Loveland Daycare

Inclusion: Needs attention

The planning of learning experiences is not yet consistently tailored to meet children's individual needs, in particular for children who face barriers to their learning. As a result, support is not always targeted where it is needed most. For example, although staff recognise that some children benefit from visual prompts and other targeted strategies to support their understanding, these approaches are not yet implemented consistently across the setting. Consequently, some children do not receive the tailored support they need to fully access the curriculum and make best possible progress.

Overall, leaders create an inclusive environment where every child is valued and respected. Leaders and staff work closely with parents and other professionals to ensure that each child's individual needs are typically understood. They gather detailed information about children's individual needs through home visits and use this to plan a gradual and supportive settling-in process.

Curriculum and teaching: Needs attention

Leaders have made meaningful progress since their last inspection. They have designed a curriculum that has a clear focus on developing children's speech and language and personal, social and emotional development. Staff know the needs of the children well and plan activities that reflects their interests. While there have been notable improvements, the quality of teaching is variable across the setting. Therefore, children do not always benefit from consistently high-quality interactions or learning opportunities in all areas of learning. Leaders recognise they are on a journey and that further work is needed to embed effective teaching to extend children's learning. Although some children make appropriate progress from their starting points, inconsistencies in teaching mean that some children do not achieve the best possible outcomes. Staff are aware of children's individual needs, such as those who speak English as an additional language and children who face barriers to their learning. However, they do not consistently apply identified strategies that enable all children to have the same access to the the curriculum. This can limit their progress over time.

Overall, staff know children well, assess their development and talk confidently about children's interests and what they can do. Staff engage and interact well with children as they play. For example, babies explore open-ended resources, which promotes their curiosity and coordination. Older children explore the different textures of fruit and vegetables, using descriptive words such as, 'squishy' and 'juicy'. Typically there is a positive focus on promoting children's language development.

Achievement: Needs attention

Generally, children make some progress from their starting points. However, inconsistencies in teaching mean that children do not always make the progress they are fully capable of. Individual children do not always experience tailored support they need to help them meet the next steps in their development. That said, there are some aspects which are working well. For example, children who initially joined the setting feeling overwhelmed and reluctant to join in with others now confidently take part in group singing activities and seek comfort from staff when needed.

Babies have established positive bonds with staff and express their needs clearly to them. For example, they seek reassurance when new people enter the room. Children develop their language skills as they sing familiar songs and join in with repeated phrases. Children who face barriers to their learning make some progress in their communication and language, such as expressing their needs using single words.

Behaviour, attitudes and establishing routines: Expected standard

Staff act as positive role models and build warm and trusting relationships with children. They set clear expectations for behaviour and consistently reinforce key rules, such as using kind hands and walking indoors. This helps children to understand what is expected of them. Consequently, children are kind to each other and willing to share and take turns during play. When children become unsettled in unfamiliar situations, staff respond promptly with reassurance and positive encouragement, to help them manage their feelings and emotions. For example, staff provide calm and nurturing support when younger children become unsettled when unfamiliar visitors enter the room. Overall, children feel safe, secure and emotionally supported, enabling them to explore their environment with confidence and engage in learning. However, at times during the day, when children show a deep interest in their play, staff do not always adapt routines accordingly to meet their needs. As a result, their learning is occasionally interrupted.

Leaders focus on monitoring children's attendance effectively. They work closely with parents to promote the importance of regular attendance, ensuring that children benefit fully from their funded entitlement.

Children's welfare and wellbeing: Expected standard

Children develop warm, caring relationships with staff. They develop a positive sense of belonging and are supported to express themselves, including children who face barriers to their learning. Staff implement the key-person approach effectively, enabling them to gain a secure understanding of each child's individual needs, interests and stage of development. This informs the learning opportunities they provide.

Staff effectively support children to develop healthy lifestyles. Children are provided with nutritious meals and snacks throughout the day, helping them to develop healthy eating habits. Parents who choose to provide packed lunches receive support on providing balanced meals for their children. Staff support children to understand the importance of staying hydrated, particularly in the warmer weather and learn how to keep themselves safe outdoors. Children benefit from daily opportunities to be physically active and enjoy fresh air to promote their health, wellbeing and physical development.

Leadership and governance: Expected standard

Leaders have made meaningful improvements since the previous inspection to strengthen the quality of the provision. They have worked effectively with the local authority and staff to evaluate practice, identify priorities for development and are taking action to address these. However, these actions are at an early stage and the impact is not yet embedded.

Leaders ensure that all staff receive a thorough induction and benefit from regular, supportive supervisions. They monitor staff practice and identify professional development opportunities that help broaden staff's knowledge and confidence. For example, recent training has helped to improve staff's confidence in planning experiences that reflect children's interests. Leaders recognise that further work is needed to strengthen staff's ability to implement the curriculum consistently well. As a result, the quality of teaching and curriculum implementation varies, and children's individual learning needs are not always met effectively.

Staff speak highly about their experience of working at the setting and the support they receive. Leaders and staff consider how they can meet children's individual needs, including children with special educational needs and/or disabilities, and children who have barriers to their learning. For example, they establish effective relationships with parents to ensure information is shared regularly about their children's progress. Parents praise the regular flow of communication and feel they are included in all decisions for their children.