Lots for Tots Childcare Hilton

Inclusion: Expected standard

Leaders and staff know the children in their care well. They assess children's development to identify and provide tailored support for those with special educational needs and/or disabilities (SEND) and those who may face barriers to learning. They regularly observe children's progress to ensure that they make steady progress from their starting points.

While staff work with external professionals to embed tailored plans to help children achieve their targets, there are minor occasions when key staff members are not informed of all agency involvement in a timely manner. This means there could be potential delays in ensuring that those children receive all the targeted support needed to enable them to make rapid progress.

Leaders use funding effectively to support children. Targeted funding is used to support one-to-one interventions for children with SEND and purchase appropriate resources to support children's development. Leaders work with staff to monitor and review the impact this has on learning to ensure that it helps to improve outcomes for children.

Curriculum and teaching: Expected standard

Leaders have developed a broad curriculum that builds on all children's existing knowledge and skills, including children with special educational needs and/or disabilities. Staff understand how to support individual children's next steps during play. For instance, staff strategically position activities at various levels to boost babies' confidence when standing. As a result, babies pull themselves up and independently access the activities on offer.

Staff are aware of each child's level of ability. They adapt their vocabulary to support early mathematics. For example, toddlers are helped to identify colours, match single-digit numbers and count. Pre-school children are encouraged to recognise and compare different-sized dinosaurs. This helps each child consistently build on what they already know and can do.

Staff support smooth transitions for all children. They know some babies and toddlers need gentle reassurance at key times during the daily routine. Familiar staff provide support, using items from home to provide additional comfort. This helps children settle quickly, ensuring continuity of care and learning.

Large-group activities are not yet organised well enough. Some pre-school children wait for unnecessarily long periods, starting to become bored due to a lack of direct engagement from staff. As a result, these children disengage from the activity and start to create their own entertainment.

Achievement: Expected standard

Children are developing their language and communication skills well. Babies babble back and forth to staff, and older babies repeat single words. Toddlers talk to puppets, changing their voice to pretend the puppet is talking back to them. Pre-school children are social at mealtimes. They excitedly tell their friends they have carrot and cucumber sticks that make crunching sounds when they eat them.

There are occasions when children are unable to continue their chosen activity. As a result, they are not learning as much as they could. For example, toddlers are eager to build towers to match the pictures they have been given. However, staff have not provided enough bricks for children to use.

Children with special educational needs and/or disabilities (SEND) and those who face barriers to their learning develop confidence and skills because support is tailored to their needs. For example, children with SEND are encouraged to play alongside other children to help build on their social skills. This helps children prepare for the next stage in their learning.

Behaviour, attitudes and establishing routines: Expected standard

Babies and toddlers are encouraged to behave well and learn to cooperate. Staff use praise and clear expectations to encourage children to share and take turns. Staff have built positive relationships with the children in their care. For example, babies settle well, cuddling up to staff to join in activities. Staff understand that some children with special educational needs and/or disabilities find playing alongside other children a challenge. Staff adapt the activity, gently engaging them with smaller groups. This enables all children to access the activities on offer.

While leaders recognise that pre-school children need support to manage their behaviours, such support is not yet effective. For example, during lunchtime, staff fail to consistently guide children in understanding their expectations. Some children leave the table to play, returning as and when they wish. Staff do not address this issue. When other children attempt to do the same, staff encourage them to sit back at the table. As a result, children are confused about what they should and should not do.

Leaders routinely monitor attendance, ensuring that any lapses are checked to keep children safe. Staff work closely with parents to help them understand the importance of regular attendance and how it may affect their child's development.

Children's welfare and wellbeing: Expected standard

Children build secure attachments with their key person. Even the youngest children develop a sense of belonging and become increasingly confident and independent in their surroundings.

Leaders understand the importance of supporting children's health and wellbeing. Children are provided with nutritious meals and fresh drinking water, and robust systems are in place to ensure that their dietary needs are met. Staff create a calm, comfortable environment for children who need to rest. They regularly check that children remain safe while they sleep.

Children enjoy outdoor play. Pre-school children concentrate as they attempt to throw balls through holes. This helps develop their hand-eye coordination. Toddlers are supported by staff to safely navigate steps on a slide, while others use their leg muscles to push themselves along on ride-on toys.

Leaders and staff encourage children's early independence skills, which are embedded in daily routines. Pre-school children access the toilet, wash their hands before meals, and make choices about activities they wish to participate in. Toddlers are encouraged to get their own nappies from their bags, and babies are asked if they would like their nappy changed. They stop their play, holding up their arms to staff.

Leadership and governance: Expected standard

Leaders are reflective and strive to provide children with the best experiences and learning environment they can. They have an accurate view of the nursery's strengths and areas for development. They monitor practice through regular observations and discussions with staff. Leaders use this information to plan relevant training and support.

Leaders fully consider staff's wellbeing and workload in their decision-making, ensuring that support is available when needed and expectations are realistic. This helps maintain a safe and positive environment for everyone. Staff say they enjoy working at the nursery and that leaders are supportive.

Leaders work well with external professionals so children, including those with special educational needs and/or disabilities, receive appropriate and targeted support. They recognise there are occasional delays in sharing assessments received from external professionals with children's key persons. These minor delays in implementing recommended support do not ensure that children make rapid progress.

Leaders and staff develop positive relationships with parents. Parents say they receive effective communication from the setting and regular updates on their child's progress. Parents state their children are making new friends and have developed their speaking and listening skills. They believe their children are ready for school.