Park View Childcare

Inclusion: Expected standard

Leaders have created an inclusive culture. Staff know children well and respond to their individual needs. Leaders maintain clear oversight of children's development and needs. They communicate effectively with each other and use clear systems to identify needs early. Staff recognise when children may need additional help and make suitable adaptations so that all children can take part in the provision. This includes children who need support with speech and language, children who speak English as an additional language, and those with special educational needs and/or disabilities.

Leaders work closely with parents and other professionals to shape support for children. They use additional funding thoughtfully and review its impact, adapting support when needed. For example, they have added familiar resources to the home corner and role-play area to help children develop speech and language through play linked to home experiences. Key people support children known to children's social care by building secure relationships with families and planning flexibly for routines or events that may require extra support. Leaders advocate for children and challenge decisions when they believe children need further help.

Curriculum and teaching: Expected standard

Leaders have designed a curriculum that supports children at each stage of development, covering all areas of learning. They know what they want children to learn and take action to strengthen the provision. Staff use assessment and observation to identify what children know, can do, and need to learn next. This helps them plan activities and adapt teaching to children's different starting points, needs and circumstances, including children with special educational needs and/or disabilities, children known to social care, and those who face barriers to learning or wellbeing. Staff support children in learning about the world, growth, nature and the environment. They provide meaningful opportunities for children to explore how things grow by teaching them how to care for vegetables and flowers. Staff help children to plant seeds, water plants, notice changes over time and understand what living things need to thrive.

Staff support children's language skills through songs, stories, books and conversations. They introduce vocabulary across the areas of learning, including activities that develop children's mathematical knowledge through colour, pattern, number, counting and capacity. Leaders prioritise children's physical, personal, social and emotional development. They place a high emphasis on babies' and toddlers' physical development and communication.

Staff support children to learn about differences in the world through positive experiences that connect to their own lives. They share books, songs, languages and activities that reflect children's cultures and family experiences, helping children to notice similarities and differences in ways that are familiar and relevant to them. Leaders provide high-quality support through clear modelling, coaching and training, and improvements are beginning to develop. However, staff do not always use everyday interactions, particularly with toddlers, to extend children's vocabulary and thinking.

Achievement: Expected standard

Children make encouraging progress from their starting points. They have positive relationships with their key people, which support their development and help them feel secure as they learn and play. Children, including those with special educational needs and/or disabilities, those known to social care and those who face barriers to learning, take part and make progress alongside their peers.

Children develop their communication and language skills through songs, stories, books and everyday conversations. They use new words, listen with interest and begin to express their ideas with growing confidence. Babies make clear progress in their early physical development as they stretch, reach, pull up and strengthen their core muscles in well-planned spaces. Children develop independence as they follow routines, manage self-care tasks and take part in practical activities.

Children engage well in purposeful activities. For example, they use fruit juicers to explore what happens when they squeeze and talk about the smells and tastes. They enjoy caring for the vegetables they have grown and picking carrots when they are ready to eat, recalling how they planted them and what they needed to keep them growing. Children explore the natural world and learn about diversity through languages, books and activities that reflect children's cultures. Children develop the knowledge, skills and confidence they need for their age and stage, whether they remain at the setting or move on to pre-school or school.

Behaviour, attitudes and establishing routines: Strong standard

Leaders have established clear routines and high expectations for children's behaviour. Staff apply these expectations consistently and model positive interactions. Children understand daily routines, listen well and follow instructions. They use good manners, share resources and show kindness to one another. Children routinely say 'please' and 'thank you' without adult prompts. Routines are embedded across all age groups. For example, babies join in with actions and babble with enjoyment during familiar songs at group time.

Staff support children in achieving the best possible behaviour through consistent modelling, clear routines and explicit teaching of positive interactions. They show children how to share, take turns, listen to others and resolve disagreements calmly. Staff know children and their families well and use this knowledge to respond sensitively to children's ages, stages, individual needs and circumstances. As a result, children build positive relationships with adults and each other. They play collaboratively, manage minor disagreements with adult support and show consistently positive attitudes toward learning and their relationships with one another.

Leaders significantly improve attendance through robust systems that monitor absence closely and ensure children attend nursery regularly. They act quickly when children do not attend, contacting families and working collaboratively to remove barriers and establish positive routines.

Children's welfare and wellbeing: Strong standard

Leaders place children's welfare and wellbeing at the centre of the provision. They rigorously review policies, procedures and daily practice, then adapt them effectively to meet children's changing needs. Staff know children and families in detail and use this knowledge to respond swiftly and sensitively to care needs, dietary requirements, emotional needs and changes in family circumstances. They build secure relationships with families, babies and children across the whole provision, not only with their own key children. Children respond warmly to their key people. Parents highly value the care staff provide and speak positively about how staff know, nurture and support them and their children.

Leaders and staff embed consistent routines that help children feel safe, settled and ready to learn. Staff teach children healthy habits through daily practice, including handwashing, sun safety, oral hygiene and making healthier food choices, using examples of healthy food grown in the setting. They help children understand how to keep themselves safe, including when using electronic devices. Leaders promote children's physical development through regular outdoor exploration in the setting and the local community, including visits to the grounds of Blenheim Palace.

Staff apply safe sleep and eating routines consistently and use resources that meet children's individual needs. They teach independence through everyday routines, such as tidying away, serving food and managing personal care. Even the youngest children use serving spoons and manage lunch portions, helping them build confidence, self-care skills and healthy habits through repeated daily practice.

Leadership and governance: Expected standard

Leaders understand the setting's strengths and priorities for improvement. They have clear plans to strengthen the outdoor provision as the setting grows and more children move through the age ranges. Leaders take action to improve practice and use clear policies, procedures and routines to support the day-to-day running of the setting. Those responsible for oversight remain actively involved and provide appropriate challenge to support children's safety, care and learning. Leaders review policies and procedures regularly and adapt practice to meet children's changing needs.

Leaders support staff effectively. Staff work together collaboratively, understand their roles and say that leaders value and support them. Leaders manage workload appropriately and provide training that helps staff develop their knowledge and confidence. This includes training linked to babies' development, safer sleep, safeguarding and early years development. Staff use this training in practice, and leaders continue to model and mentor staff during everyday routines. This supports consistency across the provision.

Leaders are visible in the setting and have built positive relationships with parents. They keep families informed and supported and act decisively in response to concerns. Leaders plan transitions carefully so that children settle and move on to their next stage of development successfully. Leaders now need to build on communication with parents about their individual child's learning, alongside general updates, so families receive the information they need to support learning at home. They should also help staff recognise and use everyday opportunities to extend children's vocabulary and thinking.