Shoresh

Inclusion: Strong standard

The setting provides consistent and focussed support for all children. Staff promptly identify children's stage of learning when they first start. They work with parents and liaise about children's progress frequently.

Staff are highly in tune with the needs of children with special educational needs and/or disabilities (SEND). They reach out to other professionals involved in children's care to ensure that a joined-up approach is consistently implemented. Staff review children's development and adapt learning plans as necessary being conscientious of children's interests to further inspire their engagement in activities.

Leaders and staff are also highly aware of how to identify and support children who are known to children's social care and those with other barriers to children's learning. They strive to implement different strategies and engage with external services to ensure children receive their full entitlement to their early education. Children learn new language skills consistently and engage in learning alongside their peers. Furthermore, leaders provide staff with opportunities to access training that enhances their understanding of working with children with SEND or who face other barriers to their learning. The actions of staff and leaders makes a demonstrable difference in children's progress and development.

Curriculum and teaching: Expected standard

The manager has made vast improvements to the design of the curriculum since the last inspection. Staff are confident and are developing a clear understanding of what children need to know next. Staff speak knowledgeably and individual children's stage of learning because they assess their progress regularly.

The curriculum has been developed well in all aspects. For example, the curriculum consistently promotes equality and diversity. Children learn about Jewish life in line with the settings core values and staff also provide children with opportunities to learn about other cultures and celebrations. This promotes their understanding of the world and communities around them.

Staff are generally confident about how to implement effective activities across all areas of learning. For example, they focus on developing children's speaking skills through small group interactions, singing and conversations. Overall, the mathematics curriculum is implemented well however, leaders have identified that explicit teaching of maths could be developed further to ensure it is consistently challenging for all children.

Staff use opportunities to teach children about their physical skills as they balance and play outside. They adapt teaching accordingly to suit children's different abilities. Children have regular age-appropriate opportunities to develop their independence skills. Young children pour their own drinks and clear their plates away.

Achievement: Expected standard

Children are suitably prepared for the next stage in their education. They are confident and sociable as they play and learn. Children who face barriers to their learning benefit from targeted and focussed teaching that is adapted to suit children's different needs. As a result, children generally make consistent progress and are supported to access the curriculum.

Overall, children gain new skills across key areas of learning. For example, they develop secure language skills and communicate freely with their friends. They also begin to understand and use language in Hebrew. Children are thoughtful, kind and respectful as they gain key personal skills. Children learn to do tasks for themselves and typically gain independence skills appropriate for their age.

Children generally gain mathematic skills through interactions, such as singing and dancing. Children are beginning to recognise numbers and consolidate their understanding of counting however, further explicit teaching of mathematics would strengthen children's understanding even more.

Behaviour, attitudes and establishing routines: Strong standard

Children build highly positive relationships with those around them. They excitedly find their friends to join in with their games. Staff are excellent role models to children. They are consistently calm and patient and regularly explain the importance of kindness and respect for others. As a result, staff enable children's best possible behaviour. Children are inclusive and compassionate to those around them.

Staff recognise children's different age and stages of ability when implementing behavioural expectations. For example, they use visual timetables and gestures to support some groups of children. Staff are consistent in their approach to addressing any unwanted behaviour. As a result, moments of disagreement between children are brief and children manage their behaviour well with support and guidance from attentive staff.

Leaders have a robust approach to attendance. They record, monitor and evaluate attendance effectively to ensure they identify any irregular patterns or absences. Leaders work closely with parents and share information about the importance of regular attendance and establishing routines in preparation for the next stage of their education.

Children's welfare and wellbeing: Strong standard

Staff create an environment where children feel safe and settled. They have a clear knowledge of the children in their care and communicate regularly with families to understand children's life at home. For example, they have a secure understanding of any barriers children may face to learning and implement effective strategies to support them at times of transition.

Staff are highly responsive and ensure that care needs are met with the utmost respect and sensitivity. For example, staff kindly ask children if they can change their nappies and wipe their noses. They also allow children time to consider their own care needs as they learn about health and hygiene needs. Children feel safe, valued and respected with staff who know them well.

Children are also supported to learn about their emotions and to address how other people might be feeling. For example, staff use opportunities to reflect and discuss the impact of others actions on how they might feel. Children begin to establish a sense of emotional security.

Staff use regular opportunities to develop children's understanding of healthy lifestyles. For example, staff discuss the importance of a nutritious diet and explain the benefits of different food groups. Children also learn about where different fruits come from and they discuss that pears grow on trees and melons come from the ground. Children are knowledgeable and gain a secure understanding of how to look after their bodies. They talk about other elements of good health such as oral hygiene and, as a result, children gain a secure understanding and begin to make healthy decisions for themselves.

Leadership and governance: Strong standard

Leaders are passionate and enthusiastic. They have developed a highly positive culture of respect and a focus on driving continuous improvement. Leaders have created a precise development plan which is regularly discussed with staff. They review the effectiveness of routines, teaching and the environment to ensure that the provision consistently provides high quality care and education for all children including those with special educational needs and/or disabilities.

Parents speak highly of the vast improvements that leaders have driven since the last inspection. Parents explain how they receive detailed information about their child's development and even ideas for how to help extend their learning further at home. Leaders have also used opportunities to gain feedback from parents to allow them to reflect collaboratively and drive any further improvements.

Leaders consider staff professional development carefully giving consideration to staff wellbeing and workload. Staff explain that they have frequent supervision session and that regular reflective discussions take place as well. Leaders create targeted training plans for staff to ensure that any weaknesses in practice are identified so that meaningful training takes place. They are aware that staff need time to embed key messages from training, particularly in relation to staff interactions and maths. Staff share knowledge that has been gained from training with the whole staff team to ensure that teaching standards are continually raised.