Puddleducks @ Meadoway

Inclusion: Strong standard

Leaders have high expectations for their setting. They strive to provide the best care for children including those with special educational needs and/or disabilities (SEND), and children who are known (or previously known) to children's social care. Leaders are quick to recognise and respond to each child's individual needs. They work well with external agencies to do so, such as the paediatric team, speech and language therapists and specialist teachers. Suggested strategies are implemented quickly. Parents report that leaders work with them to access agency advice.

Staff know the children well and use this to provide specific support. For example, they use children's interests to create activities to encourage communication and language development. Leaders understand the barriers that their children face at home and therefore provide extra equipment, such as toothbrushes or uniform, so they have access to the same opportunities as their peers. Additional funding is used for both learning and holistic needs. For example, funding is spent on extra resources or enrichment experiences for children.

Leaders and staff access quality training to enable them to support children with SEND. They are passionate about upskilling themselves to meet the various needs of the children. As a result, children can access all areas of learning.

Curriculum and teaching: Strong standard

Leaders have high expectations for all children. They have designed a curriculum which is responsive to the changing needs of their children. It is challenging and enables children to make progress across all areas of learning. Staff know what they want children to learn and adapt the rooms to be able to teach the curriculum. For example, toddlers access messy play that promotes mathematical skills and language, such as 'full' and 'small', and they add a number of flags to a sandcastle. Children benefit from experienced staff who understand child development. Staff see learning opportunities in all interactions.

The curriculum is regularly reviewed to ensure that children are constantly making progress. Staff know their children's next steps and include these alongside the taught curriculum. As a result, children receive tailored teaching to their needs. Staff ensure that children with special educational needs and/or disabilities access a tailored curriculum. They work alongside external agencies to develop a curriculum that has achievable steps.

Staff use effective open-ended questions to extend learning, such as 'how' and 'why' questions. They encourage children to explore activities and think critically by encouraging them to have a go without adult guidance first. Staff consistently build on children's communication and language skills by reading books and signing rhymes during daily routines.

Achievement: Strong standard

Children make excellent progress from their respective starting points. Children with special educational needs and/or disabilities make rapid progress as staff are quick to identify needs and implement strategies. As a result, children are well prepared for the next stage in their learning. Staff swiftly respond to children who are not making expected progress and provide support.

Children make progress across all areas of development, building key skills across different ages. For example, babies drink from closed cups while older children learn to pour the correct amount of water into an open cup. They develop confidence and independence as they attempt to put on their shoes and coats.

All children show high levels of engagement. Babies share interactive books with staff, whereas older children access stories independently. Children move between different learning activities with enthusiasm, showing interest in what they are doing. All children are engaged in learning. Children who speak English as an additional language are able to listen to instructions in their home language. As a result, learning is supported and children continue to make progress.

Behaviour, attitudes and establishing routines: Strong standard

Leaders have created a safe, nurturing environment where children are taught to be respectful. Children model their best possible behaviour and are thoughtful towards each other. For example, children include their friends in play when they are watching activities. Younger children are taught to share through gentle guidance from staff. As a result, older children share with their friends and understand how other children may feel. Staff and children show mutual respect as staff ask younger children if they would like wet clothes changing, and children help staff to get their bags. Interactions are polite and courteous as using manners and gentle voices are modelled.

Children are engaged in their learning as activities are linked to their interests. Staff are enthusiastic and encourage children to explore all areas. As a result, children develop positive attitudes towards their learning.

Clear routines are embedded. Children understand what will come next in their day. For example, babies understand and work with staff to put suitable clothing on to play outside. Routines support children with special educational needs and/or disabilities as they understand how to prepare for mealtimes. Children are taught life skills, such as table manners and the importance of a healthy diet. Children access a sustainability garden where they learn to grow fruits and vegetables, supported by the setting's cooks. Children understand why they brush their teeth.

Leaders promote and monitor attendance. They work with parents to identify and overcome barriers to regular attendance. For example, leaders have used additional funding for extra sessions.

Children's welfare and wellbeing: Strong standard

Leaders and staff prioritise children's welfare and wellbeing. They have a detailed understanding of children and their families, and barriers that they may face. For example, all parents and carers can access an 'on the go' breakfast, or access donated uniforms. Parents and carers are appreciative of the support they are given, beyond the care of their children. These supportive, trusting relationships ensure that children settle into the setting quickly and develop a strong sense of belonging. When babies become unsettled, they seek the comfort of staff. Older children seek adults to share their learning and participation in play.

Children become emotionally intelligent as they learn about their emotions and how others feel in different situations. They learn to be respectful of others. For example, children encourage children with special educational needs and/or disabilities to join in with activities, and they can explain to others why they may need extra support.

Leaders and staff have a clear understanding of safer-sleep practice. They work with parents and carers to support babies who are weaning. In addition, they educate and advise parents about what is age and stage appropriate. Physical development is encouraged as children regularly access the outdoor area. Healthy lifestyles are promoted through nutritious meals and oral-health initiatives.

Leadership and governance: Strong standard

Leaders know their children and the setting very well. They have a clear vision that serves the needs of their children, families and community. Regular assessments and observations ensure that leaders evaluate the effectiveness of their offer. Leaders have a thorough understanding of the barriers faced within the community and ensure that their children receive experiences and learning to overcome these. Families appreciate the communication and support they receive, particularly when children require additional help and support.

The leadership and governance of the setting is robust. Leaders' highly effective oversight of safer recruitment, safeguarding and the quality of provision mean that staff offer consistent care. Leaders have an accurate view of the setting's strengths and areas for development. They reflect on feedback, making swift changes in response. They ensure these changes become embedded into practice. For example, leaders prioritised improving staff interactions to include all children in learning.

Leaders ensure that their high standards are met throughout the setting, through regular staff observations and supervision meetings. Training is regularly offered to improve staff development. As a result, practice has been strengthened across the setting. Staff feel valued in their roles and contribute to the culture of continuous improvement and high standards. Staff report they are happy and have high levels of wellbeing.