Start Point Northam

Inclusion: Expected standard

Leaders have an effective understanding of the local area and the difficulties their families are facing. They help families to access funding to help their child benefit more from their education. For example, leaders use funding to cover extra sessions and resources for children's home learning. They also work alongside other professionals, who can support children's development. This helps children to get the best start in life with the support of this setting.

Staff support children with special educational needs and/or disabilities. Staff use their knowledge and experience to identify if children have a particular need. Staff work together to plan for these children, using a range of methods and programmes. For example, staff take small groups to work on children's speech and language development. Children who speak English as an additional language are also supported well. Staff work with families to teach children the English language and use visual aids to help them learn about routines. All children have a positive attitude towards their learning.

Leaders are always looking for opportunities to develop and enhance their skills. For instance, they sign up for extra training and pilot schemes to support the children in their care, such as trauma and neurodiversity training. This ensures that all staff keep their knowledge and skills up to date.

Curriculum and teaching: Expected standard

Leaders promote an ambitious curriculum. Staff have an extensive knowledge on what they want children to learn. They set up an enabling environment that gives children the confidence to access all 7 areas of learning. There is a focus on developing children's independence skills. For example, children access the resources freely and prepare their own snack.

Staff promote children's communication and language skills well. Children learn new words. For example, staff sing nursery rhymes, read stories and use modelling and repetition to support this learning. Staff overcome barriers that children face in their communication. For example, they use signing and visual aids. Children demonstrate an effective understanding and build on their language skills.

Children are developing early mathematics skills. Staff encourage children to count regularly and talk about size and positioning. Children use mathematical language in their everyday conversation. For example, children talk about items that are 'bigger' and 'smaller' than another.

Staff promote children's physical development through a range of different activities. Children develop their fine motor skills, such as through manipulating play dough, cutting and mark making on the chalk board. They develop their gross motor skills inside and outside by moving in a range of different ways using equipment. Children enjoy these opportunities and are becoming stronger.

Staff provide a range of child-led activities and adult-led activities. Staff assess children's learning to develop their knowledge and understanding further or to teach them a new skill. However, during group times, the teaching is not as effective as other times. For example, during story time, staff do not extend children's learning of the story being told or question children on what they have heard. Leaders do not consistently ensure that staff are using every opportunity to teach children.

Achievement: Expected standard

Children in this setting are achieving well in their development. They show they have good communication and language skills. Children are also building good relationships with their peers. For example, they play alongside each other, using their imaginations to create storylines in their play. Children build on their previous learning experiences and meet their next steps in their learning.

Children are prepared for the next stage of their learning, such as preparing for school. They are independent and confident. For example, children independently access the activities provided, when they find things more tricky, they will confidently ask an adult for help. Children are well prepared for their transition on to school.

Behaviour, attitudes and establishing routines: Expected standard

Staff have high expectations for children's behaviour. They take opportunities to remind children of the rules. For example, staff use a teddy bear to highlight these, such as using 'listening ears'. They repeat these rules throughout the day, particularly at group times. Children are beginning to follow these. Staff swiftly stop children if they are not following the rules and have discussions to deal with conflict. They also teach children strategies when it comes to sharing and turn-taking. For example, staff encourage children to decide who will go first and then pass it to the next friend when they are finished. Children are beginning to show respect for one another.

Children have positive relationships with the staff. All staff know children well and have an understanding of their individual needs. For example, key persons work closely with families prior to starting the setting, to understand the best way to support children. Staff try to ensure children have consistency between the home and the setting. Children follow the routines well and show they feel safe.

Children have a positive approach to their learning and enjoy the activities they do. They are very excited to come into the setting and are quick to join in. The children generally behave well, especially when they engage in their chosen activity. They are proud when staff praise them for their achievements. Leaders work closely with parents and carers to encourage attendance at the setting, to ensure that children are familiar with the routine.

Children's welfare and wellbeing: Expected standard

Leaders create a safe space for children to feel happy and secure. Once children have put their belongings away, they self-register, where they put their name on how they are feeling today. This allows for their key persons to have a discussion with them about their feelings and why they feel this way. Children confidently approach their key persons when they need help, such as when they need a change of clothes. Children show they feel safe with the staff caring for them. However, not all staff understand their roles as key persons, when forming secure attachments with children. For example, key persons do not consistently communicate with the parents and carers at drop off or pick up times. Sometimes, barriers can get in the way of this. By improving this process, it would ensure that all children's wellbeing is catered for, especially when settling into the setting.

Staff promote the importance of having a healthy lifestyle. Children join in with physical activities, which encourages moving in a range of ways. They learn about making healthy choices during snack times. For example, children choose from a range of fruits. Leaders work with families to ensure they provide a healthy packed lunch for their child. Children have good self-care skills. For example, they wash their hands and wash up their bowls and cups. Staff work with the children on teeth brushing to promote children's good oral health. Children learn how to look after themselves by following these hygiene routines.

Leadership and governance: Expected standard

Staff feel extremely well supported by the management team. They have regular meetings with managers, where their wellbeing is a priority. Staff benefit from professional development, such as completing training to support children with special educational needs and/or disabilities. This supports their teaching to ensure that children can overcome barriers in their learning. Leaders work with external agencies regularly to provide extra support for those children who need it. Leaders know what their strengths are as a setting and highlight areas where they can improve on. For example, they are accessing pilot schemes to extend their knowledge further.

Leaders work with their families to support them at home. For example, they provide workshops and information books. There is a range of support to help parents and carers with meeting their children's basic needs, such as sleeping and eating. Leaders also use additional funding to provide resources for home learning. They have formed good partnerships with parents. Staff make sure to find out everything about individual children before they start attending the setting. For example, they visit the home and meet with the family. Staff have an extensive knowledge about each child and their home life.