Polton Allstars Day Care

Inclusion: Expected standard

Leaders support children with special educational needs and/or disabilities (SEND) and those who face barriers to their learning effectively. Staff work with parents and carers when children first start to understand each child's individual stage of development. They observe children and assess them to identify where further support may be needed. Staff discuss adaptations that they can make to help support children further. For example, they use visual prompts to enable children to communicate and anticipate what may happen next. Leaders are diligent in providing children with the support that they need. They delight in celebrating key milestones with children and parents. For example, they show clear excitement when children with SEND say 'banana' at snack time.

Leaders are proactive in their communication with other professionals. For example, they ensure that they get the necessary information they need from other professionals who may be involved in children's learning, to ensure that they can act on any advice given. They act tirelessly to make sure any reports are completed in a timely way so that the local authority can complete necessary assessments.

Staff support children who are known to children's social care effectively. They work with professionals to discuss ways that they can help children and their families. Strategies such as extending children's hours have had a positive impact on children's development and wellbeing. Occasionally, staff's lack of confidence to adapt their practice can, at times, impact on some children who face barriers to their learning. For example, children who are new to the setting become unsettled when familiar staff leave the room.

Curriculum and teaching: Expected standard

Staff promote children's mathematical language. They model counting as children use the slide. Staff working with older children seize opportunities to encourage children to develop counting in their play. For example, children count as they balance on one leg or count the scoops needed to fill a jug. Staff talk to children about the capacity of different buckets, helping children to explain which bucket holds more.

Leaders have a detailed overview of the curriculum and the skills that they want children to learn over time. Staff have a clear understanding of what they want children to learn next. For example, staff working with babies and toddlers plan activities to help children with special educational needs and/or disabilities to explore the texture of play dough.

Leaders work with staff to help them to understand how they can adapt their practice. However, some staff lack confidence and an understanding of their role and do not always carry out all organisational tasks fully. For example, staff do not ensure that the outdoor environment supports all planned learning. They do not notice that books have been put away earlier in the day due to rain. This impacts on children's engagement.

Staff support children's communication and language well, overall. For instance, they use strategies such as visual prompts, sign language and books to develop children's language skills. Staff typically adapt their communication well when talking to children who are at earlier stages of language development. However, some staff do not always recognise where there are opportunities to develop language further. They do not consistently challenge more confident communicators. On some occasions, the outdoor environment does not provide sufficient opportunities to promote children's language and development. This occasionally impacts on the progress of some children.

Achievement: Expected standard

Children achieve well overall, including those with special educational needs and/or disabilities (SEND) and those who face barriers to their learning. Children count with numbers in order, and older children learn to count quantities accurately. For example, younger children count '1, 2, 3, go' as they go down the slide. Older children enjoy constructing a rocket with magnetic tiles. They count out the tiles they need and count backwards from 10 as they prepare for the rocket to 'blast off'.

Children typically engage well. They enjoy looking at books, and others are fascinated as they learn how to spin discs. Children with SEND concentrate well as they play in the sand, filling buckets. Children learn to take turns. For example, they patiently wait for their turn on the climbing frame and slide. Children enjoy listening to songs, especially welcome songs or action songs. They learn a range of skills that will support them in the next stage of their learning.

Behaviour, attitudes and establishing routines: Expected standard

Staff have clear behavioural expectations, which they reinforce. This includes expectations around wearing helmets to ride bikes. Staff remind children of these expectations. For example, children tell staff that they need to wear helmets on the bikes. Staff working with older children remind them how to use the stairs safely, ensuring that children hold onto the handrail at all times.

Staff support children to share and take turns. They spend time talking to children about sharing toys with their friends. Children are fascinated with squirty bottles, and staff talk to children about letting their friends use these too. Staff use visual reminders, such as sand timers, to help children understand when they must give the bottle to their friends. Children in the pre-school room work alongside their friends in the water and share the beakers with each other.

Children typically develop positive attitudes to their learning. For instance, they concentrate well as they look at books and talk about the illustrations with staff. However, on occasions, staff do not ensure that the outdoor environment supports all children's engagement, particularly that of children with special educational needs and/or disabilities and those who face barriers to their learning.

Leaders share their expectations regarding regular attendance with parents and carers. They work with parents and carers to understand any barriers to attendance.

Children's welfare and wellbeing: Expected standard

Babies and toddlers develop positive relationships with their key people. Staff know children well and understand their likes and dislikes. Staff provide resources to support children's fascinations. For example, toddlers focus well as they attempt to spin discs. However, staff do not always have the confidence to adapt the organisation of staffing to support children's wellbeing, particularly for those children who are new to the setting. For example, children who are settling look to a familiar member of staff for reassurance. Staff do no not consider the impact they have on these children when they go back inside to change other children or to get additional resources. This impacts on children's wellbeing.

Children typically learn how good hygiene practices support their good health. For example, they learn to wash their hands before eating. Older children begin to learn about foods that are good for them. Staff typically reinforce good manners. For example, staff working with toddlers remind them to say 'please' and 'thank you'. Staff working with older children reinforce positive table manners.

Children enjoy a balanced diet, with plenty of fresh fruit and vegetables. Leaders find out detailed information when babies first start in order to understand their stages of weaning. They find out about allergies and have clear policies in place to prevent cross-contamination.

Leadership and governance: Expected standard

Leaders have an effective overview of their strengths and areas for development. They are aware that staff sometimes lack confidence in their roles, and are providing ongoing support and reassurance. However, recent changes to the organisation of staff in rooms mean that less confident staff cannot consistently learn from more experienced staff. This sometimes impacts on the smooth running of the nursery.

Staff have positive relationships with parents and carers. They gather detailed information when children first start. They use a range of methods to communicate with parents and share information about their children's day. Staff explain to parents where children are in their learning and how they can support them at home. Parents value the support and guidance that staff give them.

Professional development is focused on what leaders feel are key priorities for improvement. For example, they have recently completed training on teamwork and behaviour management. This has had a positive impact on how staff support children's behaviour. Leaders are aware of staffs' wellbeing and workload, and staff comment that they feel very well supported.

Leaders and staff engage effectively with local schools. For example, they work together well to support children as they move from nursery to school. They share any plans to support children with special educational needs and/or disabilities. Staff work closely with teachers to understand how they can help prepare children for the move to school when the time comes.