Rosy Cheeks @ Little Sandon

Inclusion: Strong standard

Leaders and staff know the children and their families extremely well. There are innovative strategies in place which help leaders and staff to work in collaboration with parents and/or carers. Together, they use precise methods to identify gaps in children's learning and children's emerging needs. Leaders are committed to ensuring children receive the right level of support and care they need. They tailor and adapt strategies as required which helps to ensure children with special educational needs and/or disabilities (SEND) continue to thrive.

Leaders swiftly recognise barriers children may face and put successful interventions in place. This includes supporting parents and, where needed, referring them to local food banks, advice centres and parenting classes. Partnership working with other professionals is highly effective. This helps to ensure the support that children receive reflects their changing needs. Established staff are well experienced in how to support children who are disadvantaged and those with SEND. They receive regular training that helps to keep their knowledge, skills and practice up to date. Newer staff receive effective coaching from leaders to help develop their confidence and skills in supporting children with SEND. Leaders think carefully about how to use any additional funding they receive to support children's needs. This is helping to make a positive impact on children.

Curriculum and teaching: Expected standard

Staff offer a range of adult-led experiences for all children. These activities are based on what they know children need to learn next. Children have lots of opportunities to engage in play of their choice and enjoy the learning experiences on offer. They love to explore outside, which includes a forest area. Staff support children to develop their physical skills, such as running, climbing and balancing. However, some staff do not think carefully enough about how they can extend children's learning and understanding as they access play experiences. This does not ensure all children fully benefit from the curriculum on offer.

Children have lots of opportunities to listen to stories and sing rhymes. Most staff read with lots of expression and enthusiasm. This helps to sustain children's interest in the story. Some staff support children's communication and language skills very well, as they teach children new words and provide space for them to think about their responses. These staff also support children's knowledge of early mathematics, as they start to count and talk about shapes. However, leaders have started to identify that some staff's teaching practice and delivery of the curriculum could improve further to ensure all children consistently receive high-quality teaching and learning experiences.

Achievement: Expected standard

Children make continued progress in their development across all areas of learning. They are well prepared for the next stage of their learning, including transitioning to school. For instance, children learn new skills, such as how to use the pedals on a bike to move. They also develop their social skills through various group games, as they learn how to take turns and share. Children with special educational needs and/or disabilities (SEND) make progress from their starting points due to the specific and individualised targets set for them to achieve. Children of all ages develop their listening and understanding skills, through stories and circle-time activities. They are keen to share their ideas with their peers and with staff. Children with SEND use various aids to communicate and express themselves. All children develop the foundation for their future learning.

Behaviour, attitudes and establishing routines: Expected standard

Staff encourage relationships between children through the use of group games and activities. Children form secure bonds with the staff who care for them. They seek out adults when it is needed. Staff respond sensitively to children during these times. Staff praise children for what they do well. However, at times, some staff do not support children to learn and understand their emotions or the way their actions impact on others.

Routines and transitions have been well thought out. When children are taken to the forest area, it is clear that they understand the routine and the route to take. For instance, they line up at the different gates and run straight to the table to sit down. In addition, at certain times, staff use strategies for children with special educational needs and/or disabilities to help them understand what is happening next.

Leaders place a clear focus on children's attendance and punctuality. They support parents to understand the benefits of regularly attending the setting and find out reasons for any absences. This helps to support children to develop positive attitudes towards their future education. Most children sustain high levels of engagement as they play.

Children's welfare and wellbeing: Expected standard

Children are provided with a range of healthy, balanced and nutritious meals throughout the day. Staff adapt routines to meet the individual needs of children. For example, they have put in place a strategy for children with special educational needs and/or disabilities to allow them to use gestures and simple signs to indicate when they are ready to eat and when they do not want any more food. Staff are very responsive to children during this time.

Staff take steps to monitor children's health throughout the day. This includes supporting children to wipe their noses and wash their hands as needed. Staff respond immediately to children if their nappies need changing and assist with toileting needs. Staff support children to build on their independence, as they are offered choices and some staff provide opportunities for children to assist with dressing and getting ready.

There are lots of opportunities for children to get physical as they play outside. Staff deploy themselves to supervise the children well. They quickly intervene when children are attempting to play unsafely. However, on occasions, some staff do not support children to learn how their actions impact on others. This can negatively impact on other children's emotional well-being during this time.

Leadership and governance: Expected standard

Leaders have secure knowledge of the setting's context and of the families and children who attend. They have a clear vision for the setting. Leaders have identified areas of strength and what they would like to improve further. Staff have one-to-one meetings with leaders and are able to reflect on their practice. However, leaders have only recently started to identify and address how staff's individual teaching practice could be improved even further.

Induction arrangements are well thought out. This helps develop staff's understanding of the policies and procedures which support them in their roles and responsibilities. Leaders place a strong focus on supporting staff's well-being and they take steps to manage this. Staff are provided with ongoing training opportunities to help develop their confidence and knowledge. The process for transitions and partnership working with the school is a key strength of this setting. Staff and leaders ensure that clear information about the children is shared with other settings that children are due to attend. This helps to ensure children receive the consistency they require. Parents comment positively about the setting and the support they and their children receive.