Teddy Wilf's @ Shopwyke

Inclusion: Strong standard

Leaders have a very robust approach to identifying children's needs. They act efficiently to gather information about children's stage of development. Leaders work effectively with parents and carers to discuss any gaps in children's learning. Staff are therefore highly knowledgeable about children's individual stage of learning when they first start and implement any necessary adjustments to the environment. Staff implement effective practices that ensure precisely tailored support is provided for children with special educational needs and/or disabilities. As a result, all children can access all areas of the curriculum.

Staff recognise how to monitor children's progress. The special educational needs coordinator and other specialist staff work together with external professionals. Leaders are passionate in their approach and ensure that education and care plans are created and implemented collaboratively so that children consistently benefit from a joined-up approach.

Leaders and staff identify all children who may face barriers to their learning and/or wellbeing. Where children may be at a disadvantage, such as those who are known or previously known to children's social care, leaders provide a personalised approach that supports the wellbeing of children and families. Leaders use additional funding appropriately to enhance the experiences of children. Through this practice, leaders and staff consistently make a demonstrable difference to children's outcomes.

Curriculum and teaching: Expected standard

Leaders have developed an ambitious curriculum that is inclusive and well designed. It is generally understood by staff, who use their knowledge of children to support children's progress. Overall, the curriculum is well sequenced. However, there are occasional times when teaching does not accurately follow children's current stage of learning. Despite this, interactions between staff and children are highly positive. Staff engage children in exciting and immersive educational experiences.

Staff provide children with plenty of opportunities to explore texts and books. Children often take their favourite stories to staff, who read to them enthusiastically. Staff link children's interests to different books to further develop their love of reading. For example, when children are fascinated by cars, staff encourage them to look at books and support them to learn the names and purpose of different vehicles as they explore together.

Staff ensure that teaching promotes a secure focus on communication and language. Staff are knowledgeable about how they adjust their language. For example, staff adjust the vocabulary they use when exploring water with babies and young children. They provide single words such as 'pour' and 'cup' to support children's understanding.

Achievement: Expected standard

Children are well prepared for the next steps in their education. They have positive attitudes to their learning and gain suitable education across the different areas of learning.

Children are developing a secure love of reading. For example, babies enjoy looking at picture books, while older children enjoy a range of imaginative stories. Children of all ages therefore develop broad vocabularies and communicate their interests with ease.

Children gain secure social skills as they interact happily with their friends. They also gain secure independence skills. Children begin to do some tasks for themselves, such as preparing their plates and cups for snack times.

Children generally gain mathematics skills that are appropriate for their age. For example, they begin to recognise numbers and start to count. Children also begin to establish an early understanding of shape and language related to size and measure.

Behaviour, attitudes and establishing routines: Strong standard

Leaders have established a secure approach to developing children's positive behaviour. Staff implement expectations consistently and gently discuss them with children. Staff recognise children's different ages and stages of development and expertly adapt rules appropriately so that they are well understood by all children. Staff provide plenty of positive encouragement. For example, they provide children with recognition and praise when they tidy away their toys after an activity. Children behave extremely well and develop a secure understanding of what is expected of them throughout routines.

Staff support children to develop very positive attitudes to learning. Children engage and concentrate hard as they participate in the well-planned activities that staff have set up for them. For example, young children try hard as they use different tools to scoop water from one container to another. Staff are highly engaging and build secure relationships with children that support them to thrive.

Leaders work hard to ensure attendance is high. They know families well and work promptly to identify and remove any barriers to children's attendance. They share their approach to managing children's absences with parents, to support them to understand the importance of children's regular attendance. As a result, children attend regularly and punctually.

Children's welfare and wellbeing: Strong standard

Leaders place children's welfare and wellbeing at the very heart of the provision they offer. Staff are nurturing and build excellent relationships with all children. The key-person system in place is highly effective. Staff know children remarkably well and, as a result, children feel safe and settled throughout the day.

Staff lead healthy, sociable mealtimes. Children engage in meaningful conversation with one another, and staff promote positive discussions around nutrition and balanced choices. Staff provide parents with clear information about nutritious lunch boxes. Furthermore, staff skilfully teach children about other elements of good health, such as oral hygiene and the importance of rest and exercise. Children are therefore supported to develop a very secure understanding of healthy lifestyles and, as a result, they make healthy decisions for themselves.

Staff carry out care routines respectfully. For example, they engage positively with babies during nappy changes as they talk and sing with them. Furthermore, babies are settled to sleep calmly with routines that follow their individual needs. Older children develop excellent independence skills. Staff support them to learn how to manage their hygiene routines by themselves and arrange their equipment at mealtimes.

Leadership and governance: Strong standard

Leaders have an extremely secure oversight of the setting. They are passionate and decisive, taking prompt action to prioritise any areas of improvement when identified. For example, they have been supporting staff to build on their understanding of how to implement the curriculum effectively.

Leaders have very high expectations of staff and strive to ensure that high standards are met continuously. They provide staff with access to a range of high-quality training opportunities. For example, staff complete training to increase their understanding of making adaptations to activities to support children with special educational needs and/or disabilities. Leaders also provide ongoing coaching and mentoring to support staff to continually develop their practice. Through this, the quality of teaching is consistently raised for children.

Leaders have consistently positive and thoughtful engagements with parents. Parents feel well informed about children's progress and development. They are also regularly updated with different activities and events that are happening at the setting. Leaders have prioritised this as an area of focus so that parents feel fully involved with children's education and care.

Leaders and staff engage with other professionals who are involved in children's care and education. For example, they have regular contact with medical professionals and educational psychologists to provide well-informed support for all children. Leaders also have contact with local schools to support children's transition to school. Children are well supported through this effective, collaborative approach.