Smart Kids Childcare

Inclusion: Expected standard

Partnership work is at the heart of the settings inclusive practise. The close collaboration between staff and parents supports children's progress. Leaders have considered the recent changes in staff. They have planned for established staff to oversee key groups of children and therefore these staff maintain a clear understanding of children's needs where children have gaps in learning. These staff use observation and assessment to monitor progress, and they offer additional support where required. For example, visual aids are used to support children with less language. Temporary staff follow the role modelling of more established and knowledgeable staff. This supports the progress of children with identified needs and those with gaps in learning.

Leaders attend meetings and collaborate with other professionals, such as health visitors and speech therapists. They work closely with staff and parents to ensure there is a coordinated approach to support. Leaders discuss how any additional funding could be used if it was in place for individual children. Leaders are keen to support staff with specific training to help children make progress.

Curriculum and teaching: Needs attention

Recent staff changes have not been managed effectively. The leader's vision and intent for children's learning is not clearly understood by temporary staff at the setting. This impacts on the quality of the curriculum. Leader's time has been focussed on recruitment and working in children's rooms to maintain staff: child ratios. Time coaching less experienced and temporary staff has not been prioritised. Teaching sometimes lacks learning opportunities that are sharply focussed on children's next steps. This results in learning that is not consistently sequenced to support children to build on their existing skills.

More established staff know children well. Their teaching is planned to support children's ongoing progress, and they typically offer learning that is purposeful. For example, children make good progress in managing self-care tasks, such as hand washing and developing skills in feeding. Children show high levels of concentration as they serve their own food and pour their own drinks. Increased social skills are demonstrated by children as they negotiate passing water jugs to their friends.

All staff praise children's achievements. This helps children to have pride in their achievements. Partnerships are in place to support children with barriers to learning. Parents comment positively and they say the setting has a positive impact on their children's learning and development.

Achievement: Expected standard

Children, including children with gaps in their learning, make steady progress across the 7 areas of learning. Younger children are supported to develop their large muscles. They are delighted to pull themselves to standing and look at themselves in the mirror. This helps them to progress from crawling to standing. Staff carefully consider ways to help children feel settled. Children learn their friends' names as they complete tasks such as handing out cutlery. This helps them to form friendships with their peers. Older children demonstrate strong communication skills. They use these skills as they play collaboratively with their peers. Preschool children are skilled negotiators. They work together to transport water between puddles. Their strong social skills can support future learning.

Children demonstrate a 'can-do' attitude. They show high levels of concentration as they carefully pour their drinks at lunch. Children are delighted with their growing independence. They develop a positive self-esteem and they persevere at tasks

Children generally start the setting with expected levels of development and they make steady progress. Where children have gaps in learning, these gaps typically close, and children make progress alongside their peers. Children are prepared for their next stage of learning. Leaders acknowledge children's progress could be enhanced further once staff are more settled in their roles.

Behaviour, attitudes and establishing routines: Expected standard

Leaders have developed a welcoming setting. Children copy the kind and considerate behaviours that are consistently demonstrated by staff. Leaders encourage staff to be respectful of children. They remind them to give children choices throughout the day. Staff typically give children time to finish activities before moving onto the next part of the routine.

The setting is currently experiencing recruitment issues, and they are using temporary staff to maintain staff: child ratios. However, all staff demonstrate knowledge about children's current routines, likes and dislikes. Staff deployment is considered by leaders to ensure children always have a familiar member of staff nearby. The settling in processes consider children's current experiences and needs. For example, staff consider any changes at home. This helps children to feel settled. Children are generally happy in the care of the kind staff.

Leaders work flexibly with parents to support attendance. For example, they offer changes to days and times to meet individual children and family's needs. This helps children to get maximum benefit from the setting.

Leaders have established a consistent routine which is known by children. As a result, children can anticipate what will happen next in their day. Children demonstrate a secure knowledge of the routines. For example, they know to wash their hands before eating.

Children's welfare and wellbeing: Expected standard

The setting has recently had some staff changes. While recruitment is ongoing, leaders have considered ways to deploy staff to ensure consistency for children. This is reducing any negative impact on children's wellbeing. Established staff take the key person role for children and children demonstrate secure relationships with their key person. All staff consider children's care needs and secure partnership work with parents helps key staff to know their children well. For example, staff know what comforter to offer when children are tired, and they know about any allergies children have. This helps to keep children safe.

Children demonstrate skills of independence. Young children are supported to use a spoon to eat their meals and older children progress to using a knife and fork. Children are delighted to help set up the table for lunch and older children independently poor their own water. Children learn to manage appropriate risks. For example, they consider their friends as they transition from the garden back inside. Staff remind children to make space for their friends so everyone can move inside safely. Staff generally help children to consider their emotions as they play. For example, they ask children how they feel when their friends share resources.

Leaders have maintained positive relationships with parents. They have prioritised children's welfare and wellbeing, supporting less established staff to learn about children's routines, likes and medical needs such as allegers. This helps to keep children safe.

Leadership and governance: Needs attention

Recent staff changes have not been managed effectively. The leader's vision and intent for children's learning is not clearly understood by temporary staff at the setting. This impacts on the quality of the curriculum. Leader's time has been focussed on recruitment and working in children's rooms to maintain staff: child ratios. Time coaching staff has not been prioritised. Teaching sometimes lacks learning opportunities that are sharply focussed on children's next steps. This results in learning that is not consistently sequenced to support children to build on their existing skills.

However, established staff know children well. Their teaching is planned to support children's ongoing progress, and they typically offer learning that is purposeful, such as children's increasing ability in managing self-care tasks. All staff praise children's achievements. This helps children to have pride in their achievements. Leaders have built partnerships with the local school. This helps them to plan and support children as they make the transition to school. Leaders are knowledgeable about the local priorities for children, for example to reduce dental decay. They support children with regular toothbrushing, and they help parents with details of local dentists