Oz Tots

Inclusion: Expected standard

Leaders have made improvements to how they support children who face barriers to their learning, including those with special educational needs and/or disabilities (SEND). They have made sure staff know how to assess children's development and plan for their next steps in learning effectively. Leaders and staff know how to monitor children's progress and identify any gaps in their learning. They also find out from parents about any specific needs ,when children start at the setting, and if there are any other professionals that may be involved in their care. Staff work with professionals to ensure they implement strategies to help children achieve. For example, staff use Makaton to help all children to communicate their needs. They use visual aids and objects to help children with SEND recognise what is happening next, such as nappy changing or toileting.

Leaders use funding directly to promote specific children's development. For example, they purchase resources that will aid children's physical development. They facilitate staff learning Makaton, to support children's language development. Leaders ensure all children are included in all experiences. For example, they ensure there are additional staff to support children who require more supervision during forest school sessions. When some children's needs change during these sessions, staff do not always swiftly address these, which impacts on how well all children remain engaged.

Curriculum and teaching: Expected standard

Since the last inspection, leaders have reviewed how the curriculum is sequenced and delivered. They have introduced a concept-led curriculum that also allows staff to weave in different concepts, such as identity, following children's interests. For example, when learning about their own identity, older children practise skills, such as mark making and using scissors, to create houses that replicate their own. Babies are encouraged to look in the mirror while staff talk to them about their features. Staff use routine times, such as snack time, to ask children about their families. Children respond confidently and talk about the jobs their parents do, such as using a ladder to go up buildings. Staff introduce new words to children and generally give them time to respond, although this is not yet consistently embedded across the setting. For example, sometimes staff ask children more questions before children have time to think and answer.

Staff encourage children's number recognition with fun games, such as hopscotch. Children learn to wait their turn and count the numbers as they jump. Staff skilfully adapt their teaching and encourage all children to take part. Those who are not yet be able to recognise numbers are encouraged to practise their physical skills instead. This helps to support their confidence in taking part.

Achievement: Expected standard

Children make progress from their starting points and achieve well. They enjoy listening to focus books with their peers. Children who have barriers to their learning, such as communication and language delays, are exposed to a variety of literacy and language to help prepare them for their next stage of learning.

Children have plenty of opportunity to be physically active. They have regular access to the forest school area, which helps children who prefer to learn outdoors stay engaged. Children who have physical barriers to their learning are developing well. Children recall what they have previously learned, such as how mushrooms start to grow and the difference between conkers and acorns. All children are making progress from their starting points.

Behaviour, attitudes and establishing routines: Expected standard

Children are well supported to make friends and work together in their play. For example, during sessions in the forest children demonstrate skills to work collaboratively with their friends as they move long pipes from one area to another. They use positional language, such as 'a bit further' and express 'it's a bit heavy' when they find it challenging. Children show a willingness to try new things and practise new skills. For example, children persevere as they thread shaped cereal onto spaghetti sticks to support their fine motor skills.

Children take turns well and staff encourage them to use sand timers to help them to see when it is their turn. Staff respond quickly to children's behaviour, and calmly reinforce expectations, such as being kind to their friends and sitting nicely at the lunch table. Leaders work with parents to understand the importance of their children consistently attending, so that they continue to build on these skills and make progress in their learning.

Staff ensure all children, including those with special educational needs and/or disabilities and children who have barriers to their learning, have the time to explore all activities. They provide additional supervision to encourage children to take part. Although staff make adaptations to the support they give children, they do not always manage to consistently meet their individual needs, as well as including them in the experiences. Therefore, at times, they can loose interest and become dysregulated.

Children's welfare and wellbeing: Expected standard

Leaders have recently improved the organisation of mealtimes, particularly snack time. Children can choose to have snack, when they are ready and understand a green place mat means there is space at the snack table and a red one means the space is occupied. Children with special educational needs and/or disabilities are supported to understand this new process. Children are encouraged to wash hands before and after mealtimes. Children practise their physical skills as they use tongs to pick up fruit slices and pour their own milk from jugs, although this is not always consistently supported by staff. Children who prefer water can help themselves from water dispensers and carry their cups back to the table, which helps to promote children's independence. In addition, staff do not yet consistently encourage children to manage their own self care, such as wiping their nose and face.

Staff help children to risk assess and manage their own safety during outdoor play. For example, children who want to climb low-level trees during forest school sessions are encouraged to decide if it feels safe to do so. Staff organise the environment well, to support babies who are learning to walk to pull themselves up and cruise along furniture. Staff know their key children well and develop secure relationships with them. This helps them to develop a secure sense of emotional wellbeing and confidence in their learning.

Leadership and governance: Expected standard

Leaders have made improvements since the last inspection. They have improved the curriculum and made sure staff have the knowledge and support required to deliver this well. Arrangements for children with special educational needs and/or disabilities ensure that their individual learning and care needs are met. Leaders are aware that there are still improvements to make and are supporting staff to embed their practice so that it is consistent.

Leaders have implemented effective supervision sessions and staff report how well supported they feel. They are provided time to discuss their professional development, workload and wellbeing. Leaders spend time in the rooms to model practice to help newer or less-experienced staff, learn and develop their skills.

Leaders know their families well and understand the barriers some children face to their learning. They understand families changing circumstances and provide support to parents and carers to ensure their children can attend. This has a positive impact on children and the progress they make.