Springboard Opportunity Group - Weston

What is it like to attend this early years setting?

Children attending this specialist setting receive exceptional teaching and learning from highly qualified, caring and dedicated staff. Children all have special educational needs and/or disabilities (SEND) and benefit from a curriculum that is exceptionally well organised to meet their individual needs. They arrive confidently and staff who know them incredibly well, greet them warmly. Children are exceptionally happy, safe and secure.

Children behave extremely well. They follow the rules and expectations of the setting, with gentle guidance from staff when needed. Staff provide a consistent approach to behaviour management which supports children to learn how to self-regulate. For example, children access the sensory room or seek out a quiet place to calm down independently. Staff are incredibly attentive and recognise when children need additional support to manage their feelings. They act swiftly to distract them or provide sensory resources to help them to relax.

Children concentrate for extremely long periods of time, supported by skilled staff who modify activities to meet their individual needs. Children show immense pride in their achievements. They smile widely and clap their hands when they successfully use a communication card to request a snack. Children learn skills to prepare them for their next steps in education, school and later life. They develop their social, emotional and communication skills both within the setting and in the wider community through trips to local shops and cafes.

What does the early years setting do well and what does it need to do better?

• Leaders and managers have a clear vision for providing high quality care and education that meets children's individual needs. Staff have high expectations and aspirations for all children and ensure they make progress through meticulous planning and targeted assessment.
• Staff work very closely with parents from the outset. They offer targeted workshops, drop ins and a lounge where they can meet with staff and other parents. This helps to ensure parents feel comfortable leaving their children. Staff are always on hand to support parents or answer questions, should the need arise.
• Parents are extremely happy with the support they receive and the progress their children make. They say that the impact of the setting on their lives has been 'life changing'. Parents value getting to know other parents who share the same experiences, through events and meetings arranged by the manager.
• Staff support children and families exceptionally well in preparation for school. For example, staff attend meetings with schools and share information and guidance with teachers. Children explore school uniforms with staff to get to know how they feel and look, to help to ensure a smooth transition.
• Staff work collaboratively and proactively with other professionals to ensure they support every child in the best possible way. They share this information with other settings, where children attend more than one, to ensure continuity and to help children achieve the best possible progress.
• Children's emotional well-being is extremely well catered for. Children rest and relax if they become tired or overwhelmed. Staff are attentive and soothing and support children to stay calm. For example, they stroke children's arms with a sensory toy and sing gently when a child is tired.
• Communication is expertly tailored to meet children's individual needs. Children develop social skills and learn how to communicate through words, gestures, makaton and/or the picture exchange communication system. Children learn to take turns and make choices and staff praise them effectively for communicating their wants and needs.
• The manager spends additional funding with integrity. For example, purchasing physiotherapy equipment that children use in the setting to support children's physical and sensory needs at home.
• Staff say they feel very well supported and that their well-being is a priority. The manager highly values staff and works hard to keep their morale high and work-life balance right. For example, staff receive additional time to complete administrative tasks.
• Staff are extremely highly qualified. Robust induction, appraisals and supervisions are used to identify and target training. This develops staff practice and ensures children receive the best possible teaching. For example, training has deepened staff knowledge of children's communication, social skills and mental health as a result of the pandemic.
• Children and families were very well supported during the lockdown period of the COVID-19 pandemic, receiving weekly phone calls and resource packs to support children's learning.