Love Learning Childcare Ltd

Inclusion: Strong standard

Staff are quick to identify the needs of all their children, especially those with special educational needs and/or disabilities (SEND). They are proactive in seeking additional support and guidance from external agencies to consistently meet these needs. All staff know the children well, and work together to ensure their children are supported in every interaction.

Leaders are very aware of the barriers that their children face. They are keen to provide opportunities and experiences that their children may not always have. For example, children have weekly visits to the local library or go on visits to the farm. Leaders extend this offer to the local community and include them in the fun days they may have. Leaders are committed to inclusion, and work closely with families, supporting with meetings, visits, attendance and progression. Staff monitor the progression their children make well. They make adaptations to their approach, expectations and resources to enable children to achieve. Additional funding is used to provide these opportunities, and leaders are aware of the positive impact they have on the children.

Children with SEND, and children who are known (or previously known) to children's social care, are monitored closely. Throughout the setting, there is a focus on developing communication and language to help these children share their thoughts and feelings effectively. These children make quick progress from their respective starting points.

Curriculum and teaching: Expected standard

Leaders have worked hard to create an inclusive and challenging curriculum. They understand there is still work to be done to embed this into staff practice across the setting, and ensure that children always access high-quality teaching. Occasional gaps in staff interactions limit opportunities to fully extend and challenge children's learning. However, staff are clear on what they want children to learn, and are creative when planning activities. The curriculum has been designed with high expectations for all, especially children with special educational needs and/or disabilities (SEND). Staff are mindful of how to adapt learning to meet the needs of children with SEND, and younger children in the setting. For example, when writing, older children begin to write numbers, whereas younger children and toddlers make marks and experiment with their pencil grasp. Numbers and counting are embedded throughout the setting. Children count and can recognise numbers. They use mathematical language in their play, such as 'taller' and 'longer' when building.

Staff understand the next steps of all children and move freely around the setting, working with them all. They join in with children's play and extend their learning. For example, children are creating castles for monsters in the sand area. Staff ask how many monsters they have found, and ask how many more they need to find. There is a focus on language in the setting. Staff engage in two-way conversations and commentate during children's play. Staff have an understanding of the children's starting points and adapt their interactions to suit this.

Children's personal, social and emotional skills are well developed. Children are confident to share when they are upset and will explain why. Children are aware when their friends are upset and are compassionate towards them.

Achievement: Expected standard

Children's communication and language skills develop from an early age. For example, staff share a range of vocabulary, and they take every opportunity to have a conversation with children. Children understand that they cannot always be understood, but they show resilience and have a go at trying to say words. Staff have become in tune with the children and will say single words for them to repeat. As a result of this, children become effective communicators. Children with special educational needs and/or disabilities also communicate well. They can say adult names to get their attention and use effective strategies to communicate, such as using objects of reference. Children are well prepared for the next step in their learning, as their listening and attention skills have developed too. Children can listen attentively to adults and their peers. They listen to instructions and engage in two-way conversations. Older children are prepared for their transition on to school as they engage in longer periods of group times.

Children's growth and development are a priority to staff. Children have 'grown significantly' in their short time at the setting, as reported by parents. Children make steady progress across all areas of the early years foundation stage (EYFS), as learning experiences do not consistently provide sufficient challenge to deepen children's understanding, or secure a broad and rich depth of knowledge across the curriculum.

Behaviour, attitudes and establishing routines: Expected standard

Staff set out their expectations for behaviour, by reminding children of the rules and offering praise when they are followed. Staff see these opportunities as learning ones, as they explain the impact of their behaviour choices. Children are generally engaged in their play and learning. Children approach activities with smiles and show they enjoy their learning. Staff move around the setting to fully support the children, although there are times where interactions are not as effective as others. Children are encouraged to share and use their manners.

Children are taught to show care and respect for each other. Younger children are supported in their play and are included in activities by older children. They help them to look after themselves, by helping them to access drinking water and talking to them about what they are eating. Staff model this behaviour well by including all children in conversations at communal times, such as lunchtime. Parents report that relationships between staff and the children are a strength of the setting.

Attendance is positive. Staff are quick to support families where problems arise. They communicate the importance of regular attendance, routines and communication effectively. Leaders also understand the importance of punctuality and make adaptations for families and children where needed.

Children's welfare and wellbeing: Strong standard

Staff and leaders consistently prioritise children's welfare and wellbeing. Staff know all of their children well and seek to provide the best care they can. Leaders understand the varying backgrounds of their children and families, and work tirelessly to overcome these. Leaders provide experiences for the children where they know they wouldn't ordinarily receive these, such as trips to the farm. Parents report they are appreciative of the experiences they are provided with. Leaders are passionate about children receiving the best start in life, and go above and beyond to provide for families to make this happen. For example, staff have created a food bank in partnership with the local supermarket and provide toothbrushes and toothpaste for their children.

Staff have developed caring relationships with the children, meaning the setting is full of smiles and laughter. Through their nurturing manner, staff encourage children to approach them, and children confidently share their learning and things that interest them. Staff have provided children with self-care skills. For example, children wash their hands, brush their teeth and get changed after being wet during play.

Staff have taught children the importance of physical development, and children enjoy soft play and being on the local field. Staff encourage children to keep themselves safe during transitions, and line up and wait for staff. They wait patiently and listen to staff's instructions. Children know how to regulate their emotions, and do not become upset or frustrated easily as they are supported by staff. Children show awareness when other children become upset, asking if they are okay and seeking adult support.

Staff have embedded clear routines when preparing for meals. Children wash their hands before eating and access healthy food options. During sleep times, children are comforted by staff and the setting shows safe-sleep practice.

Leadership and governance: Expected standard

Leaders are clear of the settings strengths and areas for development. They have a plan of action and constantly seek feedback from parents and external agencies to improve. They have effective working relationships with the local authority to provide opportunities for children and families, such as creating links with speech and language therapy for children at home. Leaders are reflective of the setting and forward plan. They are aware of children who will be joining their care and have been proactive when considering any adjustments required.

Leaders have high expectations of their staff. These high expectations mean that there is a shared goal of providing quality care. However, leaders do not consistently use their observations of practice and supervision meetings with staff constructively, to develop practice and staff skills fully. At times, staff lack the skills required to engage in interactions that extend learning to ensure that children make the best possible progress. With that being said, staff are supported to develop and seek their own training to help them to improve. Leaders consider staff workload and wellbeing, with staff reporting that they feel valued.

Leaders and staff show positive working relationships with parents. Parent feedback is overwhelmingly positive. Parents report that staff communicate well, and they understand their children's progression. Parents of children with special educational needs and/or disabilities appreciate the time given to their children to help them to achieve and transition in to the setting.