies to support children and families, particularly those facing challenges.