Little Thinkers@Curledge Street Academy

Inclusion: Expected standard

Children show a real sense of belonging, are known well by staff and clearly feel safe, secure and well cared for. Staff understand children's interests, identify individual needs and address any barriers to their learning. Staff's interactions generally build well on what children already know and can do, for instance, supporting their communication and language skills to grow. Staff teach children to use signing to confidently share their wants and needs. For example, children use signs to signal that they would like more fruit at snack time. Leaders typically monitor children's progress well.

Staff work with parents and carers to identify any barriers to learning, and with outside agencies to adapt experiences to help children thrive. Professional development generally helps to support children's needs well. For example, leaders train staff to use a new method of monitoring the progress that children with special educational needs and/or disabilities make. This helps staff provide targeted teaching that promotes children's engagement. Children make steady progress from their starting points.

The key-person system is typically effective in promoting supportive bonds between children and staff. Staff interact regularly with parents, developing a shared understanding of children's current levels of development. Staff plan and adapt activities so that all children can participate fully and make expected progress.

Curriculum and teaching: Expected standard

Leaders implement a typically well-planned curriculum that provides a wide range of engaging learning experiences. The curriculum has an emphasis on promoting children's communication development, and staff provide an environment that is full of language. Staff model new vocabulary, such as 'twist' and 'turn' as children ride tricycles, for instance. Staff provide clear direction when teaching new skills. They tell children to put their feet down on the floor when on the tricycle, as it will make them move faster. Children smile as they begin to move along the grass. Children's early understanding of mathematics is well supported. Staff count while building tower blocks with children and count the number of balls they roll through a tunnel. Staff typically promote children's choice and ownership over their learning, but this is not yet consistent, and, at times, affects children's engagement levels.

Staff help children's resilience and confidence to grow and support them to solve problems in their play. For example, as children enjoy popping bubbles and cannot reach the ones that are floating higher, staff suggest they climb on a stepping stone to stretch up high and reach them. Children follow this instruction and smile with pride as the bubble pops.

Children enjoy learning activities that prepare them for their next stage in learning. For example, staff promote children's physical development well. They support babies to pull themselves up and cruise around furniture. They promote children's balance and coordination as they hold toddlers' hands and help them navigate stepping stones in the garden. Staff monitor what children know and can do, including those with special educational needs and/or disabilities, and generally target support appropriately. For example, children who benefit from some quieter time away from others have opportunities for this, which helps them learn to regulate their feelings and responses.

Achievement: Expected standard

Children generally progress well from their starting points. They develop effective communication skills, as they sign their needs and wants, for instance. Older babies babble with confidence and excitement as they play alongside their friends. Children enjoy imaginative play in the toy kitchen. They excitedly stir their cake mixture and enjoy making sounds with metal whisks and bowls. Their communication is full of meaning and joy. Children develop early language skills as they enjoy listening to stories, singing songs and communicating with others. Children learn new words and use them as they play. For example, when their watering can is empty, children say 'more', and enjoy the praise they are given.

Children develop physical skills as they play. They balance, get on and off tricycles, crawl through tunnels and kick balls. Children develop whole-hand grasp and control as they make marks with chalk. They enjoy practising this skill and focus intently. Children with special educational needs and/or disabilities, and those who face other barriers to their learning, progress well. Children develop confidence and show focus in their learning.

Behaviour, attitudes and establishing routines: Expected standard

Staff provide praise and encouragement to children as they play, and generally promote positive behaviour well. They know children's character and interests, and typically respond well to individual needs. Leaders create an environment that is generally calm and happy, following routines to build familiarity and confidence. Staff promote kindness, respect and manners. For example, children brush their teeth after lunch, responding 'yes please' as staff offer them their toothbrush. Staff delight in their answer and praise their politeness.

Staff support kindness and cooperative play, as children roll a ball through a tunnel to their friends, for example. They wait patiently for it to be returned and smile with happiness as it is. Staff help children to understand feelings. For instance, they say, 'Look how happy you have made your friend.' Positive relationships between children and their key person strengthen children's sense of belonging. Staff adapt activities to make sure they meet the needs of all children. For example, children enjoy taking part in small-group activities, developing their listening and attention skills. Children who are not yet ready for this engage with other activities.

Leaders and staff work in partnership with parents and carers to support children's regular attendance. There is a shared understanding that children benefit from attending frequently and engaging in a range of learning experiences.

Children's welfare and wellbeing: Expected standard

Staff know children well and help them to feel safe and secure. Effective settling-in procedures help children, parents and carers to feel confident and happy. Staff gather information from parents to gain knowledge of children's interests, needs and individual gestures and communication strategies. Staff respond well to children's nonverbal cues, promoting eye contact, focus and understanding that all children can share their needs and wants. Leaders and staff provide a safe, inviting space where babies and young children explore and develop inquisitiveness and curiosity as they play and learn.

Staff teach children about hygiene practices to promote children's self-care skills. Children learn to wash their hands and manage their personal needs, for instance. However, staff are sometimes too quick to offer support, limiting children's practise of new skills, such as eating independently and seating themselves for lunch. This does not consistently promote children's independence to the highest possible levels.

Staff provide children with daily opportunities to play outdoors and benefit from the fresh air. Staff help children find joy in nature as they encourage them to listen to bird song in the trees. Children look up at the trees with concentration as they listen intently and beam with happiness when they hear birds tweeting.

Leadership and governance: Strong standard

Leaders are reflective and adaptive. They know the aspects of their provision that require focus and swiftly put plans in place to further develop teaching and the learning experiences for all children. For example, leaders recognise that recent inconsistencies in staffing have resulted in interactions and learning experiences for children that do not consistently promote the best possible progress. Leaders have taken decisive action and now have a consistent, core team of well-trained staff, who know the children in their care and support their learning and development well. Leaders have begun to embed targeted training for newer staff to support them well and to promote all children's progress effectively, although this has not yet had the time to be fully impactful in all areas of the provision.

Leaders establish working relationships with parents and carers that prioritise children and are open and honest. Communication with parents is daily and purposeful, supporting continuity and consistency of children's care. Parents and staff have a shared understanding of children's daily experiences and how to best celebrate learning and promote further progress.

Leaders' communication with staff is supportive and collaborative. Leaders strive to ensure all children, including those with special educational needs and/or disabilities, receive high-quality care. Staff wellbeing is a priority, and leaders offer comfort, support and a listening ear, which staff greatly appreciate. The priority placed on supporting and developing staff creates a team that is content and focused on their work, helping all children achieve and thrive. Leaders support staff to grow in confidence, skills and knowledge. For example, leaders mentor staff through apprenticeships and provide targeted support and release time for them to promote their wellbeing and professional development.