Maple Leaf Kindergarten

Inclusion: Expected standard

Leaders and staff create a highly inclusive environment where children are recognised, valued and supported as individuals. Information gathered from parents, observations and assessments is used effectively to identify children's starting points and any gaps in development. Staff respond quickly to children's changing needs and adapt support appropriately. As a result, children make steady progress from their starting points.

Leaders have carefully considered children's emotional wellbeing and introduced an 'emotions den' to help children recognise and regulate their feelings. Children access this space independently as needed, which helps them to feel safe, secure and emotionally supported. Leaders and staff work effectively with external professionals, including speech and language therapists, to provide coordinated support for children and families. This joined-up approach helps ensure continuity in care and learning, reducing barriers to learning and supporting positive outcomes for children.

Strong partnerships with parents ensure consistency between home and the setting. Parents are kept informed through regular communication and meetings, helping them remain actively involved in their child's learning and development. Communication and language are promoted effectively through signing, visual aids and Makaton. This helps less-verbal children communicate confidently and feel fully included.

Curriculum and teaching: Expected standard

Staff have developed a curriculum that supports children's progress across all areas of learning. Assessments identify starting points, monitor progress and inform next steps effectively. Staff adapt activities to meet children's individual needs, including those with special educational needs and/or disabilities. As a result, children make steady progress. Leaders enrich the curriculum through visits to local places of interest. This helps to broaden children's experiences and their understanding of the world. The mathematics curriculum is developing appropriately. However, more adult-led opportunities are needed to strengthen younger children's mathematical understanding and problem-solving skills.

Communication and language are promoted effectively across the setting. Staff model vocabulary during play and routines, helping children hear, repeat and use new words confidently. Older children benefit from focused phonics activities that support early literacy skills. Younger children are encouraged to explore, develop mobility and use simple language. Staff place a strong focus on teaching children to care for others and show kindness towards their friends. As a result, children demonstrate strong social skills and build positive relationships. Children confidently ask for help and take pride in their achievements.

Achievement: Expected standard

Children make steady progress from their starting points and attend the setting with positive attitudes towards learning. They confidently explore the environment and access activities across all areas of learning. For example, children use play dough to make food while independently following recipe books, extending their imaginative play and early literacy skills.

Children over time achieve well and reach their developmental goals, including those with special educational needs and/or disabilities. Children develop independence from an early age. Babies and young children begin to manage their own self-care needs, such as washing their hands independently. This helps children build confidence and prepares them well for their next stage of development.

Children play cooperatively with their peers and develop positive relationships. They seek comfort and reassurance from familiar friends and are learning to share, take turns and listen to others. Children confidently follow routines and independently tidy away resources after activities and snack times. However, learning experiences in the outdoor environment are not consistently tailored to younger children's developmental needs. As a result, younger children are not always fully engaged or sufficiently challenged during outdoor play experiences.

Behaviour, attitudes and establishing routines: Expected standard

Leaders create a warm and welcoming environment where expectations are clear and consistently reinforced. Staff act as positive role models and have high expectations for children's behaviour. As a result, children behave well, show positive attitudes towards learning and develop secure relationships with staff and peers. Children regularly seek staff for comfort and reassurance, demonstrating that they feel safe and emotionally secure in the setting.

Effective practice supports children's communication and self-expression, including the use of visual aids for less-verbal children from a young age. Children with special educational needs and/or disabilities benefit from thoughtful adaptations, such as the 'emotions den'. This helps children regulate their emotions and remain engaged in learning. As a result, children remain happy, settled and confident throughout the day.

Staff use praise effectively to promote children's confidence and self-esteem. For example, children proudly show stickers they have earned and confidently follow daily routines. Parents speak positively about the nurturing environment and the strong relationships their children have developed since starting at the setting. Leaders also continue to promote the importance of good attendance with parents.

Children's welfare and wellbeing: Expected standard

Leaders and staff foster a caring, nurturing environment in which children feel safe, valued and supported as they develop confidence and independence. From the baby room onwards, staff promote independence through positive interactions and consistent routines. As a result, children form secure attachments and strong relationships with staff.

Leaders and staff promote children's health and wellbeing through healthy eating practices and safer sleep procedures. However, practice in the baby room is not yet fully consistent. Provision would be strengthened further by ensuring that staff working with younger children receive training that specifically addresses the care of babies. This includes promoting children's awareness of oral health from an early age. Staff engage older children in conversation and read stories about healthy eating while they eat. Staff supervise children appropriately during mealtimes, which are calm and social occasions.

Children's emotional wellbeing is supported effectively. Staff provide calm spaces and activities that help children recognise and manage their emotions from a young age. For example, children independently access a designated calming area with colouring resources when they begin to feel upset or frustrated. This supports children in successfully regulating their emotions. Children independently manage self-care routines, such as washing their hands and putting on their coats. This helps children develop confidence and an understanding of good hygiene practices.

Leadership and governance: Needs attention

Leaders have recently opened a baby room to support children's care and development. However, staff working in the baby room do not yet receive appropriate training to ensure they fully understand and meet the specific needs of younger children. As a result, practice is not consistently in line with the requirements of the 'Statutory framework for the early years foundation stage' and constitutes a breach.

Leaders demonstrate a clear understanding of the setting's strengths and areas for improvement. They take effective action to improve provision and place children's needs at the centre of decision-making. For example, leaders are supporting staff to improve their knowledge of children's next steps in learning. This action helps to strengthen the consistency of teaching and improve outcomes for children. Staff place children's interests at the centre of their practice and give particular attention to children who face disadvantage or require additional support.

Staff report feeling valued and well supported. Regular supervision meetings help identify professional development opportunities and support staff wellbeing. The setting has staff trained in mental health first aid to support the wellbeing of staff and parents. Leaders and staff build positive partnerships with parents and external agencies to ensure children and families receive the support they need.