Ribbon Daycare Fishburn

Inclusion: Expected standard

Leaders follow a graduated approach to supporting and identifying children who need additional support. Leaders work closely with parents to ensure children are swiftly identified and referrals are made where needed. Children with special educational needs and/or disabilities benefit from individual support plans that meets their individual needs, enabling them to make good progress from their starting points. Parents discuss that they feel included and supported by the setting. There is an understanding of inclusive practice. The special educational needs coordinators have attended all relevant training and are fully aware of their roles and responsibilities.

Leaders understand how additional funding supports disadvantaged children. They have used funding to support children to access large physical outdoor play. Leaders regularly monitor the impact of this and can demonstrate that this has improved outcomes for children's physical development.

Staff demonstrate a thorough understanding of the needs of all children and their families. They work collaboratively with health, education and social care professionals to ensure that families receive appropriate and timely support. For instance, when required they provide additional sessions to respond to children's emerging needs.

Curriculum and teaching: Expected standard

Leaders and staff plan a well-balanced, ambitious, curriculum. The setting supports children's needs well, including disadvantaged children and those with special educational needs and/or disabilities. Staff adapt provision effectively to suit children's ages and abilities. They carefully consider children's interests and needs. For example, staff use good eye contact and facial expressions when reading with younger children. Babies imitate animal sounds and repeat single words, such as 'dog' and 'bear'. Staff introduce different vocabulary to older children, such as 'asteroid' and 'meteor', while exploring space books. However, occasionally some less-confident staff focus on general intent, rather than children's individual next steps.

Staff use baseline information gathered from parents to identify what children know and can do, when they first start at the setting. This helps them to identify what individual child need to learn next. Staff provide children with purposeful opportunities to develop language, communication and early mathematical ideas, such as counting and using number words during play and routines.

Staff develop warm, responsive relationships with children, which helps to support their personal and social development. Young babies enjoy exploring musical instruments and gain confidence in their physical movement, as they pull themselves up to stand on low-level furniture. Older children run, jump and climb in the outdoor area. This helps to develop balance and coordination.

Achievement: Expected standard

Children make steady progress from their starting points, including children with special educational needs and/or disabilities and children who may face barriers to their learning. Babies and toddlers develop physical skills as they climb on equipment, both indoors and outdoors. Older children develop their fine motor skills using tools and building materials. Children develop their resilience and show determination and motivation as they build with wooden and foam blocks.

Children develop communication and language skills that help to prepare them well for later learning. For instance, staff read 'Orange,Apple, Pear, Bear.' Children repeat the single words and anticipate which word is next. Older children take time to think critically before confidently answering questions. For instance, children discuss which feathers will fall the fastest. This supports their critical thinking skills and develops their speaking and listening skills. Children develop their understanding of early mathematical concepts, such as counting how many pom-poms they place in the jar.

Behaviour, attitudes and establishing routines: Expected standard

Staff are positive role models. They speak to children in a calm, respectful and sensitive manner, which builds trust and strong bonds between them. Staff frequently praise children. Children behave well and demonstrate an understanding of rules and boundaries. For example, they explain why they must wear aprons while painting. Older children demonstrate an understanding of how to keep safe. For example, they remind each other how to walk safely inside the setting.

Leaders and staff work in close partnership with parents and carers to promote positive behaviour strategies, ensuring consistency between home and the setting. They have high expectations of children's behaviour. Children demonstrate high levels of respect for one another. Staff teach children to care for each other, share and take turns during play. For instance, staff encourage young babies to share ribbons and books. Staff make adaptations to support children, who may need extra help to regulate their behaviour such as by offering physical activities. Leaders promote children's regular attendance and explain why this is important to parents.

Children's welfare and wellbeing: Expected standard

Children's welfare and wellbeing are promoted consistently. Staff establish warm, positive relationships with babies and children, so that they form secure attachments. Children are confident and happy to engage with visitors. For example, toddlers are happy to show visitors their favourite books. Staff build warm, positive relationships that help children feel settled. This includes children with special educational needs and/or disabilities.

Children know the routine of the day well. Mealtimes are sociable occasions. For example, staff chat to children about their favourite meals and snacks. Staff teach children about making healthy choices about food and exercise. Staff encourage children to have good hygiene practices. Children become increasingly independent. For instance, babies feed themselves and older children manage their personal needs well. Staff create a nurturing environment that is appropriate to children's needs. For example, they regularly liaise with parents about children's sleep, weaning and feeding. Staff supervise all children closely to promote their safety. For example, they sit with children during mealtimes and remind them to sit on their chairs as they eat to help avoid choking.

Leaders and staff have effective procedures for times when children move on to their next stage of learning. Thorough inductions and visits into new environments with their established key person ensure transitions are smooth.

Leadership and governance: Expected standard

Leaders are passionate and knowledgeable. They are reflective and have good oversight of the setting. Regular room and whole staff meetings allow for the sharing of information and collaborative thinking. Staff engage well with the local school and external agencies. This helps children they work with, particularly those who may face barriers to learning, receive timely interventions. Parents are kept well informed of children's development and are effectively supported by leaders and staff to continue their children's learning at home.

Leaders provide a range of mandatory training and support, and this helps staff to generally provide high-quality care and education to the children. However, training is not precisely focused on addressing some minor inconsistencies in staff teaching. Some staff are not as confident in their teaching. This means they are not always able to focus on children's individual needs or gaps in their learning. That said, children are still making steady progress. Staff wellbeing is paramount. They explain they feel well supported in their roles. Leaders regularly reflect on the impact that the setting has on children's development and wellbeing, including the use of any additional funding.

Leaders prioritise safeguarding. They develop staff knowledge through regular refreshers on policies and procedures. This ensures children's safety and wellbeing.