Parklanes Wykeham Childcare Ltd.

Inclusion: Exceptional

Leaders demonstrate a sustained and wide-reaching commitment to inclusive practice. Their approach to sustaining an inclusive culture that celebrates every child's uniqueness is inspirational. Leaders work throughout the community to support other early years settings to promote system-wide improvement. For example, they use their expert knowledge of what children need to succeed to hold external partners to account so that children receive an abundance of support to prepare them for their education. Staff work seamlessly with other settings, including schools, to ensure that children continuously receive bespoke and specialist teaching as they transition through their education. The work that leaders do throughout their community and beyond leads to system-wide improvement. This benefits children both within the nursery and at other settings.

All staff share this strong vision for inclusive practice. They passionately seek out innovative strategies to support children's learning. Their use of expert teaching is deeply embedded throughout the setting. The impact on the learning of all children is transformational, including for children with barriers to learning. Children make sustained progress well beyond what is expected from their starting points. For example, the work that staff do with children to use specialist equipment for communication is life changing. Children who have not previously had a voice are able to express themselves. They excel as they rapidly gain skills that enable them to express their needs and confidently give opinions. This transforms children's experiences and opportunities and lays solid foundations for their future success.

Leaders ensure that funding is used to invest in a wide range of equipment to promote children's learning and wellbeing. They work closely with families and a wide range of experts to explore the latest training and technology to promote the wellbeing of every child. Staff expertly implement their training and use these tools to give commendable levels of personalised support to children. For example, staff diligently work with expert partners to support children to develop physical skills beyond expectations. Parents say that the work staff do with children helps them to achieve goals they did not think possible.

Curriculum and teaching: Strong standard

Leaders adopt a curriculum that is consistently of high quality. They reflect on teaching to promote consistent practice. Leaders accurately assess the impact of teaching and make decisions that lead to improvements. For example, leaders have extended opportunities for staff to be flexible in their planning and respond to children's interests. They have created morning routines that help children to deepen their understanding of concepts. For example, babies enjoy learning colour names and linking them to different scents and textures. They giggle enthusiastically as they explore. Children remember long term what they have learned.

Staff work together to ensure that the curriculum is well sequenced throughout the nursery. They adapt the small steps children need to make in their learning to reach ambitious goals. For example, toddlers and pre-school children excitedly learn to use different tools to cut vegetables and mix liquids as they follow recipes in the mud kitchen. They feel excited to share their creations with increasing confidence.

The curriculum is underpinned by challenging communication and literacy experiences. Staff consistently interact with children in engaging ways. They use a variety of techniques to help all children, including those with special educational needs and/or disabilities, to express themselves. For example, they use sign language to support children to learn and use new vocabulary. Children tackle increasingly difficult sentence structures. Staff have high expectations of what children can achieve. They encourage their independence during key learning times and through routines. Children feel competent and have high levels of self-esteem.

Achievement: Strong standard

All children receive the support they need to reach milestones across all areas of learning. All children make strong progress throughout their time at nursery. For example, irrespective of the barriers they face, children become skilled communicators. Children with special educational needs and/or disabilities achieve beyond expectations. Staff provide a sharp focus on fundamental skills, including communication and language.

Children are well prepared for transitions as they go on to other settings, including school. Children learn key skills that prepare them for school routines. For example, they learn to carry and balance trays of food. Children learn to take appropriate risks, make mistakes and ask for help. Children are highly resilient. They are very well prepared for their future success, including school.

Behaviour, attitudes and establishing routines: Expected standard

Leaders establish an environment that celebrates children's unique personalities and talents. They teach children how to consider, and be sensitive to, the feelings of other children. For example, they talk to children about taking care of others who have specific needs, including those with special educational needs and/or disabilities. Staff are positive role models to children, showing kindness and respect for other people.

Staff have warm and nurturing relationships with children. They play alongside them in the garden throwing, catching and exploring different creations in the mud kitchen. Children feel excited to share with staff what they have made. Staff praise children's achievements. Children feel confident. They spontaneously thank staff for their help and give them cuddles. Children thrive in an environment that considers their best interests. Staff adapt the curriculum to make sure that all children have the same opportunities. This includes considering children's attendance and positively promoting punctuality.

Leaders share information with parents about healthy routines, including at mealtimes. Leaders recognise that further work is needed to promote children's attitudes to healthy eating.

Children's welfare and wellbeing: Expected standard

Staff create routines that promote children's physical wellbeing. This includes teaching teeth brushing, which starts in the baby room. All children, including disadvantaged children, benefit from skilled staff supporting their care needs. Staff promote the physical development of all children, including those with special educational needs and/or disabilities. They adapt policies to ensure that experiences are accessible and safe for all children. All children, including those with barriers to their learning, feel safe as they explore. They excitedly develop confidence through physical challenges and take risks that build their confidence and enjoyment of play.

Staff work with parents to understand all children's routines. They build strong and trusting relationships with children and their families. Children feel emotionally and physically secure.

Staff promote healthy choices to families, including regular communication about nutrition, oral health and foods that promote their wellbeing. Leaders have a policy on healthy eating that is generally well understood by staff and parents, but this is not always implemented as intended. Therefore, at times, children do not benefit from fully consistent messages about healthy eating. Leaders recognise that further work is needed to prioritise healthy eating.

Leadership and governance: Expected standard

Leaders strive for the very best for all children. They are highly reflective and open to evolving their approach to supporting children. Leaders make decisions in the best interests of all children. For example, they provide support for children through a range of experts to increase children's learning and wellbeing. Leaders work closely with staff to create opportunities for them to further their professional development. To maximise the impact on children, they ensure that these are linked to the individual needs of children in their care. Leaders listen to staff. They make sure staff understand their roles and responsibilities. This includes robust procedures for the induction of new staff. Leaders spend time ensuring that staff have high levels of wellbeing and feel valued.

Leaders engage positively with all parents about their children's learning and welfare. They create policies that promote children's emotional and physical health. Leaders understand that the lack of consistency in implementing these policies does not help children to develop lifelong positive attitudes to healthy eating.