St Michael's Family Centre (Church Lane)

Inclusion: Strong standard

Before children start, staff visit them at home and gather detailed information about their interests, routines and any emerging needs. This helps staff to plan support so that, from the first day, children feel known and understood and settle quickly. Staff swiftly identify barriers to children's learning and talk with parents to agree clear plans so that support starts quickly. This helps to build open and trusting partnerships with families. Leaders use additional funding to offer staff training in language and communication and to provide targeted support. Children who need extra help grow in confidence and join in more fully.

Staff work closely together so that children are well supported throughout the day. They seek timely advice and support from other professionals, such as speech and language therapists and put this guidance into practice. Staff have high expectations for all children. Leaders and staff review children's plans and progress regularly and adjust support when needs change. Where children are known (or previously known) to children's social care, leaders work with family support workers and other professionals so that support is joined up and consistent. Children with special educational needs and/or disabilities, and others who face barriers to their learning and wellbeing, receive well-matched support that helps them to take part in activities with their peers and learn the skills they need for their next stage.

Curriculum and teaching: Strong standard

Leaders have designed an ambitious curriculum for all children and have high expectations for their learning and development, especially their communication and language. They know where the curriculum is working well and where it needs refining, and use training and coaching to improve teaching. Staff use day-to-day assessment to check what children know and adapt teaching for disadvantaged children, those with special educational needs and/or disabilities, children known (or previously known) to children's social care and those who may face other barriers, so that all children can access the intended curriculum. Staff build on what children already know and introduce new vocabulary, explaining what these words mean so that children understand and begin to use them.

Children's physical development is a clear priority. Outdoors, staff model skills and encourage children to develop their balance and core strength. Staff thread fine motor practice through play, for example, when children use pipettes in the water tray. Staff model new actions so that children learn new skills. Mathematics is well sequenced throughout the setting. Staff have a clear understanding of what they must teach children and when. For example, younger children learn basic counting skills. This is extended as they grow to incorporate basic maths problems and recognition of numerals. This helps children to develop a secure grasp of mathematical ideas and language over time.

Achievement: Strong standard

Children are well prepared for their next stage of learning. They move through daily routines with confidence, putting on their own coats, organising what they need and making thoughtful choices about their play. Across the 7 areas of learning, children build secure knowledge and skills and use these with growing independence.

Children with special educational needs and/or disabilities make remarkable progress from their starting points. Others who are disadvantaged, or who face barriers to their learning or wellbeing, are similarly well supported to achieve well. Staff use advice from professionals and their thorough knowledge of child development so that children learn more over time. Children deepen their communication and understanding of language through many activities. They listen carefully, respond to questions and accurately use ambitious vocabulary, as they explain how hedgehogs 'hibernate' through the winter. They recall and talk about stories, use early mathematical ideas in their play and develop the physical skills they need to take part in a wide range of activities.

Behaviour, attitudes and establishing routines: Strong standard

From the very beginning, staff get to know children and their families well. They visit children at home and use this time to build early links with parents. Each child has a key person, and because this is a small setting, children form trusting relationships with all staff. This helps children to feel secure and ready to learn.

The rules and expectations at the setting are clear and staff help children to understand what is expected of them. They use consistency and repetition so that routines become familiar. Children learn the boundaries of the setting quickly. When disagreements arise, staff step in promptly to help children resolve conflict. Children respond positively to staff instructions. For instance, when children are reminded to share, they listen and follow staff's signals very well.

Children form close friendships and enjoy each other's company. They play in groups and adapt their play when supported by staff. For example, children who struggle to participate in larger groups develop these skills quickly due to the encouragement and support from staff. As a result, their confidence grows and social skills develop well.

Parents report positively on the support they receive as a family regarding children's attendance. Therefore, children attend regularly and are able to access their full entitlement and benefit from the experiences the setting provides.

Children's welfare and wellbeing: Strong standard

Children's welfare and wellbeing are carefully considered throughout the setting. It is clear that all children have a real sense of belonging here, and enjoy both their learning and play. Warm, positive relationships help children to talk about their emotions, and to turn to staff for reassurance, comfort and guidance. This supports children's emotional wellbeing and helps them to develop confidence and a sense of belonging within the setting.

Children learn how to keep themselves safe. They follow good personal hygiene routines and also begin to think about risks in their play. For example, when building an obstacle course, staff suggest children test their balance beam before using it. Younger children watch the member of staff test the beam, while older children test it themselves. This helps children to learn and understand this new technique.

Staff also talk daily about healthy food and exercise. Children have daily access to outdoor play. They enjoy helping to grow fruit and vegetables in the garden. This helps them to understand where food comes from and the benefits of healthy, home-grown choices. All of this helps children to build the foundations they need for leading healthy, independent lives.

Leadership and governance: Strong standard

Leaders have a detailed understanding of the setting strengths and areas for development. They implement clear plans for improvement and work in partnership with staff to put these into practice. For example, they arrange regular supervision to provide support, identify training needs and discuss ongoing practice. Staff are deployed well across the setting to support less confident colleagues. Therefore, children continue to learn well and their learning is not affected. Long-term staff enjoy their role and staff workload and wellbeing are managed well. Leaders prioritise children's learning and achievement when making decisions. For example, they provide high adult-to-child ratios, ensuring children receive consistently high-quality support.

Leaders engage effectively and positively with parents and share meaningful information. Parents who may be harder to reach, for example, those who speak English as an additional language are well supported. Staff go above and beyond to ensure parents have a clear understanding of their child's learning within the setting. Parents report positively on the clear and regular communication from staff. Parents know about their children's learning, what support is in place at the setting and they receive regular updates of children's progress. Parents also receive advice for home-learning opportunities. Staff share a range of resources to support this further.