Teepee Childcare Links Road

Inclusion: Strong standard

Leaders have established an inclusive culture where children and families receive timely support to overcome barriers to learning and wellbeing. They know children well, identify needs promptly and work closely with parents and other professionals to ensure children receive the support they need to participate fully in nursery life.

Children benefit from well-planned support that is embedded in daily practice. Leaders and staff work effectively with physiotherapists, advisory teachers, speech and language therapists and other professionals to implement agreed strategies consistently. As a result, children make good progress from their individual starting points. For example, children have made notable gains in communication and physical development following timely referrals and targeted support.

Leaders ensure that children who speak English as an additional language are fully included. Staff work closely with families, using key words from home, visual prompts and consistent communication strategies to help children understand, communicate and develop positive relationships.

Leaders use additional funding effectively and work closely with community services and external agencies to reduce barriers for children and families. Consequently, children, including those facing disadvantage, develop a strong sense of belonging, access the curriculum successfully and make good progress because their individual needs are recognised and met well.

Curriculum and teaching: Expected standard

Leaders have strengthened the provision since the previous inspection through more effective monitoring and self-evaluation. They have an accurate understanding of the setting's strengths and areas for development, using feedback from staff, parents and professionals to inform improvement priorities. As a result, safeguarding, curriculum implementation and support for children and families have improved.

Leaders have designed an ambitious curriculum that reflects children's developmental stages, interests and individual starting points. They have identified the knowledge, skills and experiences children need to gain over time. They have adapted the curriculum appropriately for children with special educational needs and/or disabilities (SEND) and those who speak English as an additional language.

Staff provide a broad range of experiences that support children's communication and language, physical development and early mathematical understanding. They introduce new vocabulary through conversations, stories, songs and play. This helps children to develop confidence in communicating their ideas. Children enjoy exploring creative, sensory and construction activities that encourage investigation, imagination and cooperation. Staff promote mathematical learning throughout daily routines and play, helping children count, compare quantities and develop an understanding of number in meaningful contexts.

Leaders use assessment information effectively to adapt experiences and support children's individual next steps. This is particularly evident for children with SEND and those who speak English as an additional language. Staff support them to access learning alongside their peers and make good progress from their starting points.

However, minor inconsistencies remain in teaching. At times, staff do not make the best use of opportunities to extend children's thinking or build precisely on what children already know and can do. As a result, some interactions do not deepen children's learning as effectively as leaders intend, and children do not consistently develop their knowledge and understanding as well as they could.

Achievement: Expected standard

Children achieve well from their individual starting points and develop the knowledge, skills and confidence needed for their next stage of learning. They engage positively in activities, enjoy their learning and become increasingly confident and independent.

Babies and younger children make secure progress in their communication, physical development and personal, social and emotional development. They develop curiosity as they explore the environment, communicate their needs with increasing confidence and form secure relationships that support their learning. Older children build on their existing knowledge and skills, becoming confident communicators and developing early mathematical understanding through play and daily routines.

Children with special educational needs and/or disabilities (SEND), those who speak English as an additional language and those facing disadvantage make good progress because their individual needs are identified and supported effectively. They develop increasing confidence, resilience and independence, helping to prepare them well for future learning and school.

While children achieve well overall, occasional inconsistencies in teaching mean that opportunities to deepen learning are not always realised fully. Nevertheless, children develop the secure knowledge and skills expected for their age.

Behaviour, attitudes and establishing routines: Expected standard

Children typically demonstrate positive attitudes to learning and engage readily in the experiences provided. They are curious and motivated and confidently explore the environment, showing sustained involvement in activities that interest them. Children cooperate with their friends, persevere with challenges and take pride in their achievements.

Children behave well and show kindness, respect and consideration for others. Babies develop secure attachments with familiar adults, using them for comfort and reassurance when needed. Older children form positive friendships, share resources, take turns and respond well to staff guidance. Staff consistently recognise children's efforts and achievements, helping them develop confidence, self-esteem and an understanding of expectations.

Established routines help children feel safe and secure throughout the day. Children move confidently between activities, listen carefully to instructions and increasingly manage tasks independently. They develop self-help skills through everyday routines, including serving food, pouring drinks, washing their hands and managing aspects of their personal care. These experiences support children's growing independence and readiness for their next stage of learning.

Leaders promote positive behaviour and regular attendance successfully. Children settle quickly, enjoy attending the setting and benefit from consistent routines and relationships. As a result, they develop positive learning behaviours and make the most of the opportunities available to them.

Children's welfare and wellbeing: Expected standard

Children feel safe, valued and emotionally secure because caring staff know them and their families well. Babies confidently seek comfort and reassurance from familiar adults before returning to their play, while older children approach staff with confidence, knowing they will be listened to and supported. As a result, children develop secure attachments and a strong sense of belonging.

Leaders ensure that children's individual welfare needs are identified and supported effectively. Staff work closely with parents and other professionals to provide consistent care and support, particularly for children with special educational needs and/or disabilities. Individual strategies, visual supports, signing and sensory resources help children access daily routines and experiences alongside their peers.

Children learn about healthy lifestyles through everyday experiences. They enjoy nutritious meals and snacks, develop good hygiene routines and take part in supervised toothbrushing. Opportunities to grow fruit and vegetables help children understand where food comes from and encourage positive attitudes towards healthy eating. Effective partnerships with parents reinforce these messages beyond the setting.

Children benefit from a caring and inclusive environment where staff support their emotional wellbeing sensitively. Leaders and staff work effectively with families to reduce barriers to wellbeing and provide additional support when needed. As a result, children are happy, confident and resilient, developing the emotional security and self-confidence needed for future learning and development.

Leadership and governance: Expected standard

Leaders have prioritised creating an inclusive culture where children receive the support they need to succeed. They work effectively with parents, schools, health professionals and other agencies to reduce barriers to learning and wellbeing. Funding is used thoughtfully to enhance children's experiences and provide targeted support for those who need it most. As a result, children, including those with special educational needs and/or disabilities, those who speak English as an additional language and those facing disadvantage, are well supported to participate fully in the life of the setting.

Leaders are committed to developing a skilled and supported workforce. Staff value the approachable leadership team and report that supervision, training and professional discussions help them to reflect on their practice, consider children's needs and promote their own wellbeing.

Generally, leaders' actions are having a positive impact across the setting. However, improvements to the quality of teaching are not yet consistently embedded. As a result, children do not consistently benefit from teaching that fully reflects leaders' curriculum intentions. Even so, children enjoy a positive experience where they are cared for well and included fully and make good progress from their individual starting points.