Raunds Child Centre

Inclusion: Expected standard

Leaders and staff observe children's development and quickly identify their individual needs. Staff understand how to use the graduated approach so that all children make steady progress. If children need additional support, this is swiftly put into place, meaning children receive extra help as quickly as possible. Leaders and staff work closely with parents and other professionals so that there is a collaborative approach between everyone involved in caring for children. For children with special educational needs and/or disabilities (SEND), staff skilfully adapt activities to enable all children to take part. For example, they provide children with communication boards or life-size pictures of objects, such as books and toy cars, to help children to independently select toys they would like to play with.

Additional funding is used effectively to provide specific resources to support children with SEND to make progress. For example, staff provide more sensory experiences for children when this is identified as a next step in children's development. In addition, they provide specialist seating arrangements to enable all children to be fully involved in mealtimes. Leaders regularly review the impact additional funding is having and make appropriate adaptations as needed. Staff are skilled at recognising any potential barriers to learning for individual children. They get to know children, parents and families very well and build relationships, which enables them to know about any changes at home where children may need additional support.

Curriculum and teaching: Expected standard

Leaders have designed a curriculum that effectively supports children's development across the 7 areas of learning. Staff support children with their communication and language skills. For example, for children with special educational needs and/or disabilities, they use communication boards to encourage children to identify what they would like to have for snack. They regularly repeat words and phrases back to children to support them with their communication skills. Staff provide plenty of time for children to consolidate previous learning. For example, they ask children how long it will be until a chrysalis becomes a butterfly and introduce new vocabulary, such as 'transform'. Children look excitedly at the chrysalis in the net and remind their friends not to touch the net, as the chrysalis could fall. Children develop their physical skills well. They spend sustained periods of time using different materials alongside scissors and glue to make a butterfly wrapped inside a chrysalis. Staff ask children questions about what they have made and give them plenty of time to respond. Children attempt to balance outside and develop their large movements.

Staff continually observe children to check what children already know and can do and adapt teaching to support them. On occasions, staff do not consistently address children's misunderstandings when they occur. For example, when children incorrectly count the number of toy frogs onto lily pads, staff move on too quickly and do not support children to recognise the correct amount.

Achievement: Expected standard

All children, including those with special educational needs and/or disabilities (SEND), are making steady progress in their development from their individual starting points across the 7 areas of learning. Children with SEND receive focused and targeted support with their next steps, for example with communication and language. All children confidently communicate their thoughts and ideas throughout the day, and everyone's unique contribution is valued. There are consistent routines in place, which all children understand. For example, children know they need to tidy up outside before going inside. Throughout their time at the setting, children learn from different experiences that support them to be well prepared to go to school when the time comes. Children take part in turn-taking games and wait patiently for their friends to have a go. They begin to resolve minor disagreements and know how to ask staff for help if needed. Sometimes, children do not gain the most from their learning because staff do not rectify any misunderstandings as they occur in their play.

Behaviour, attitudes and establishing routines: Expected standard

Leaders have taken positive action to address concerns around supporting children's behaviour. Staff now talk to children about how they are feeling. All staff have high expectations for children. They are positive role models to children and show children what to do before giving them plenty of time to have a go themselves, for example at snack time when staff encourage children to pour their own drinks.

Staff and children have effective relationships. Throughout the day, many relaxed, natural conversations take place between staff and children. Children invite staff to join in with them as they play. When they need reassurance or support, children go to staff to ask for help, either by using words or taking staff by the hand to show them what they need. Staff support children to understand how to get along with each other. When children accidentally hurt their friend's hand when using small gardening tools, staff support them to understand how the other child might be feeling and how to say sorry.

Leaders work effectively with parents and carers to support children's attendance. They talk to parents about the importance of children arriving on time so that they access all parts of the day at the setting. Leaders recognise this builds secure routines for when children go to school.

Children's welfare and wellbeing: Expected standard

Leaders support children to learn and develop in a calm and welcoming environment. They have adapted rooms so that these are now more spacious and children have plenty of room to move around safely and play. Staff teach children how to develop healthy lifestyles. They work alongside parents to ensure children bring healthy and nutritious food in their lunch boxes to the setting. There are effective practices in place to meet the needs of children with food allergies. Staff support children with special educational needs and/or disabilities and those children with special dietary requirements. They work alongside specialist agencies and follow appropriate guidance and procedures to ensure that children with specific feeding preferences and routines are managed well.

Staff provide children with experiences so that they can start to understand how to keep themselves safe. They talk to children about the importance of using scissors safely when cutting. There are consistent routines in place at the setting, which helps all children to understand what is happening next and what the expectations are. When on occasion children do need support to manage their feelings and emotions, staff sensitively support them and explain what they could do to help themselves feel calm again. Staff know and understand children's individual needs very well and celebrate each child as an individual. This helps children develop a sense of belonging.

Leadership and governance: Expected standard

Leaders have made immediate improvements that are in the best interests of children and adapted strategies used to help support children to understand their behaviour. Since they registered, leaders have taken positive action to develop an effective curriculum at the setting. They have an accurate understanding of their strengths and know what they would like to do to improve the setting further. Leaders complete observations of staff practice. From these observations, they identify staff's strengths and what they could do to develop even further. Leaders recognise that support and training for staff does not yet identify precisely what staff can do to develop the quality of teaching to a higher level.

Leaders support staff effectively with their wellbeing and help develop confidence. There is an open culture at the setting, where staff feel confident to raise any concerns. Staff make good use of support available from other professionals. They access regular networking meetings for staff who support children with special educational needs and/or disabilities.

Leaders and staff have regular communication with parents. They share ideas with parents about how they can support their children at home. Parents feel well informed about the progress their children are making at the setting.