Swindon Early Years Centre

What is it like to attend this early years setting?

Children with special educational needs and/or disabilities (SEND) thrive in this specialist centre. New children are very sensitively supported to settle into the sessions. Staff work closely with parents to get to know children. They support children to understand behaviour expectations and what is coming next in the routine. Children enjoy freely exploring activities, and staff are close by to offer lots of support and encouragement.

Staff create a highly individualised curriculum focused closely on each child's needs. The manager and staff have high aspirations for children. Children listen well during their singing session in the morning, excitedly holding a toy animal, and some knowledgeably join in with known phrases. Staff use specialist equipment and resources to help children participate in a sensory-based singing session in the afternoon. Staff work hand over hand with children to help them feel items as they sing to the children. Staff, parents and children enjoy coming together at the end of the session. Children move their bodies with excitement, smiling broadly, and clap their hands in delight as they hear their names during the goodbye song. Parents smile while listening to staff celebrate each child's 'wow' moment of the day. Staff work hard to help children with SEND to be appropriately prepared for their next steps in education and their future in the wider world.

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

• Staff plan activities carefully to help children to build on what they can do. Each child's key person outlines clear targets to extend children's learning. Staff are very encouraging and help children to try new experiences, linking closely to children's interests and preferred ways of learning. For example, staff sprinkle cereal into tins, as they know children like the noise, and this prompts children to try this themselves, extending their exploration.
• Managers and staff work tirelessly to get children and families the help they need. They liaise closely with parents and other settings the children attend, ensuring that children receive a beneficial collaborative and consistent approach. They provide considerable support for parents, helping them navigate each stage of their children's journey. Parents say that staff do so much to cater for their child's needs and that they do not think they could manage without their help.
• Some staff make excellent use of signs, visual cues and speech to reinforce children's understanding and encourage children to express themselves. However, occasionally, other staff do not make their messages clear by breaking down their communication consistently to enable children to understand. Additionally, at other times, staff do not adapt their approach and respond promptly to children's attempts at communicating, such as when children seek out the bubble wands for more bubbles.
• Children develop their physical skills appropriately, based on their individual needs. They are encouraged to build their strength and sit for short periods. Fun, motivating activities encourage their fine motor skills, and children push puzzle pieces together. Children learn how to use the balance bike outside. Staff patiently offer tips and lots of encouragement as children try again. Children smile broadly as they manage to push themselves along the path.
• The new manager and senior staff are dedicated to the ongoing development of the provision. They are committed to making a positive difference in the lives of the children and families in their care. Managers and senior staff have outlined key areas of improvement. They have started to introduce changes to the children's snack time. These arrangements are at the very early stages. Managers and senior staff know that they need to enhance these further, ensuring they support children to eat a variety of food and support their good health and lifestyles.
• The manager and senior staff ensure recruitment procedures are robust, induction processes are implemented, and regular supervision and team meetings are held with staff. They recognise the importance of a highly skilled team to support the complex needs of the children in their care. Training needs are focused on and supported closely. Senior staff are currently assisting their two unqualified staff to complete relevant early years qualifications.

What the setting must and should do next

The provider should:

• support staff to consistently adapt their teaching and extend children's understanding, and their emerging communication, as much as possible
• implement the planned changes for mealtimes to enhance the support for children's healthy lifestyles and diet further.