Ramas Daycare Limited

Inclusion: Expected standard

Leaders and staff accurately identify children who need extra support. They generally use ongoing observations and assessment to identify emerging needs and adapt learning so that children can access the curriculum and participate fully alongside their peers. For example, some children benefit from transitional objects to support them to sit at mealtimes. As a result, children with special educational needs and/or disabilities, and those who speak English as an additional language, typically make progress from their individual starting points.

Staff work closely with parents and carers to gather detailed information about their children's individual needs. On the whole, this helps staff to know children well and provide appropriate support. For example, staff use the same resources used at home to reduce overwhelm in noisier environments, such as on outings. Secure partnership working with parents helps to ensure that children and families receive the support they need.

Leaders are undertaking special educational needs coordinator (SENCo) training to increase their knowledge and skills further. Overall, they consider how additional funding can be used to reduce barriers to learning and support children's ongoing development. Leaders typically seek and use advice from external professionals to ensure that an effective plan and approach is implemented that allows every child to learn and thrive.

Curriculum and teaching: Expected standard

Leaders monitor the curriculum well overall, and understand what they want children to learn at each stage and by the time they leave the setting. There is a clear focus on developing children's communication and language skills. Children develop their listening and understanding skills through daily songs and rhymes. Staff read stories with engaging expression, helping children to develop a love of reading. Group times are adapted to suit children of all ages, including children with barriers to learning. Key words are planned for and taught through direct teaching and modelling to increase children's vocabulary.

Leaders place emphasis on personal, social and emotional development. Staff prioritise helping children to build secure attachments and learn routines to help them feel safe and ready to learn. Staff support mathematical development through counting activities, songs and rhymes. However, leaders recognise that they do not take all opportunities to teach a broad range of mathematical skills consistently. As a result of this, children miss out on opportunities to deepen their mathematical thinking and develop a wider range of mathematical knowledge and skills.

Staff plan and provide activities that encourage children to be physically active. For instance, babies are encouraged to pull themselves up and stand to access activities. Older children develop balancing and climbing skills outside. However, staff do not consistently build on children's interests and emerging ideas during play. At times, children are redirected rather than being supported to develop their own ideas further. As a result, children have few opportunities to develop their independence, confidence and motivation to learn.

Achievement: Expected standard

Children generally make positive progress from their individual starting points and develop the knowledge and skills they need for their next stage of learning. Staff focus on the prime areas of learning, helping children to build secure foundations for future learning. They assess children's progress from their unique starting points to identify next steps in their learning and plan activities based on children's interests. Children engage readily with the resources and activities available to them, and increasingly play alongside their peers.

Children facing barriers to their learning develop increasing confidence in their communication and language abilities. For example, children who speak English as an additional language are growing their use of English vocabulary while participating confidently alongside their friends. Children with special educational needs and/or disabilities benefit from staff who know them well and who understand how to help meet their individual needs.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff typically establish calm and consistent routines that help children to feel safe and secure and understand what happens throughout the day. Staff gently remind children of their expectations for positive behaviour, for example through 'looking and listening' reminders during group story time. Children generally respond well to this approach, joining in with activities, cooperating with one another and following familiar routines with confidence.

Overall, leaders and staff know children and their families well. They have taken time to build a bond with each child. For new children, they increase hours gradually to support children to get used to the daily routine. This typically helps children to develop secure attachments to adults and a sound sense of belonging. Children are encouraged to play, share and cooperate in age-appropriate ways. For example, staff focus on babies building a bond with their key person, while toddlers are encouraged to play alongside each other, share resources and begin to initiate interactions through comments and gestures.

Leaders share the expectations for attendance with parents, highlighting the importance of consistency and the positive impact that regular attendance will have on learning and development, including for school readiness. On the whole, this supports children and families to establish important habits for later success.

Children's welfare and wellbeing: Expected standard

Overall, leaders and staff support children's wellbeing and welfare by promoting calm, consistent routines. This helps children feel safe, secure and emotionally settled throughout the day.

Leaders and staff implement policies and procedures generally well for meeting all children's needs. Routines for eating are robust, children are closely monitored and practitioners are aware of procedures to keep children safe. Staff promote a healthy lifestyle through balanced and nutritious meals. On the whole, families are supported, for instance by being offered advice about weaning and how to introduce a variety of foods. Children have opportunities to develop their physical skills both indoors and outdoors. Children learn to balance, climb and negotiate space safely as they move in different ways.

Leaders take time to gather detailed information from parents when their children start, and tailor transitions for each child based on their individual needs. Leaders allocate a key person to every child, taking into consideration the child's initial bonding with staff during their transition to the setting. Staff spend time to support children newer to the setting, for example by co-regulating swiftly with babies. As a result of this, children form secure and warm attachments, which supports their wellbeing and emotional needs.

Leadership and governance: Expected standard

Overall, leaders understand the setting's strengths and areas for further development. This is achieved through regular monitoring, discussions with staff and direct involvement in practice. They are ambitious for all children, including children with special educational needs and/or disabilities. They seek and act on advice from external professionals to help improve the quality of teaching and learning.

Leaders follow recruitment and vetting procedures to ensure that adults working with children are suitable. They check the ongoing suitability of staff through regular supervision, support and training. This helps leaders to identify areas for development and provide appropriate support. Leaders have an open and positive relationship with staff, where they encourage ongoing communication about workload and wellbeing. This results in a team that feels supported and works typically well together.

Leaders and staff take time to form trusting relationships with parents and carers. They keep them informed about their children's progress. Parents speak positively about the setting and describe staff as caring, approachable and supportive. They value the regular communication they receive, and the strong relationships staff develop with their children. Leaders and staff maintain a welcoming provision where children are supported to learn and develop.