Mohair Centre Childcare

Inclusion: Strong standard

Children with special educational needs and/or disabilities, those known to social care or those who have barriers to their learning are supported well through carefully planned, targeted support plans. Staff have detailed knowledge of each child's developmental stage and use this to shape precise, meaningful support. They rigorously monitor progress and ensure children are taught the skills they need to move forward confidently.

When staff identify that a child requires additional help with communication, they respond swiftly and effectively. They use signing to support understanding and expression and make timely referrals to secure specialist input that strengthens children's speech and language development.

The setting ensures that every child can thrive. All children take part in every aspect of the provision. For example, all children explore the farm and interact with the animals, with activities adapted to meet their individual needs. Staff adjust their practice, provide additional support and change how they do things so that every child can participate fully.

A wide range of professionals work alongside the setting, offering guidance that staff use to effectively implement targeted strategies tailored to each child. Early years pupil premium funding is used effectively to remove barriers to wellbeing and learning. As a result of this coordinated, responsive support, children make rapid progress from their starting points.

Curriculum and teaching: Strong standard

The curriculum is highly inclusive and meets the needs of all children. Staff adapt to children's needs. However, these adaptations are usually very minor due to the setting allowing for children to learn at their own pace and through their own interests.

Leaders ensure that the curriculum is of consistently high quality. Children learn from their experiences, spending lots of time in the outdoors exploring nature, problem-solving and developing their understanding of the world around them. Leaders support staff to reflect on their teaching and adapt practice in response to the changing needs of the children.

The curriculum is carefully sequenced to build on what children already know. For example, all children interact with the animals, but their knowledge develops progressively. Babies begin by pointing to and watching the animals before learning their names, the sounds they make and their features. Older children deepen this understanding by learning how to care for the animals and exploring lifecycles.

Staff interactions are highly effective in supporting learning. Staff choose their involvement with intention, for example, encouraging children to explore number as they look at different coloured leaves or introducing new vocabulary as they investigate the natural world. This purposeful teaching is consistent across the setting.

Children engage in sustained shared thinking, supported by staff who encourage problem-solving and collaboration. For example, when creating an obstacle course, children work together to decide which items will work best. Staff prompt them to negotiate how to move a heavy log and to test their ideas. Children learn about mathematical concepts and develop their reasoning skills and teamwork.

Achievement: Strong standard

All children are ready for their next steps in learning. Independence is nurtured from the earliest age. Babies begin by learning to feed themselves, while toddlers develop confidence in dressing themselves, such as putting on their own wellies. The oldest children learn essential hygiene routines, including washing their hands thoroughly after touching the animals, developing their understanding of how to keep themselves healthy.

Across all age groups, children, including those with special educational needs and/or disabilities, those known to social care or those who have barriers to their learning, show very positive attitudes to learning. They engage for long periods, demonstrating curiosity, focus and a desire to explore. Their play is purposeful, and they approach new experiences with enthusiasm and intrigue.

Children develop strong early literacy skills. They enjoy listening to stories being read and actively participate, predicting what might happen next and discussing their ideas articulately. These rich conversations deepen their understanding and strengthen their communication skills. Children make rapid progress and gain the confidence, independence and knowledge needed for the next stage of their learning journey.

Behaviour, attitudes and establishing routines: Strong standard

Children are very well behaved and demonstrate positive attitudes throughout the day. Leaders support staff to have a consistent approach to ensure children have a clear understanding of the behaviour boundaries in the setting, offering consistent praise and encouragement to reinforce their high expectations. This helps children to feel secure, confident and motivated to behave well.

Staff skilfully adapt their expectations for children who have barriers to their learning. For example, they recognise when some children need to move their bodies and adjust their approach during group story times, ensuring these children have resources that support this movement but remain involved in the activity. This sensitive, flexible approach supports every child to manage their behaviour successfully.

Children form positive relationships with their peers. They often work together to achieve shared goals, listening to each other's ideas and sharing their own. Staff sensitively support this cooperation, allowing children the freedom to make choices in activities while stepping in as needed to guide turn-taking, negotiation and problem-solving. These interactions strengthen children's social skills and emotional development.

Attendance is monitored closely and followed up well. Leaders work with parents to help them understand the importance of regular attendance and the role of effective home routines in preparing children for school. This partnership approach ensures children benefit fully from the learning opportunities available and are well prepared for their next stage in learning.

Children's welfare and wellbeing: Strong standard

Children's wellbeing is consistently considered and supported. They have ample opportunity to be outdoors, which creates a sense of calm and freedom. Leaders and staff continuously monitor the environment to keep children safe, and leaders ensure this vigilance is maintained to a high standard. Children are taught about potential hazards they may encounter on the farm, such as stinging nettles. Staff help children to learn to recognise these plants and understand why they should not be touched, building early awareness of keeping themselves safe.

Children form positive, trusting relationships with staff. Staff are extremely attentive, constantly engaging and interacting with children to meet their needs and support their emotional security. Babies settle quickly because they know their needs will be responded to with warmth and consistency. Sleep routines are managed thoughtfully. Staff adapt to younger children's individual routines and ensure that those who sleep for longer periods of the day do not miss out on valuable activities, maintaining a balance between rest and learning.

Mealtimes are calm, social and well supervised. Children are offered healthy choices of food and staff encourage conversation, helping children to develop social skills and enjoy the shared experience of eating together.

Leadership and governance: Strong standard

Leaders have a thorough understanding of the setting and have clear, rigorous plans to continue to strengthen practice. Leaders work closely to make decisions that keep children at the heart of the provision and ensure staff are well supported. This shared approach creates a culture of high expectations and professionalism, where staff understand what is expected of them and feel confident in their roles.

Leaders actively support staff to develop their knowledge. They provide regular opportunities for reflection during meetings and encourage staff to complete further training and qualifications. This commitment to professional growth ensures teaching remains highly effective and consistent across the setting.

Staff receive regular supervisions that help them to reflect on their practice, identify strengths and consider areas for development. Leaders' constructive guidance and reassurance help to maintain high standards of teaching and care.

Leaders engage effectively with a range of professionals, including school teachers, to support children's development and smooth transitions to other settings. This collaborative approach ensures children are well prepared for their next steps. Partnerships with parents further enhance children's learning and development. Leaders consistently engage with families to ensure children thrive. Parents report that they value the sense of community within the nursery and that leaders work alongside them to ensure their children are happy and well supported.