Play 'n Grow Childcare Ltd - Angel Centre

Inclusion: Expected standard

Leaders typically have a good understanding of how to support children with barriers to learning, including children who have special educational needs and/or disabilities. Those who face other barriers to learning are also identified and supported well. They work closely with parents to adapt the provision to suit children's individual needs. For example, they adapt session times to suit families' needs. Nurturing relationships between staff and children are valued, and an effective settling-in procedure is in place. This benefits children to develop trusting relationships with their key person. Children who may have barriers to learning are identified quickly, and responsive support is put in place.

Leaders have the skills to identify and assess vulnerable children's emerging needs and monitor these through target setting and an adaptable approach. Staff assess children's learning and progress regularly, identifying gaps in their learning. Typically, this supports children to make progress. The use of additional funding for vulnerable children is used effectively for resources which support children to engage in focused play. This impacts positively on their ability to remain safe and focused in their environment.

A flexible approach to teaching methods supports the children to engage in play which suits their learning needs. This contributes to an inclusive environment.

Curriculum and teaching: Expected standard

Leaders have an accurate understanding of their curriculum and are looking to further embed and extend the quality of language and communication teaching through staff training. Staff use mathematical language as they play alongside children, supporting them to develop early numeracy skills. For example, the children build towers and staff use language such as 'more', 'less' and 'bigger'. Children's personal, social and emotional development is supported through positive role modelling and encouraging skills such as listening and taking turns. For example, children pass resources to each other and share resources during 'potion making' activities in the garden.

Leaders oversee staff assessment of children's learning and help staff to adapt their teaching to support children's individual needs. Children's learning and development is shared regularly with parents. Teaching for disadvantaged children and those with special educational needs and/or disabilities is adapted and reviewed regularly. This ensures reasonable adjustments have a positive impact on learning. For example, staff use visual aids to support communication. Staff typically have an understanding of how to develop children's skills from their stage of development and implement targeted support where there may be gaps in learning.

Achievement: Expected standard

Children typically make good progress through the curriculum. Opportunities for developing communication and language, such as story time, support children to experience rich storytelling opportunities. Children grow in confidence through their time at the setting and engage adults in conversations, offering their own ideas for play. For example, children offer problem-solving suggestions during small group tasks.

Children's physical development is promoted through 'bounce' sessions with opportunities to balance, climb and jump. This supports strength and coordination skills. Children are generally well prepared for the next step in their learning. For example, children take responsibility for finding their own name on their belongings and move their water bottles from different learning areas.

Children who are disadvantaged, those with special education needs and/or disabilities and those who face other barriers to learning and/or wellbeing mostly make progress from their starting points, and staff put in place planned strategies to encourage progress.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff have established a positive environment with mostly clear expectations of behaviour. Children typically behave well. For example, children hold hands and walk through the centre for their 'bounce' session. Children mostly act in a safe and respectful way. Children are given praise and encouragement when they display positive behaviours such as using manners and showing kindness towards their peers. Routines are not yet fully embedded and do not consistently support positive transitions between activities. Children show positive attitudes to learning and are happy to explore the activities provided. For example, children explore creative materials such as paint and play dough.

Children who need additional support to socialise positively with their peers are encouraged to do this alongside intervention from the staff. For example, staff sit alongside children with special educational needs and/or disabilities at mealtimes to role model positive interactions.

Leaders have a clear recording and reporting system for attendance, which is monitored consistently. This encourages positive attitudes towards attendance, preparing children for attending school.

Staff and children have warm and positive relationships. As a result, the children feel safe and comfortable. For example, staff stroke children's backs to settle them to sleep.

Children's welfare and wellbeing: Expected standard

Children's individual needs are well understood, valued and supported by the staff at the setting. The key-person role is effective in supporting children to settle in and make positive relationships. Children are happy and comfortable during their time at the setting.

Children are supported to be independent and care for their own physical and health needs. For example, the children independently pour their own milk, identify their own sleeping mat and cut their snack. This supports children to feel confident and understand how to care for themselves, making healthy choices around self-care routines.

Routines within the day, such as sleeping, toileting and nappy changes, support children's individual care needs and these are communicated to parents each day. Strong relationships between the staff and parents and carers are established, supporting children to feel safe and settled.

Children have access to outside play each day in the garden. Children are excited to come to the setting and enjoy playing alongside their peers. For example, the children make pretend ice creams in the garden area and serve these to staff members.

Leadership and governance: Expected standard

Leaders have a good understanding of the setting's strengths and areas of development. Leaders value self-reflection and are committed to their continuing development of the setting. The leaders work with the local authority to ensure the quality of the provision is maintained.

Staff feel supported in their role, and their workload is managed well. There is a clear induction process and ongoing support through supervision, ensuring staff wellbeing is considered. Leaders ensure that staff have access to ongoing professional development opportunities, such as 'communication for babies' training for their apprentice. Leaders consider thoughtfully the needs of their vulnerable learners, such as those who are disadvantaged, those with special educational needs and/or disabilities (SEND), those known (or previously known) to children's social care and those who face other barriers to learning and/or wellbeing. Leaders work with other agencies to provide additional support for vulnerable children, including those with SEND or medical needs. For example, they work with health agencies to implement strategies for children with sensory needs.

There are positive relationships between the staff team and families at the setting. Communication is open, and parents feel that the nursery shares helpful information about their children consistently well.