Skylar

Inclusion: Expected standard

Staff and leaders demonstrate a strong commitment to identifying, assessing and meeting the individual needs of children with special educational needs and/or disabilities or who are disadvantaged. They work proactively to remove barriers, ensuring that all children can access the care and support they require. This is facilitated through effective training, robust connections with families and the provision of extensive parental support.

Staff form effective relationships to ensure the best outcomes for every child. They emphasise a collaborative approach, supporting children and their families as a unit. This approach is reflected in positive parental feedback and a range of outreach programmes with families, such as reading sessions involving children and their parents and carers. These initiatives are designed to maximise support for all children.

Children who are currently known, or have previously been known, to children's social care are given dedicated support to help them build positive relationships and make progress from their individual starting points in development. Staff provide an environment where children thrive and feel a sense of belonging. Leaders' use of early years pupil premium funding has a positive impact on disadvantaged children's development. Staff respond swiftly to children's needs to ensure comprehensive support. However, staff do not support children who speak English as an additional language through consistent, specific adaptations to fully address their needs.

Curriculum and teaching: Expected standard

Leaders have designed an ambitious curriculum that provides clear guidance for staff on the skills and knowledge children should acquire. The curriculum is sequenced thoughtfully, ensuring that children's learning experiences build progressively to support their future learning. Children are well prepared for their next stage of learning.

Staff interact with children using clear speech and actively engage them in conversations, which fosters their vocabulary development and communication skills. Staff training is integral to teaching practice, with recent training focused on mathematics, leading to improvements in how staff introduce and embed mathematical concepts into daily planning and teaching.

Leaders place a significant emphasis on children's personal, social and emotional development. Staff adapt teaching strategies to support disadvantaged children and those with special educational needs and/or disabilities, ensuring that they consider children's individual starting points and tailor teaching accordingly. They review children's progress to adjust teaching approaches to meet children's individual needs. However, staff do not consistently provide targeted support for children who speak English as an additional language. While they use some strategies, such as sign language, there is a need for more consistent adaptation of teaching to further enhance these children's language, communication and social skills.

Achievement: Expected standard

Children develop skills that are appropriate for their age and stage across all areas of learning and development. They are sufficiently prepared for the next phase of their education, including the transition to school. Children benefit from positive partnerships between staff and local schools, ensuring that their transitions are well planned and carefully implemented. This support continues for children and their families until the children reach the age of 7 years, providing continuity and reassurance during this important period. Children build strong foundations for future learning by developing essential language, communication and physical skills.

All children, including those who are disadvantaged or have special educational needs and/or disabilities, make progress from their starting points. Staff provide tailored support, enabling children to reach key developmental milestones. Babies build core strength as they pull themselves to standing. Toddlers develop creative skills, making marks with colour and building early music skills.

Behaviour, attitudes and establishing routines: Expected standard

Staff foster positive and supportive relationships with children, consistently upholding high standards for both behaviour and attitudes toward learning. Children are curious, engaged and eager to learn. Staff are proactive in helping children to focus their attention on key areas. They frequently make use of sign and body language to engage children and foster positive attitudes towards their learning experiences.

Staff support children to collaborate and be kind to one another. When children encounter challenges in sharing, staff intervene supportively, guiding them to reflect on their behaviour and understand how their actions affect others. This reflective approach helps children to build empathy and improve their social skills.

Staff actively work with parents and carers to encourage regular attendance, highlighting the significant impact this has on children's learning and development. They guide families in establishing routines, managing behaviour effectively and building positive relationships. This contributes to improved attitudes towards children's learning. Leaders are attentive to each child's individual needs and circumstances, and there is a commitment to inclusion.

Children's welfare and wellbeing: Expected standard

Leaders implement clear policies and practices that prioritise children's welfare, mental health and overall wellbeing. These approaches are consistently understood by staff and communicated to parents and carers. This ensures a cohesive support network surrounding each child.

Staff foster a welcoming and inclusive atmosphere where children can freely enjoy their play and learning. They recognise the importance of physical development. Children benefit from daily opportunities for outdoor learning, which supports their growth and wellbeing. Staff, children and their families develop secure and responsive relationships. This provides a strong foundation for emotional security. Staff encourage and support children to express and understand their emotions, helping them to establish a secure sense of emotional wellbeing. Well-established routines, such as sleeping, weaning and feeding routines, positively support children's individual needs.

Children receive guidance to make healthy choices regarding food and exercise. Leaders ensure that a nutritious, balanced and healthy diet is available to all children, underpinning their physical health. While staff support children's welfare effectively, they do not consistently teach children to develop their independence in managing their personal care needs. For example, older children are not consistently aware when they need to blow their nose, lack independent access to tissues, and are not fully supported in learning how to cover their mouth when coughing to help prevent the spread of germs.

Leadership and governance: Expected standard

Leaders demonstrate a clear understanding of the setting's strengths and actively pursue improvements in areas identified as requiring development. Decision-making consistently prioritises the best interests of all children and their families, with particular attention given to those who are disadvantaged, have special educational needs and/or disabilities (SEND), or are currently or previously known to children's social care.

Leaders ensure that staff are highly qualified and that staff-to-child ratios remain high, providing robust support for children who are disadvantaged or have SEND. Staff members report feeling well supported in their roles, and leaders take positive steps to promote staff's wellbeing. Leaders make regular and relevant training opportunities to staff, further supporting them in their roles. For example, staff have participated in the 'baby voice pledge', which has reinforced their commitment to giving babies the opportunity to communicate through their voices and interests.

Staff have reflected on inclusion training and note its positive impact on their teaching. They have also commented on the strong focus placed on recognising and building on each child's strengths. Additionally, staff have been invited to contribute to a training video for inclusion training, further evidencing the emphasis on professional development and reflective practice within the setting.