Piggywigs

Inclusion: Needs attention

Leaders and managers have not fully considered the ways that additional funding could be spent to specifically benefit the children who are entitled to it. Additional funding is sometimes used in generic ways, rather than on provision that closely aligns to children's interests, learning or care needs. More could be done to find out what would enhance the individual learning and development of children who are awarded funding.

Staff use a graduated approach to support the learning and development of children with special educational needs and/or disabilities. Leaders and managers measure the impact of this work and know that children go on to have a successful start at school because of this early intervention.

Staff recognise the possible impact that children's lived experiences might have on their learning and development, such as those who are known, or have been known, to children's services. They are mindful of this when assessing children's progress to make sure that they identify and remove any barriers to children's learning quickly. Staff work closely with parents and carers to find out about children's lives at home. This includes staff making home visits to find out what life is like for children outside of the setting and to build relationships with the whole family. Staff use information that they obtain from parents and carers to help provide a tailored provision for children who could face barriers to their learning, for instance a more gradual settling-in process for children who are looked after.

Curriculum and teaching: Needs attention

Leaders and managers have not designed the curriculum well enough to ensure that children of all ages can access age-appropriate learning. This is more notable when children of mixed ages learn and play together. Staff know that younger children are not ready for some of the activities they provide, but they do not always use their knowledge of what children know and can do to make appropriate changes to the curriculum. Leaders and managers recognise that some improvements are needed to meet the learning and care needs of all children at all times. However, they have not yet found effective ways of addressing this.

Some activities that staff provide are not suitable for younger children and babies, such as using pencils to draw self-portraits. These children have not yet developed the skills that they need to hold a pencil and draw. Additionally, leaders and managers have not given enough thought to what they want children to learn when they access parts of the provision independently. At times, staff do not provide enough resources or activities to keep all children interested and engaged in meaningful learning.

That said, the interactions that staff have with children have a positive impact on their learning and development. Staff read to older children in an enthusiastic and animated way. This promotes children's growing love for books. They ask children questions about the story, which encourages children to use their developing vocabulary to recall what they know. Staff count breadsticks with children at snack time. This helps children to understand how to work out the total number of a group of objects.

Achievement: Needs attention

Over time, children show that they know more and can do more, but they are not achieving as quickly as they could because staff do not always have the right expectations for their learning and development.

Children are starting to show increasing independence in their self-care. For instance, children find and put on their coats when getting ready to go outside. Children carry out special jobs and develop their independence and confidence to interact with other people. For example, older children speak to staff on behalf of other staff, practising using their communication skills. Babies enjoy staff singing to them and develop their knowledge of language, rhythm and rhyme.

Behaviour, attitudes and establishing routines: Needs attention

Children's attitudes to their learning deteriorate over time because some of the activities that staff provide do not hold their interest or attention. Occasionally, despite staff having high expectations for children's behaviour, children have minor disagreements over resources, and these interactions go unnoticed by staff. At times, the weaknesses identified in the curriculum design have a negative effect on children's behaviour and their attitudes.

That said, children show that they are familiar with the routines of the day and are confident when interacting with others. Children forge positive relationships with staff. Staff act as positive role models. They help children to learn important social skills, such as sharing and turn-taking. Children practise using these skills as they play together, for instance on the see-saw.

Leaders and managers encourage children's regular attendance at the setting. They recognise how important it is for children to access their full early years entitlement. Leaders and managers work effectively with parents to enable children's attendance.

Children's welfare and wellbeing: Expected standard

Staff create an environment in which children feel emotionally safe and secure. Children happily accept the comfort and care that staff offer. This is seen when babies are tired and need some cuddles to help them fall asleep. Staff working with babies are nurturing and show the babies great care as they support their healthy sleep routines and emotional wellbeing. Leaders and managers pride themselves on the 'family feel' that they have created within the setting.

Leaders and managers are aware of the advised nutritional guidance and have acted on this to make sure that children eat varied and balanced meals. Staff promote the importance of children's healthy diets to parents and carers so that this can continue at home. Snack time is a sociable occasion where children sit with their friends and chatter. Staff support children to share food and drink around the table. They model polite manners, which children copy. Children develop positive social skills.

Staff make sure that children have daily opportunities to go outside, where they can enjoy physical play. Children use their large muscles to climb up play equipment and run across the field that they have access to. Children foster a positive attitude towards exercise. Staff typically support children to develop their self-help skills. They give children access to tissues so they can wipe their nose throughout the day, and children sometimes complete this self-care task independently.

Leadership and governance: Needs attention

Leaders and managers do not ensure that the statutory requirements of the early years foundation stage are met. They recognise that arrangements in place to offer high-quality care and learning for babies through to pre-school-aged children are not yet working effectively, and they have considered the logistics of allocating separate spaces for different-aged children. However, they have not recognised that the curriculum is not always taught in a way that meets all children's stage of development.

Leaders and managers work hard to engage with staff, parents and wider support services. They willingly seek advice and guidance from other early years professionals, such as those who work in the local authority. Leaders and managers provide staff with relevant professional development opportunities that help them to fulfil their roles, for instance training on meeting the needs of babies. Staff report feeling happy when they are at work and well supported.