Liz Day Care Centre Ponders End

Inclusion: Expected standard

Leaders create an inclusive environment where children and families are welcomed into the setting. Staff gather information about children from the very start through discussions with parents. This helps staff understand children's backgrounds, interests, routines and individual needs so they can plan to meet all children's learning needs. Staff celebrate children's different cultural backgrounds and religions. For example, children come into the setting wearing traditional clothing during cultural celebrations and talk to their friends about it. Children also share foods from different cultural backgrounds.

Staff use translation tools and learn key words from children's home languages to support communication and language and help children develop a sense of belonging. Leaders work in partnership with parents and external professionals to reduce barriers to children's learning and development. Staff access support and strategies from the local authority when they identify any concerns, and they work with families to ensure children receive the support they need.

Leaders use funding to purchase resources linked to children's interests and developmental needs. For example, they have purchased dinosaurs and sensory-themed resources to support children's engagement in learning. Children take part in regular outings within the local community, including visits to local shops, the park and the post office. These experiences help to extend their understanding of people and the world around them.

Curriculum and teaching: Expected standard

Leaders design a curriculum that takes into consideration children's interests and their stages of development. For example, when children show an interest in transport, staff build on their interest through planned creative activities. They provide role-play activities, community outings, and arrange visits to nursery from the police and fire service. Staff adapt activities to meet children's individual learning and developmental needs. This helps all children to access learning and participate in activities.

Staff support children to develop their communication and language skills through everyday interactions and planned activities. During role-play activities, staff encourage children to talk about what they can see and do. Staff use simpler language to support children who speak English as an additional language, to help them to take part in the activities. Children use language to describe what they are doing. For example, they say, 'All the juice is coming out,' while cutting vegetables. Staff extend conversations and encourage children to try different ways of cutting the vegetables. This helps children develop their vocabulary and confidence in speaking. However, on some occasions, not all staff consistently use opportunities to extend children's communication, language and engagement.

Staff provide opportunities for children to develop early mathematical understanding through daily routines and planned activities. For example, during circle time they encourage children to count and identify different shapes. Staff take children to the park every day to support their physical development. Children enjoy running, climbing, balancing and developing gross motor and coordination skills.

Achievement: Expected standard

Children make progress from their starting points. They develop confidence and language skills through interactions and experiences in the setting. Younger children develop early language through songs, musical instruments and engagement. Older children express their ideas and thoughts during activities and conversations with adults and their peers. For example, children use language to describe their understanding of temperature when discussing food at mealtimes, explaining 'It's not cold, ice is cold'.

Children develop early mathematical skills as they count and identify different shapes during activities. They develop their independence and the skills they need for their next stage of learning. They follow routines, tidy away resources and walk safely during outings. Children manage tasks for themselves, such as serving themselves during mealtimes and putting on their jackets. These experiences help children develop the skills they need for their next stage of learning. Parents report that children are making progress in their confidence, communication and independence.

Behaviour, attitudes and establishing routines: Expected standard

Children have a positive approach to their learning at this setting, and they engage in a range of activities throughout the day. Staff have routines and expectations, which children understand and follow. Children take part in group sessions where they listen, take turns, and join in with songs and discussions with their peers.

Leaders have clear expectations for behaviour and routines, which staff implement across the setting. Staff support children to build positive relationships and encourage them to show consideration and care to one another. They encourage children to share resources, take turns and think about others' feelings. Staff support children to recognise when their actions have an impact on other people and encourage them to apologise and show kindness to their peers. Staff use praise and reassurance to encourage children to join in with activities. They encourage the less confident children to join activities and become involved in group sessions. Children respond well to rules and reminders from staff to ensure the smooth running of the daily routine, including tidying away resources and transitioning between activities.

Leaders and staff work in partnership with families to promote attendance and ensure that children receive consistent learning experiences.

Children's welfare and wellbeing: Expected standard

Staff know children well and support children's welfare and wellbeing through positive relationships. They understand children's individual needs and help keep them safe. Staff establish a caring environment where children feel valued and supported. They encourage children to talk about their feelings and seek support from staff when needed. Staff work in partnership with families to make sure that children's individual needs are understood and met. They provide ideas for how families can support their children's learning at home. For families who speak English as an additional language, staff use translation and communication tools to remove barriers to support.

Staff support children's health and wellbeing through daily routines and care practices. Children develop independence skills, for example, when washing their hands, serving themselves at mealtimes and carrying out other age-appropriate tasks. Staff encourage younger children to develop independence appropriately, for example by peeling easy fruits such as bananas. Leaders ensure that children receive healthy and balanced meals.

Staff have suitable arrangements to support children's dietary, sleep and other needs. Leaders and staff ensure children's safety is paramount. They use secure entry procedures, sign-in systems and risk assessments and maintain vigilant supervision. These help to keep children safe both within the setting and during outings in the local community

Leadership and governance: Expected standard

Leaders understand the setting's strengths and priorities for improvement. They reflect on their practice through discussions with staff during regular staff meetings. Leaders work in partnership with the local authority and take on board advice from professionals, such as the local authority early years team. This helps them make informed changes to the learning environment and improve how children access and engage with the resources and activities available to them.

Leaders ensure that staff maintain regular communication with parents about their children's learning and development. This is done through daily feedback, electronic communication and face-to-face meetings. Parents speak positively about the support and the information shared about their children's milestones. Staff use translation tools and multilingual staff members to help remove barriers for families who speak English as an additional language.

Leaders understand safer recruitment practices and ensure that children are cared for by a suitable staff team. Staff report that leaders are approachable and available to provide support when needed. Leaders also consider staff wellbeing and workload when at work and make it clear that staff can talk to them at any time.