Playtime Day Care- Dagenham

Inclusion: Expected standard

Overall, staff support children with special educational needs and/or disabilities (SEND) well. They understand the importance of early identification and intervention. For example, staff focus on observing and monitoring children when they first start at the nursery. They use additional funding well to purchase resources that provide intensive individual support. Staff encourage children to select and describe different items from the sensory box, which helps children to build confidence and develop listening skills.

Staff provide a range of ways to support children to feel safe and secure and to learn at their own pace. For example, children regularly access the sensory tent, where they self-select from a range of resources, supporting their independence and decision-making skills. This enclosed and calming space helps to support children's emotional regulation, reduces overload, and enables focused play. Staff work in partnership with parents to support children's progress from the start. Staff who specialise in identifying children with SEND attend regular meetings to develop their knowledge and skills. This helps staff to adapt their practice and implement effective strategies to further support children. Leaders use funding to purchase resources that help children to concentrate, such as colourful sensory floor mats. Leaders also demonstrate a clear understanding of how to support children who are known to children's social care.

Curriculum and teaching: Needs attention

There are inconsistencies in implementing some areas of the curriculum, such as mathematics and language development. Staff are not always clear on what they want children to learn from an activity, which means children do not always receive the full support needed to build on and make secure progress in their learning. Staff benefit from regular professional development, regular coaching and constructive support to improve practice. Staff give secure attention to children's physical, personal, social and emotional development. For example, children are happy and secure and form effective relationships with each other and with staff. Staff adequately support children with special educational needs and/or disabilities to help them make secure progress from their starting points.

Staff generally support children to develop their physical skills. Children use their hands to hold paintbrushes skilfully, place small flowers onto paper, pour their own drinks from jugs, serve themselves rice and dhal, and use knives and forks. They also practise physical skills by kicking balls and using large outdoor equipment. Staff generally offer children opportunities to be creative, such as using paint, play dough, sand, water and cornflour. This helps children to explore textures and build confidence. Children develop early mathematical thinking and develop social skills as they share and take turns.

Achievement: Needs attention

Children make progress from their starting points in learning and development. However, at times, there is insufficient focus on the teaching and learning for children who are at different stages of development during activities to help them achieve fully. This limits the progress children make in developing the skills needed for their next stage of learning or to move on to school. Children's communication and language are appropriately supported, although staff do not use their interactions with children to fully develop their language further. Children who have delays in their development and those with special educational needs and/or disabilities receive appropriate care and support. Secure systems ensure they are swiftly identified and fully supported to make progress from their starting points. All children are confident and independent. Children play well together and have formed secure friendships. They smile, laugh and are eager to engage with the activities inside and outside.

Behaviour, attitudes and establishing routines: Expected standard

Staff have established warm and nurturing relationships with children that help them feel safe and secure. Staff encourage children to cooperate and resolve conflict peaceably. For example, children share and take turns, listen and respect each other's feelings. Babies develop a sense of self by interacting with others and engaging through gestures, gaze and talk. Older children develop their sense of responsibility and membership within a community. For example, they help to tidy away resources and serve others during mealtimes by giving out cutlery and plates.

Leaders remind parents about the importance of punctuality and attendance so that children do not miss out on their learning. Staff carry out regular observations of children's play to identify their developmental needs, which inform their planning. Each child is assigned a key person who works effectively with parents and gains a thorough understanding of the child's individual needs. As a result, children settle in well and feel secure, which supports their emotional development. Staff congratulate children when they achieve or show kindness towards one another. For example, during circle time, children are able to state the day and describe what the weather is like outside. Staff offer toys that interest children, for example cars, and use these to engage them.

Children's welfare and wellbeing: Expected standard

Children develop secure attachments to their key person, who learns about their likes and dislikes, helping them to settle in well. Staff effectively engage parents and support them to seek specialist help from external agencies where needed. Children with special educational needs and/or disabilities, those known (or previously known) to children's social care, and those who face barriers to learning and/or wellbeing are supported well. For example, staff help children to follow routines through careful explanation.

Staff remind children in the garden about the dangers of running too fast and bumping into others while using outdoor equipment. This helps children to consider their own safety and that of their friends. Staff talk to children about how they are feeling, helping them to describe and manage their emotions, which supports their emotional wellbeing. Staff provide children with healthy, nutritious meals and a warm, welcoming environment where children develop the skills needed for school. Children serve themselves and make choices about their food. Staff support children to learn appropriate hygiene routines; for example, children wash their hands before and after eating and are supported to manage their care needs. Staff ensure that children who need it are offered appropriate opportunities to sleep and that their safety is maintained through careful supervision. Staff also ensure that the care needs of young babies are met appropriately.

Leadership and governance: Needs attention

Although leaders evaluate and understand the setting's strengths and take appropriate action to improve practice, such as refurbishing the garden to support children's learning and development, staff's understanding of how to implement the curriculum has not developed quickly enough. This limits children's learning experiences. Leaders ensure that all children's needs are met well, particularly children who are disadvantaged, those with special educational needs and/or disabilities, those known (or previously known) to children's social care, and/or those who face other barriers to learning and/or wellbeing.

Leaders monitor staff performance and offer support to improve their practice. They ensure that staff feel valued and that their wellbeing is a priority. For example, they carry out regular meetings with staff and discuss any concerns they may have. Staff complete regular training to support their professional development, which helps them to identify and support children's individual needs. Leaders seek advice from the local authority to source training for staff and to target support for children. Staff are deployed effectively to ensure all children are safe and well supported. Leaders follow safer recruitment procedures to ensure that staff are suitable to work with children. Partnership with parents helps to build secure working relationships that ensure parents feel valued and involved in their child's care. Staff use different forms of communication, which ensures all parents are kept updated about their child's development and next steps in learning.