Poppleton Under Fives

Inclusion: Strong standard

Inclusion is a high priority in this setting. Leaders responsible for inclusion are passionate about including children with special educational needs and/or disabilities (SEND) and those known (or previously known) to children's social care. They are highly effective in identifying their needs and reducing barriers to learning and development. Leaders work closely with families from the earliest stages. They help parents access support, complete referrals and navigate assessment processes. Parents speak positively about the guidance and emotional support they receive.

Leaders have established successful partnerships with external professionals. These include speech and language therapists, specialist schools, social workers and portage services. They actively seek advice and respond quickly to adapt support to meet children's changing needs. Children's progress towards their individual targets is regularly reviewed. Support is adjusted promptly when children require additional help.

Additional funding is used purposefully to provide specialist equipment and targeted adult support. Leaders with responsibility for inclusion are highly effective. They develop resources for practitioners and parents to support children's communication and development. These include newsletters, visual supports and accessible information for practitioners and parents. Leaders with responsibility for inclusion identify training needs and support practitioners to develop their skills. Practitioners use objects of reference, visual timetables and sensory supports effectively. These strategies help children participate fully in routines and activities. As a result, children with SEND receive sensitive and well-targeted support. Children facing other barriers to learning are included successfully. Children known (or previously known) to children's social care make ongoing progress from their starting points.

Curriculum and teaching: Needs attention

The quality of teaching is inconsistent across the setting despite leaders working hard to develop a communication friendly setting. Some practitioners do not engage fully with all children during activities or adapt teaching for different ages and stages. Others skilfully introduce new words, model speaking and use open-ended questions to extend children's thinking. Although practitioners know children's next steps, some do not know how to teach these effectively through play and daily experiences. Leaders do not fully understand the inconsistencies in teaching. Therefore, practitioners do not receive the support needed to develop their teaching. For example, some practitioners do not know how to promote mathematical development throughout the provision. Additionally, they do not always incorporate children's next steps, such as fine-motor skills, into their preferred activities. As a result, some children do not make the progress they could across all areas of learning.

Leaders with responsibility for inclusion support practitioners to develop their understanding of children's communication and language needs. Practitioners use visual supports, objects of reference and modelling strategies to help children participate in learning. Children with special educational needs and/or disabilities benefit from effective teaching and targeted support. Practitioners adapt their approaches well to meet these children's individual needs.

Achievement: Needs attention

Children make varying progress from their starting points and some are not as well prepared for school as they could be. For example, older children's progress in mathematics, pencil control and writing letters from their names is inconsistent. Children with special educational needs and/or disabilities and those known (or previously known) to children's social care make positive progress towards individual targets. They learn to communicate their needs, follow routines and move between activities successfully. Children develop their knowledge of the world around them. They search for bugs outdoors and learn about the life cycles of butterflies and tadpoles. Children learn new vocabulary through conversations and stories. For example, they use words such as 'matted' and 'asparagus' in their discussions. Children develop physical skills as they balance, climb and negotiate obstacle courses. They learn to share, take turns and build friendships. Children also develop independence skills by pouring drinks and washing their hands.

Behaviour, attitudes and establishing routines: Expected standard

Typically, children follow the routines of the setting confidently and happily. Generally, they arrive settled and move between activities with support when needed. Practitioners help children understand expectations and establish positive daily routines. Children learn to share, take turns and play alongside their friends. Older children develop positive friendships. Younger children learn to play alongside others. Practitioners model polite behaviour and encourage children to use good manners during daily routines.

Children develop independence skills, such as pouring their own drinks and washing their hands with increasing confidence. Children enjoy the freedom to choose where they play for extended periods. Generally, they engage positively with activities and show interest in their experiences. Practitioners support children in listening during group activities and in following simple instructions. Children with special educational needs and/or disabilities (SEND) receive highly effective support during transitions. Practitioners use objects of reference, visual supports and consistent routines. They help children transition from play to snack time and to whole-group sessions successfully. Practitioners provide sensitive support to help children regulate their emotions and behaviour. As a result, children with SEND participate increasingly well in daily routines and experiences.

Leaders discuss the importance of regular attendance with families when children start at the setting. They monitor attendance patterns and follow up on absences promptly. This helps children develop consistent routines and supports their readiness for school.

Children's welfare and wellbeing: Expected standard

Children benefit from warm and nurturing relationships with practitioners. They feel secure and confident in the setting. Practitioners know children well and respond sensitively to their individual needs. Leaders ensure that children's welfare and wellbeing are supported through consistent routines and caring interactions. Practitioners help children understand expectations and provide reassurance when needed. Children with special educational needs and/or disabilities (SEND) receive individualised support. Practitioners adapt routines and experiences to meet their specific needs.

Practitioners support children to recognise and manage their emotions. They provide comfort and reassurance when children become upset or overwhelmed. Children with SEND receive sensitive support to help them regulate their emotions. For example, practitioners use sensory supports and quiet reassurance during busy routines. Children with speech and language needs receive additional support to help them communicate successfully. Practitioners also provide emotional support to children known to, or previously known to, children's social care. This helps children develop trusting relationships and feel safe within the setting.

Leaders and practitioners promote healthy lifestyles through daily routines. Children enjoy healthy snacks and learn appropriate hygiene practices, including handwashing before eating. They benefit from regular opportunities for outdoor play and physical activity. Leaders help children stay safe online by sharing guidance and information with families. Practitioners support children's wellbeing through positive relationships and inclusive practice. As a result, children, including those facing additional barriers, feel safe, valued and supported.

Leadership and governance: Needs attention

Leaders have not developed effective systems to understand the quality of teaching across the setting. They do not monitor teaching and learning closely enough to identify strengths and areas for development. As a result, they are unaware of differences in practitioners' teaching skills and curriculum knowledge. Leaders hold regular planning meetings and practitioner supervisions. These do not identify individual professional development needs effectively. Consequently, practitioners do not always receive the support needed to strengthen their teaching. Inconsistencies in curriculum implementation remain unaddressed. This means some children do not make the progress they could in all areas of learning and are not as well prepared for school as they could be.

Leaders have worked hard to improve children's communication and language development. They have invested in training and successfully achieved communication-friendly setting status. Leaders with responsibility for inclusion provide highly effective support for children with special educational needs and/or disabilities and other vulnerabilities. They work closely with families and external professionals to help children access the support they need. Parents speak positively about the setting and value the regular communication they receive.

Leaders support practitioners' wellbeing and help reduce their workload effectively. For example, practitioners have time to complete assessments during the working day.