Rascals

Inclusion: Strong standard

This setting is very inclusive for all children. Staff are experienced and knowledgeable in supporting the individual needs of children as they learn about their needs on entry. They carefully consider the needs of children with special educational needs and/or disabilities. Staff do all they can to make adjustments for every individual child. For example, staff sit with children for reassurance if they need a little additional support as they enter the setting, such as if they are sensitive to loud noises. Staff use the same strategies that parents and carers and teachers use to support children's needs. They make adjustments to ensure activities are accessible for all children. This enriches children's experiences and helps every child to feel welcomed and included. Highly reflective leaders are keen to identify potential barriers and support all children to feel included and happy.

Staff support children who speak English as an additional language extremely well. Staff value the importance of children speaking their home languages, alongside learning English. They teach children Makaton signs which helps children to communicate their needs. Children contribute to displays about different ethnicities, cultures and languages. Staff identify any barriers to participation and support children to value similarities and differences between people. This makes a demonstrable difference to children's experiences.

Behaviour, attitudes and establishing routines: Strong standard

Children's behaviour is excellent. Staff are consistently positive role models. They praise and encourage children and are enthusiastic if children attempt something for the first time. This helps to raise children's self-esteem, and supports them to have a 'can-do' attitude and make positive relationships with their peers. Children listen intently to staff, share resources and help one another. Children understand expectations and boundaries. For example, older children independently give younger children gentle reminders of the behaviour expected of them. Children have positive attitudes when engaging in activities. They think about the needs of others and treat others with kindness.

Leaders have created a respectful culture. They use the same behaviour strategies that staff use in school. This helps to give children a consistent approach from all adults who care for them. Staff use a range of strategies to support children with special educational needs and/or disabilities. For example, they allow children to access quiet areas, sit quietly, or observe their peers if they are feeling a little overwhelmed or are regulating their emotions. There are very clear boundaries and expectations in place for all children. Staff work in partnership with teachers to promote and monitor children's attendance.

Children's welfare and wellbeing: Strong standard

Leaders consistently prioritise children's welfare and wellbeing. Children build warm attachments with staff and demonstrate that they feel settled and happy. Some of the setting's staff work in the on-site school during the day. This helps new children to feel secure as they already know familiar adults. Staff consistently promote healthy lifestyles through activities, discussion and information-sharing. For example, children take part in first-aid sessions, where they learn about the recovery position. Staff promote positive oral health at the setting. They provide children with nutritious snacks, help children to understand about making healthy choices and have daily activities in the outdoors where children access a wide range of experiences. Well-structured routines help children to develop healthy habits around their self-care and physical wellbeing.

Staff support children's welfare and wellbeing superbly at this setting. They nurture children with special educational needs and/or disabilities extremely well, as staff focus on meeting the unique needs of every child. Staff always consider children's emotional needs. For example, younger children are collected by staff from their classrooms at the end of the day to help them transition into the setting after a day at school.

Children receive encouragement to express their needs and be independent. Staff encourage children to share their ideas for activities and resources they would like to play with. Children learn that their voices are important and develop high levels of confidence. Children are extremely confident communicators. They talk about jobs that they would like to do when they grow up, which includes a dentist and a vet. Children demonstrate that they are extremely settled and secure, and thoroughly enjoy their time at the setting.

Leadership and governance: Strong standard

The leadership team is highly reflective, and regularly evaluates the setting and overall provision for children. Leaders strive to offer a setting which is flexible, supports children with their overall development, builds their confidence and develops their social skills. They welcome the views of children, parents and carers and other professionals to ensure that the setting is meeting the needs of all children who attend. Staff are responsive and adapt activities to support children's interests. For example, they have implemented musical theatre sessions where children can develop their imaginations and be creative. Leaders and staff work as a close team so that the provision makes a significantly positive difference for all children.

Staff share that they feel fully supported and that their wellbeing is paramount to leaders. They regularly share practice through staff meetings, supervision sessions and training events. For example, some staff are due to attend forest school training to further develop the provision outdoors. Other staff are taking part in food hygiene courses to enable them to offer 'cookery sessions' for children. Professional development training is targeted to upskill the staff team and offer even more exciting opportunities for children.

Parent partnerships are a real strength of the setting. Staff speak with parents on a daily basis. They offer comprehensive handovers as they share information about activities that children have enjoyed or discuss children's care needs. Parents are extremely complimentary about the setting. They share that staff always nurture children's needs, nothing is too much trouble and the setting is very inclusive. The setting engages with the local community through taking children to visit local places of interest. For example, children visit the local Scout camp, where they can use a zip wire or learn outdoor skills. The setting makes a significant positive difference to children's care and engagement.