Rachaels Rascals Childcare

Inclusion: Expected standard

Leaders aim for the setting to be inclusive for all children. Children with special educational needs and/or disabilities (SEND) and those with barriers to learning receive effective, swift, targeted support from staff. Staff are proactive in making referrals to other professionals so that children receive support as quickly as possible. Staff work in collaboration with parents and professionals to put in place interventions to help narrow gaps in development. For instance, staff work closely with portage and occupational therapists to provide individualised support. Plans are consistently reviewed and adapted to ensure that children with SEND continue to make progress from their starting points. These are generally understood and used by staff. Children with SEND are supported through adapted approaches that reflect their individual circumstances. Strategies such as simple language, visual objects and consistent routines support children's development.

Leaders think carefully about how to support children further using additional funding to enhance their learning. Funds are spent with individual children's learning requirements in mind. For example, resources to support communication are bought for those children who need additional support with language and communication skills. Leaders regularly monitor the impact that the use of additional funding is having on children's progress.

Curriculum and teaching: Expected standard

Leaders design a curriculum that focuses on children's personal and social development and communication skills. Generally, staff understand this intent and provide activities to support these areas of learning through routines and activities throughout the day. For example, children take turns during circle time and demonstrate positive behaviour towards peers. Group activities are typically well planned and support children's learning. Staff make adaptations to their teaching. For instance, they recognise that some older children can recognise numerals beyond 5. Staff support children to count and identify numbers up to 10 and beyond. However, opportunities during spontaneous play to further develop children's next steps in development are not always maximised. For instance, staff do not consistently extend and develop children's language as they play in the role-play area.

Disadvantaged children, those with special educational needs and/or disabilities and those who face barriers to learning receive personalised support that helps them to succeed. For instance, staff adapt activities and ensure the environment is inclusive for all children. Children develop a love of books. They enjoy reading alone and with their peers and listening to staff read familiar stories. Children repeat words and key phrases back to staff. Children have opportunities to extend their mathematical skills throughout the nursery. Staff count with babies as they take steps, and younger children count the cars as they play. Older children count to 10 and beyond.

Achievement: Expected standard

Children make expected progress in their learning and development. Disadvantaged children, those with special educational needs and/or disabilities (SEND) and those who face barriers to learning make their needs known. For instance, they communicate through sounds, physical objects and visual prompts. Children giggle as they play with bubbles. They develop their speaking skills as they shout 'pop' as they catch bubbles. All children, including those with SEND, make progress from their individual starting points.

Children show a keen interest in being active. They run, climb and ride tricycles in the garden with increasing control. Children explore and investigate new opportunities. For instance, they investigate sensory play, place pieces of track together and build with magnetic blocks. Children develop their independence skills through everyday routines. For example, children confidently self-serve their meals, put on shoes and pour their own drinks. This helps to prepare children for their next stage in learning.

Behaviour, attitudes and establishing routines: Expected standard

Staff are positive role models. They have high expectations of children's behaviour. This helps children to understand what is expected of them. Staff praise children explicitly. For example, they say, 'Well done for waiting your turn.' This helps children to understand why they are being praised.

Children learn how to collaborate and play alongside others. Staff adapt their approach to each child's age and stage of development and their individual needs. Typically, they support children well, including those with special educational needs and/or disabilities or those who may face other barriers to learning. Staff support children to recognise and understand their emotions. Children eagerly discuss that their 'mummy makes me very happy'. Children understand daily routines and anticipate what will happen next. For example, they know when it is time to tidy up and wash hands for lunch. Children sit together and engage in conversations with their friends. They serve their own food and have respect for one another as they take turns to pass around the different dishes. These routines help promote children's independence and self-help skills.

Leaders have a clear attendance policy, which they share with parents. They promote children's regular attendance through conversations with parents and monitoring attendance. Staff and leaders act swiftly regarding any non-attendance.

Children's welfare and wellbeing: Expected standard

Leaders have created a safe, welcoming space where children typically enjoy play and learning. Children have daily access to outdoor learning, where they enjoy opportunities to be active and explore with their friends. They enjoy being physically active, spinning hoops and climbing on soft play. Parents comment positively on the warm and welcoming environment created by leaders and staff.

Leaders ensure that effective care practices meet children's individual needs. Staff build warm and trusting relationships with children. They implement planned settling-in sessions, gathering a wealth of information from parents and carers. For instance, staff gather information on children's dietary requirements, allergies, weaning and sleep routines. This enables staff to know children's individual needs from the very beginning.

Children are supported to manage their personal needs. They understand the importance of washing their hands before eating and can do this independently. Children eat a variety of nutritious meals. Staff teach children about eating healthily as they encourage them to try vegetables at lunchtime. They discuss the importance of a well-balanced diet. Children serve their own food and water at the table. Staff are warm and caring. They demonstrate kindness and patience and offer reassurance to help children feel safe and secure. Children feel safe and seek comfort from familiar adults when needed.

Leadership and governance: Expected standard

Leaders are very passionate about their role and demonstrate high aspirations for the nursery. They identify strengths and some areas for development, including plans to improve the outdoor area. Leaders support staff through regular supervision meetings and some online training to help develop their skills and knowledge. However, they do not always identify specific areas for further development for each member of staff precisely. Staff do, however, feel well supported with their workload, welfare and wellbeing.

Leaders liaise with schools to plan smooth transitions for children. For instance, teachers from local schools visit the nursery. They share vital information about children's needs to ensure transitions are smooth. However, for children who attend more than one setting, partnerships are not so well developed. Although some information is passed to the nursery from parents, learning information is not routinely shared with settings to ensure a consistent approach to children's learning is maintained. Leaders work closely with other professionals to ensure children with special educational needs and/or disabilities (SEND) receive the support they need. They coordinate with occupational therapists, portage, the local authority and health visitors to ensure that strategies are implemented consistently. This helps children with SEND to make progress. Parents comment positively about the nursery and how supportive the staff team is to them.