The Light Academy

Inclusion: Needs attention

Leaders ensure that all children are welcomed into this inclusive setting. They take time to work with, and listen to, parents who may have concerns about their child's learning and development. Leaders and staff use a graduated approach to support children with special educational needs and/or disabilities, to be sure that the appropriate plans are put in place for these children. This means that barriers to learning are known to all staff. Leaders take steps to seek additional support from outside agencies to reduce these barriers. They monitor children's progress and complete statutory checks. However, there are times when activities are not consistently matched to the needs of the children which limits the progress they make. Furthermore, leaders are not fully aware of additional funding that children may be entitled to. Therefore, opportunities to help bridge gaps for those that may be entitled to this are not in place.

Curriculum and teaching: Needs attention

Leaders plan the curriculum to reflect the needs of every child in the setting and have monitoring systems in place to help assess that children are making steady progress. Despite this, the delivery of activities are not implemented well enough to ensure children, including those with special educational needs and/or disabilities (SEND), learn as well as they could. Sometimes, interactions do not support all children to benefit from the teaching available. While children enjoy their time in this setting and do show developing confidence. Planned activities do not consistently meet the needs of children or allow them to fully participate. For example, during a cooking activity, all children are told they need to join in. However, teaching during this activity does not reflect the individual needs of children and is therefore not adapted to help all children to engage or learn. Therefore, some children, particularly younger children and those with SEND, become bored and disengage from the activity. Occasionally, activities are adapted appropriately and when this does happen it is beneficial and allows children to take part. This lack of foresight and planning means some children are not making the same progress as their peers.

Children develop their speech and language skills as they sing songs and while playing during circle time. They begin to understand and use mathematical language, such as tall, long and big as well as gaining an awareness of number as they count the number of pretend eggs in a bowl.

Achievement: Needs attention

Children, including those with special educational needs and/or disabilities (SEND), achieve some progress from their starting points. They develop their physical skills as they climb steps up the slide and move safely down. They start to use their small muscle skills as they handle mark-making tools, such as brushes. They use rollers to stretch out gingerbread and cutters to make defined shapes. Children develop some of the skills they need for their eventual move on to school such as hanging their bags on individual hooks as they arrive and using the toilet independently.

Children show confidence as they stand up in front of their friends and sing songs. Generally, they use their speech well to ask for things they need, such as a tissue or a drink of water. Some children develop their listening and attention skills well. However, some children, including those with SEND, do not make the progress they are capable of and are not prepared as well as possible for moving on to school.

Behaviour, attitudes and establishing routines: Needs attention

Leaders and staff have high expectations for children's behaviour and remind them of the rules of the setting, such as 'walking feet' and 'kind hands'. However, they sometimes forget to explain the reason why these rules are in place, such as to support safety. Despite this, overall, children listen to staff and behave appropriately. Due to gaps in the curriculum, children's attitudes to learning deteriorates at times as staff do not always understand how to adapt or change activities to help hold their interest. Children are kind and caring towards one another, Staff praise them when they help their friends, for example, to hang up their bag when they are struggling. Most children exude confidence and develop positive friendships with other children and adults in the setting.

Leaders take time to speak with parents about the importance of regular attendance and how this can support their child's learning and development. They take time to build secure relationships with parents and communicate regularly with them about their child's progress and how they can help them further at home. For example, they offer a book-sharing scheme to develop children's love of books.

Children's welfare and wellbeing: Needs attention

Children are provided with healthy snacks and lunches. Leaders work with the on-site cook to be sure that foods offered are healthy, balanced and reflect children's individual needs. Children sit together to encourage a social time. During this time, staff do not always follow safer eating guidance, such as sitting with or facing children. Staff can become distracted, leading to occasions when children are not being monitored appropriately. This has the potential to impact on children's safety and welfare.

Leaders and staff offer an environment that helps children to feel settled and secure. Children have positive relationships with all staff and it is clear they enjoy their time in the setting. Staff meet children's individual care needs well, including children with special educational needs and/or disabilities. They recognise when they are hungry or tired, and support their dignity and privacy appropriately when changing nappies.

Children demonstrate sound physical development as they run round objects and use their small muscle skills to scoop, cut and manipulate dough. They enjoy being outdoors, using the park to explore and develop their larger muscle skills. Children learn how to balance a pretend egg on a spoon and try and walk without dropping the egg. This results in lots of hilarity as children drop the egg on the floor over and over again.

Leadership and governance: Needs attention

There are areas of the provision where further action is needed to ensure that requirements are met. Leaders do not have a deputy in post who is able to take charge in the absence of the manager. In addition, there are weaknesses in the arrangements to supervise children who are eating. Leaders do not have effective processes to ensure that all eligible children receive the funding they are entitled to so that they benefit as fully as possible from their early years education. However, leaders have acted successfully to address most of the actions for improvement raised at the last inspection. They ensure that staff are offered appropriate support through training and supervision, and have applied strategies to be sure that staff understand how to support children's behaviour effectively.

Leaders demonstrate commitment and enthusiasm for improving the setting. For example, they have recruited a new manager. However, the curriculum is not monitored well enough to ensure it meets the learning needs of all children. Leaders work closely with parents and outside agencies to help children with special educational needs and/or disabilities to get the most appropriate and targeted support to aid their learning. However, the implementation of this is not fully consistent.

Staff comment positively of the new leadership in place and how supported they feel, particularly in their wellbeing. They comment that they feel valued and their ideas are listened to and taken on board. Staff comment that they are given time to complete observations of children and that their workload is manageable.