Lyndhurst Teddies

Inclusion: Strong standard

Staff know their children extensively, through continuous reviews and assessments of what children know and can do. They are highly responsive and adapt the provision to individual children's needs. All children, including those with special educational needs and/or disabilities (SEND), make excellent progress in their learning and development.

Staff collaborate effectively with external agencies that support children with SEND. For example, they consult with local specialist teams and speech and language therapists. Staff have developed strong partnerships with parents, which helps ensure children have their needs met at this provision. They share information regularly and tailor their support to suit the needs of the parents. For example, staff hold review meetings in the evenings to accommodate parents' work patterns.

Leaders actively monitor use of the additional funding that the setting receives, to ensure it is focused on providing rich experiences to all children. For example, they purchase dual-language books and offer extra sessions in the setting to enhance the provision for individual children. Children with SEND, or other barriers to their learning, make secure and meaningful progress because of the focus placed on ensuring all children are fully included.

Curriculum and teaching: Strong standard

Leaders and staff ensure that the curriculum is inclusive and of consistently high quality. The carefully sequenced activities enable children to become independent, building on and validating their learning. Staff consistently reflect and introduce new and exciting experiences for children. For example, children speak with delight, when retelling the life cycle of the ducks.

Teaching is calm, thoughtful and responsive. Staff join play with purpose, modelling language, describing actions and introducing new words in ways children understand. They use open-ended questions, visual prompts and gestures to prompt children's curiosity and keep them engaged. Staff give children time and space to think and solve problems, supporting their confidence and independence. For example, during an activity in the sandpit, children were given time to problem-solve, when the sandcastle disappeared.

Mathematics is fully embedded into the curriculum. Staff introduce relevant vocabulary, which children readily use in their play. They build on children's prior knowledge and continuously support children to meet their high expectations. Staff continually assess and identify children's next steps, ensuring all children progress from their individual starting points.

Children thrive in this setting, developing secure and positive relationships with staff. Staff know their key children extremely well, prioritising time to support their personal, social and emotional development.

Achievement: Strong standard

All children achieve at this setting and are extremely well prepared for the next stage of their education. Children thrive from the embedded routines and a highly-focused curriculum.

Children are confident, curious and resilient learners. For example, children excitedly look for screws that hold the blocks together during a building activity. Staff build on children's prior knowledge and continuously support them to meet the setting's high expectations. Gaps in learning and development close quickly, especially for those who face barriers to their learning.

Children's communication flourishes because staff model rich language, spark conversation and introduce new words with care. For example, children listen intently while learning about the life cycle of a frog.

Behaviour, attitudes and establishing routines: Strong standard

Staff consistently provide a warm, nurturing and positive atmosphere where children develop a secure sense of belonging. Children settle extremely quickly at the start of the day and are keen to learn.

Staff act as positive role models. Children behave very well and understand the high expectations and rules of the setting. Children demonstrate how to take turns with each other without the need for adult support, showing that this behaviour is embedded and consistent. Staff skilfully support children as they learn to share and resolve conflict. For example, when children are playing with the same container, staff know to hold back from providing support too soon, enabling children to learn to resolve conflicts by themselves.

Children are safe and secure. They have built secure and trusted relationships with their key person and share their excitement, pride and delight with staff. For example, children return from transition visits excited to share their news with staff.

Leaders and staff place great focus on supporting children to learn how to understand and regulate their emotions. For example, staff have carefully adapted their approaches to support individual children when they are feeling overwhelmed. Staff effectively promote regular attendance by working closely with families. This prepares children for school transition and ensures they benefit fully from the setting's rich experiences.

Children's welfare and wellbeing: Strong standard

Leaders and staff prioritise children's welfare and wellbeing through well-structured routines. They develop excellent relationships with children and families, providing them with a deep understanding of each child's individual needs.

Children with special educational needs and/or disabilities, happily leave their parents, finding familiar resources that help them to regulate their feelings independently. A robust and established settling-in process provides consistent routines and familiarity for children. Staff prioritise children's welfare and are highly responsive to their varying needs and any changes to their routines. Staff regularly collaborate with parents, offering additional sessions to support changes in family circumstances.

Routines are consistent and well established. Children know to wash their hands before snack time and are respectful to each other. They independently select and cut their fruit, building language as they talk with staff about healthy foods. Staff acknowledge and promote good manners and social skills. Younger children learn to recognise when they need a rest and snuggle down in a cosy corner with a member of staff.

Children's sense of belonging and heritage is recognised and valued, using thoughtfully selected resources. Children have access to a carefully planned outside area, providing a range of physical opportunities to challenge and develop their skills.

Leadership and governance: Strong standard

Leaders have a clear ambition to provide consistent high-quality care and teaching for children. They aim to prepare all children, including those with special educational needs and/or disabilities, to be ready for their next stage of education.

Leaders and committee members are actively involved in the running of this setting, ensuring that high standards are maintained and all statutory responsibilities are met. The established committee visit regularly, attend staff meetings and host supportive events.

Staff share that wellbeing is fully supported in this setting. Effective and open communication between leaders and staff results in positive staff morale and a high level of retention. Regular supervision is valued by staff and professional development is encouraged.

Leaders and staff actively work in partnership with the local community. For example, children regularly visit the local library and older persons care home, enriching their learning.

Parents and carers speak highly of the setting. They value the support they receive, both on a personal level and for their children's learning. Leaders work to continually reduce barriers to children's learning and development. For example, parents praise the endless help and support received during the referral process.

High levels of commitment from leaders and all staff, support the safe and effective operation of the setting.