Paris's Daycare

Inclusion: Expected standard

Leaders and staff understand child development and talk passionately about this. The special educational needs coordinator (SENDCo) knows how to support children with special educational needs and/or disabilities (SEND), including any children who may face other barriers to their learning and/or wellbeing. This enables leaders to recognise and act on potential delays in a child's development and they plan to develop SEND provision further. Leaders work sensitively, in partnership with parents, to make sure children have the right support at the right time. Leaders work with external professionals to seek advice and implement strategies to support individual children, such as sensory tiles. This helps support children's emotional regulation.

Typically, the support that leaders and staff provide reduces barriers to children's learning and wellbeing, so that they are able to make steady progress from their starting points. Where applicable, leaders allocate any additional funding appropriately with children's needs and interests in mind, which helps ensure that children can learn effectively. Staff work well together, drawing upon their knowledge and experience that promotes inclusion for all children.

Curriculum and teaching: Expected standard

Leaders and staff implement a broad curriculum, drawing upon the unique natural environment around them to help children gain the necessary skills, knowledge and understanding they need to be suitably prepared for their next stage of learning. Staff demonstrate they know children and their individual needs well. During a sunflower seed planting activity and a separate water play activity, staff weave in mathematical language and concepts, such as weight, number, shapes and space. Children also develop their fine and gross motor skills, which contributes to their growing independence. During singing time, children join in with well-known songs and link key words to pictures. These opportunities help support children's early language skills. Ongoing assessment informs future curriculum planning for children's next steps, with children's interests in mind.

Staff develop warm relationships with babies and are attentive to their needs. During an outside water play activity, staff interact positively with babies to develop their confidence and help learn new language. Staff understand the steps in children's learning to help build their physical skills and emotional development so that they achieve well. This includes an inclusive curriculum, where staff adapt their practice to meet children's individual stage of development, including those with special educational needs and/or disabilities. This results in children typically being engaged in their learning.

The curriculum is not of consistently high quality because it is not yet fully embedded. However, children are eager to participate and are typically engaged throughout. Leaders have an understanding of the quality of the curriculum and are developing this to bring about further improvement, to ensure high expectations for what children can achieve are embedded.

Achievement: Expected standard

Children show through their behaviour and body language that they feel valued and included because they are well supported by staff. For example, some children enjoy playing on a swing, while others play at the mud kitchen collaboratively. Typically, children achieve well from their individual starting points and are suitably prepared for their next stage of learning. This includes those children who may face barriers to their learning and/or wellbeing.

Children develop in confidence and demonstrate positive engagement and attention skills during imaginative farm play with others. They acquire age-appropriate communication and language skills and develop a love of stories. For example, some children show the desire to read a book with their key person, taking turns to make appropriate farm animal noises and interact pleasantly with the pop-up pages. Staff develop children's confidence and early mathematical concepts by incorporating shape, space and size in everyday routines and activities, such as the sunflower seed planting activity. This contributes to children being ready for school and their next stage of learning.

Behaviour, attitudes and establishing routines: Expected standard

Children develop meaningful and warm relationships with their key persons, which helps them to feel safe and secure. Any minor unwanted behaviours are effectively and sensitively managed by staff so that children understand the impact of their behaviour on others. Staff teach children the importance of treating others with kindness, care, respect and are positive role models. This helps children identify what is expected of them and supports them to create and maintain positive relationships. For example, during a water play activity, staff reassure children when it will be their turn and why, which helps manage children's emotions as well as how to play and interact collaboratively with others. Clear routines during transitions contributes to the high expectations of children, such as tidying up. However, this is not consistent and the setting are working to refine and embed routines that will help enable children's best possible behaviour.

Staff encourage children to manage their own personal needs, for example children wash their hands before snack time. As a result, children generally adopt positive hygiene practices. Leaders work closely with parents and ensure that children consistently attend the setting. They are quick to identify any patterns of non-attendance, finding ways to support parents' and children's individual needs where applicable.

Children's welfare and wellbeing: Expected standard

Children show that they enjoy being at the setting through their body language and interactions with staff. Leaders prioritise children's welfare and wellbeing. For example, staff greet them pleasantly on arrival and engage in purposeful conversations about their day. This helps children to settle and reinforces a sense of belonging. Staff help provide and teach children about a healthy diet, which helps motivate children to make their own healthy choices. Children have the opportunity to explore and taste a mixture of fruits and yoghurt, which helps them develop curiosity and confidence in exploring different foods. Mealtimes are well supervised and staff model positive social interactions throughout. While children eat, staff generally sit alongside them and ensure that food is cut appropriately. Staff encourage children to manage their own personal care routines with increasing independence, such as feeding and washing their hands before eating. These opportunities contribute to children developing a sense of responsibility, in addition to building confidence and enhancing their self-care skills. As a result, children typically adopt positive hygiene practices.

Key-person arrangements are effective and staff have a rich understanding of children in the setting. Staff are responsive to children's individual needs and encourage children to talk about how they are feeling. Sleeping arrangements are particularly effective and rigorously monitored by staff. When children become unsettled or anxious, staff respond quickly with reassurance, helping them regulate their emotions and feel secure within the setting. Typically, children who require additional support, including those with special educational needs and/or disabilities receive individualised approaches to meet their individual needs.

Leadership and governance: Expected standard

Leaders have an understanding of the setting's strengths and areas for improvement. They plan to develop the curriculum further to reflect the cohort and individual needs of children and families. Leaders' self-evaluation of the setting is appropriate and is used alongside their knowledge of children's interests and individual learning needs, to help inform future plans for development. However, the actions identified are not yet embedded to bring about enough sustained improvement in order to develop consistently high-quality provision for all children.

Leaders value staff and provide healthy support for their wellbeing, including during times of change. Leaders monitor staff's workload and wellbeing through regular support and supervision. Staff undertake individualised training to support their specific, identified professional learning needs, such as designated safeguarding lead training. Leaders value staff, who support the ethos of the setting. This is reflected in the individual attitude and behaviour of staff.

Those responsible for leadership and governance place children's best interests at the heart of the setting, to help ensure that children are safe and supported. Parents talk fondly and positively about the setting, commenting on the progress their child has made as a result of attending. Parents report that the communication between the setting and home is strong and consistent. Partnerships with parents are effective and support children's wellbeing and education.