S4YC Out of School Club and Preschool - Bishop Wilson

Inclusion: Expected standard

Leaders have a secure understanding of children's needs. They use tools to effectively assess and plan appropriate next steps for children's learning. Leaders and staff typically review plans and adapt goals to ensure that they meet children's emerging needs. For example, staff provide phonics activities to support children's speech. Leaders ensure that children with barriers to their learning, such as those with special educational needs and/or disabilities (SEND), disadvantaged children and children who are known to children's social care, receive targeted support. For example, staff review plans and work closely with external agencies to meet children's individual needs.

Leaders and staff receive support internally from the organisation and from external agencies. Staff use guidance to implement plans and intervention strategies. This ensures that children make secure progress towards their goals. For example, staff use aids, such as visual timetables an now and next boards, to support children's understanding of routines. Staff ensure that children are ready for their next stage in learning, including transitions to school. They typically work closely with the school to ensure that children with SEND receive continuity in their learning. For example, staff share current interventions and children's progress with the school special educational needs coordinator.

Curriculum and teaching: Expected standard

Leaders have implemented a curriculum that focuses on understanding the individual needs of children and their families. They identify what children know and can do to plan children's next steps in learning. Leaders and staff ensure that children with special educational needs and/or disabilities receive support through specific interventions. Staff adapt activities to meet children's individual needs. For example, staff emphasise initial word sounds to support children's pronunciation. Leaders and staff typically support children to understand about other cultures, differences and similarities. They support parents and carers to share cultural celebrations from home. However, leaders have not fully developed the curriculum to promote children's wider understanding of diversity.

Leaders and staff support babies and children's social and emotional development. They ensure that children are happy, safe and secure. Staff support children to understand their feelings and emotions. They model language during circle time and support children to express themselves. Leaders and staff typically support children's language and communication skills well. They support babies from babbling to beginning to use one to two words. Leaders and staff extend older children's language through conversations at circle time and snack times. For example, staff model how to pronounce binoculars and describe what they are used for. Staff integrate mathematical learning through play. They count with children as they read stories and sing number rhymes

Achievement: Expected standard

Children develop secure knowledge across all areas of learning. They specifically develop their language skills and communicate well. Babies increasingly use new words to communicate their needs and wants. Older children engage in thoughtful conversations with adults showing increasing confidence and using a wide range of vocabulary. Children are able to pay attention and engage in sustained interactions. They are prepared for the next stage in their learning.

Children show increasing levels of concentration when they create ramps for cars into the water tray. They show enjoyment in exploring activities and confidence to try new things. Children enjoy physical activity through exploring the large field and forest area. They develop their balance, control and coordination. Children typically play well together. At times they need support to negotiate and take turns during free play.

Children who face barriers to learning, including those who are disadvantaged or have special educational needs and/or disabilities, make secure progress in their learning. They experience activities that enable them to embed their learning. For example, children join circle time where they talk about their feelings.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff role model kindness, respect and care. They greet children warmly, and reassure and provide comfort as children settle in the setting. Leaders and staff have high expectations for all children including those with special educational needs and/or disabilities. They focus on a small steps approach to ensure that children understand the expectations. For example, staff support children to remain seated while eating. Staff acknowledge and promote children's positive behaviour. They recognise children's achievements through high fives and praising their ideas. Leaders and staff have established a routine that meets the needs of all children. They have ensured that distractions are minimised to promote children's learning.

Staff support older children to develop the skills of turn taking. For example, staff support children to take turns brushing a set of giant teeth. However, staff do not consistently support children during play to develop problem solving skills that enable them to work together. This means that at times, children are still developing the skills of negotiation during play and may not do this independently in their interactions with others. Leaders and staff ensure that children attend regularly. They have clear processes in place to support children's attendance.

Children's welfare and wellbeing: Expected standard

Leaders and staff create a safe and welcoming space for children to play and learn. Staff build warm positive relationships with children. The key person system is effective and all staff knows their children well. They work closely with parents and carers to ensure that there is consistency in children's care. For example, babies are held and comforted to sleep following practices from home. Staff follow safer sleep guidance to ensure children's safety. Staff effectively meet the needs of children with special educational needs and/or disabilities. They tailor care practices to meet children's individual needs to promote their wellbeing.

Staff ensure that children have regular access to the outdoor environment. Leaders have plans to develop the outdoor environment to further promote learning. Staff effectively support children's independence through hygiene practices. They ensure that food is prepared safely for the age and stage of each child. Staff effectively supervise children while they eat. They promote positive attitudes to making healthy choices. For example, staff talk to babies about food that makes us strong. Leaders and staff have effectively implemented a routine that supports the mixed-ages of children in the room. However, during free play the noise level in the room is very loud. Leaders and staff have not considered how they can reduce the noise to support children's learning and development.

Leadership and governance: Expected standard

Leaders have a clear understanding of the setting's context and areas for improvement. They have identified key priorities to improve the setting to ensure the best possible outcomes for children. For example, leaders have plans to build an undercover area outside to enable children to have free access to the outdoors. Leaders have implemented routines that minimise distractions and promotes children's concentration.

Staff have regular supervisions that support their growth and development. They attend professional learning opportunities to meet their individual needs. Leaders complete peer observations and identify professional learning that meet the precise needs of the children. For example, staff who work with babies are attending baby specific training. Leaders ensure that staff have the knowledge and skills to effectively support children with special educational needs and/or disabilities. This involves working closely with external agencies for support.

Leaders and staff effectively support transitions from the setting to school. For example, children attend the reception class once a week to become familiar with the routine and build relationships with key staff. Leaders have created a sense of community and connection with the school. They attend regular events, such as sports day and the Christmas fayre. Leaders and staff work closely with parents and carers. They have developed respectful relationships with parents. They ensure that information is shared regularly and partner with parents to ensure that children receive education and care that meets their needs.