Paint Pots Bitterne

Inclusion: Expected standard

Leaders and staff provide a supportive environment where all children, including those with special educational needs and/or disabilities and who face other barriers to their learning, thrive and make progress. Staff know children well and typically recognise quickly when children may benefit from additional support, such as small language groups. Staff work closely with parents and carers to provide consistency in children's care.

Staff remove any barriers to children's learning. They generally adapt the routine and resources carefully so all children can take part. For example, children can go and sit in the 'nook' should they wish to access a dark and quiet environment. Staff typically use simple sign language to help children to understand and communicate more effectively. This inclusive approach helps children to feel valued and welcomed at the setting.

Staff value the advice given by other professionals and develop individual plans to provide children with the necessary support to help close gaps in their development. Leaders review children's individual needs when considering how to make the best use of additional funding.

Staff value keeping their skills and knowledge up to date, and enjoy learning new subjects. For example, recent training on autism awareness helps staff to support children effectively in a way that supports their safety, learning and wellbeing.

Curriculum and teaching: Expected standard

Leaders have designed an interesting curriculum that nurtures and supports children from their starting points. They plan purposeful activities to support children to close gaps in their learning, with a focus on building their independence. Children enjoy playing with water, tipping and pouring it through different-sized containers and making gloop. Older children help younger children by passing them resources out of reach, showing respectful relationships. Staff support children's mathematical knowledge by asking purposeful questions, such as how much cornflour they need. However, some inconsistencies in staff practice mean that, on occasion, children do not always receive adequate explanations to questions they pose. This does not fully extend children's learning.

Leaders provide a well-resourced setting where children feel confident and can explore independently. They are curious to investigate the outdoor environment, and develop their physical skills. Staff encourage children to explore the environment around them and ask purposeful questions, such as what tree do pine cones come from. Children enjoy looking for bugs and show fascination as a ladybird lands on their hands, before crawling up their arms. Children shout out to staff to come and see the ladybird, and comment that it feels 'tickly' on them. Children are respectful to nature and the environment around them.

Staff give high priority to children's physical development and their personal, social and emotional development. They support children to learn to manage their own feelings and build social skills. Staff know all children and their likes well, including those who face barriers to their learning and with special educational needs and/or disabilities.

Achievement: Expected standard

Children make steady progress from their starting points, particularly in their physical development. They demonstrate close friendships and enjoy their time exploring all areas of the setting. Children develop early listening skills, such as following routines and moving around safely. They listen well to friends and work well as a team. For example, children work together to 'build a big house' using wheelbarrows and shovels.

Children develop independence and confidence skills that prepare them well for the next stage of learning. They explore the world around them with curiosity, asking questions and solving simple problems. For instance, children pick up pine cones and place them in size order. Creative activities, such as role play, help children to express their thoughts and imagination.

Children generally develop well across all areas of learning. On occasion, however staff do not always give thorough explanations to questions posed. This does not always fully extend children's learning. Inclusive practice allows children with special educational needs and/or disabilities and those who face barriers to learning to access the same opportunities and experiences. As a result, all children are well prepared for their next stage of education, including the transition to school.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff are kind and chatty, and act as positive role models for children. They are polite to each other and work well as a team. Children play cooperatively and older children involve younger children in their play. They follow routines well, such as washing their hands before eating their lunch. Children mostly display positive behaviours. However, on occasion, staff do not organise transition periods effectively to ensure that children remain calm and settled. This leads to children becoming unsettled and displaying incidents of unwanted behaviours.

Staff build caring relationships with children. They listen carefully and show kindness. Staff help children to learn how to share, take turns and solve problems. Children show positive attitudes to learning. They are curious, ask questions and take part in activities with enthusiasm. Children are resilient and keep on trying to achieve their goals, even when things feel difficult for them. For example, when children trip over they bounce back up, and carry on with their day.

Staff value children attending the setting regularly. Parents and carers understand the importance of their children attending the setting, and staff support those who may need extra help. For example, they extend sessions if necessary. The setting is fully inclusive. Staff support all children, including those with special educational needs and/or disabilities and those who face barriers to learning. They adapt routines and expectations so every child can succeed, feel valued and be part of the group.

Children's welfare and wellbeing: Expected standard

The setting provides a warm, safe and welcoming environment where children feel happy and cared for. Leaders and staff work closely together to make sure children's welfare and wellbeing are always a top priority. They carefully check that all children are safe, healthy and supported in their daily routines. Staff respond quickly to children's needs and listen carefully to what they say. Staff are kind and attentive. This helps children to build confidence and feel secure.

Leaders and staff provide high-quality care that helps children to be happy and ready to learn. They know each child individually and their likes and dislikes. Staff support children to lead healthy lifestyles, such as talking about healthy food and exercise and how it benefits their bodies. Children who face barriers to learning and children with special educational needs and/or disabilities receive extra support. Staff work closely with parents and carers and other professionals so these children are fully involved. Children known, or previously known, to children's social care benefit from consistent care that supports their wellbeing.

Leaders ensure that children's welfare and wellbeing are at the heart of everything they do. They regularly review their practice and listen to feedback from parents and staff to make improvements. This helps to create a positive and nurturing setting for all children.

Leadership and governance: Expected standard

Leaders know the setting well. They regularly check staff practice and listen to feedback from parents and carers. They have not, however fully identified some inconsistencies in staff practice. Leaders involve staff in ideas for development, and take action to improve any identified areas. For example, they have recently adapted the outside area to make it even more inviting and accessible for all children in all weathers. This helps children to receive better care and learning experiences.

Staff make decisions that put children first. They give extra support to children who need it most, including those with special educational needs and/or disabilities and those who face barriers to their learning. For example, they provide one-to-one support to those who need it. Staff work closely with external professionals to support children known, or previously known to social care. This helps children to feel welcome and supported.

Staff say that they love working at the setting and they show genuine affection for the children. Leaders place a high regard on promoting staff wellbeing, and staff say they feel valued. They report that regular individual meetings between staff and leaders help to identify any training needs and balance staff workload carefully. This has a positive impact on outcomes for all children.

Leaders carefully consider how to spend any additional funding, ensuring that it meets the needs of the children, and gives them additional support. For instance, leaders used funding to buy dual language books to help support all children with their language and communication. This has helped to support children's developing vocabulary even further.