The Oaks Centre Ltd

Inclusion: Expected standard

Leaders and staff swiftly and accurately identify children who need extra support. Working in partnership with parents, staff are able to create focused next steps and support plans, which means children with special educational needs and/or disabilities and those with other barriers to their learning are well supported and monitored. Staff work with designated special educational needs professionals to ensure that a consistent and effective plan and approach is implemented that allows every child to learn and thrive.

Staff are well trained in consistent approaches that help children with barriers to learning and additional needs settle and be able to follow routines. For example, staff use methods such as comfort items and routine props such as timers for children that require support at times of transition. As a result of this, these children are able to engage with the routine and are settled in knowing what is next.

Staff use individual tracking systems to ensure that next steps are tailored to each child, as well as to celebrate achievements and milestones. Staff have the knowledge and ability to adapt activities to ensure that every child has equal access to the curriculum and learning. For example, staff use methods such as adapting their language, using visual reminders and using sign language to ensure that every child is included.

Curriculum and teaching: Expected standard

Leaders support staff to continue to embed the ambitious curriculum that aims to promote high-quality learning for every child. For example, staff are trained on communication development across all ages and how to further enhance this skill in everyday planning and activities. Staff typically use the well-designed curriculum to ensure that every child is thriving and developing in all areas of learning. Leaders and staff focus their curriculum on encouraging children to be independent. For example, at mealtimes, children serve themselves, choose their meal place mats and collect their plates and cutlery before finding a space to sit. Staff use planned next steps and ongoing observation to ensure that the curriculum is delivered to every child at a suitable pace and in line with their abilities and interests. The setting has a wide variety of books, which are incorporated into daily activities to help bring the characters to life. Staff typically deliver teaching experiences that support all areas of learning. However, this is not yet consistent. For example, children engage in planned focus activities such as creating farm animals with play dough and dry ingredients to support physical and communication skills, but staff do not consistently support the children's learning to understand the learning intention and outcome for the activity.

Achievement: Expected standard

Overall, children of all ages make effective progress and achieve in all 7 areas of learning. For example, older children learn about life cycles and nature as they explore carefully planned activities that build their learning experiences. Accurate and ongoing assessment ensures that all children, including those with special educational needs and/or disabilities, are achieving developmental goals and that they are prepared for their next stage of learning. For example, children with communication barriers are well supported, and they are gradually engaging in conversation and building their language skills. Older children are showing readiness for school, and they are building on the key skills required to support the transition. For example, children are selected to be the class helper with allocated tasks to promote their independence and confidence. Younger children achieve developmental and learning milestones too as staff adapt and carefully plan to ensure that every child has suitable and achievable next steps. For example, younger children learn to self-serve their meals and grow their independence.

Behaviour, attitudes and establishing routines: Expected standard

Children behave positively and calmly, and they demonstrate an eager attitude to learning and exploring. Children play well together and are developing key social skills such as sharing and listening to one another. Staff support all children to engage with one another in a respectful manner and be aware of one another's feelings. Children behave well, which is due to the behavioural expectations implemented by staff. However, these are not yet fully embedded. For example, expectations around safety, such as not running indoors, are not consistently swiftly addressed by all staff. This means children may be unclear of boundaries and behavioural expectations. However, staff use 'Now and Next' boards and flash cards effectively to help children with barriers to their learning to understand routines and behaviour expectations of the setting, where age and stage appropriate.

Children build warm and social relationships with each other, and they eagerly invite others into their play. For example, children in the home corner create a role-play picnic scenario and share food items to invite other children to join them. Children also form secure attachments with the staff, including their key persons, which further supports positive behaviour, attitudes and understanding of routine. Leaders share the expectations of attendance with parents, highlighting the importance of consistency and the positive impact regular attendance will have on learning and development, including school readiness. As a result of this, parents routinely inform of any absence in a timely manner, and this is well recorded and tracked.

Children's welfare and wellbeing: Expected standard

Leaders and staff demonstrate understanding of how to support children's wellbeing and welfare. Through continuous professional development and internal policy reviews, leaders identify where changes and updates are required. For example, following a change in requirement to children's privacy, leaders have implemented effective systems to support this change. Staff support the children to develop understanding of healthy choices and the importance of these. For example, children have constant access to fresh water, which they help themselves to, and at mealtimes the children and staff engage in conversation about healthy food and the importance it has on their bodies and health.

Staff are attentive to the care needs of the children and respond to each child. For example, children with wet clothes or messy hands are well supported in their care needs to make them comfortable. Staff focus on independence throughout the day and daily tasks, and, as a result of this, children are rapidly developing this skill. For example, children of all ages are independent in their care needs, self-dressing and completing everyday tasks such as refilling their water bottles. The outdoor area is an extension of the classroom, and it is well equipped and spaced to allow for a range of physical activities and freedom of movement. Every child is allocated a key person through an effective key-person system. As a result of this, children form secure and warm attachments, which supports their wellbeing and emotional needs.

Leadership and governance: Expected standard

Leaders understand the setting's strengths and areas for further continuous development, and they regularly review this. For example, leaders recognise that the recent merge of the rooms means staff require ongoing training and support to ensure that they are able and confident to deliver the curriculum to children of all ages and abilities. Where areas of development are identified, leaders are effective in approaching the local authority for further support and to ensure the best possible outcomes. For example, following a recent breach in working with external agencies regarding changes to staff suitability, leaders have been supported by the local authority to tighten and enhance their knowledge of safeguarding procedures and information-sharing.

Leaders have an open and positive relationship with staff where they encourage ongoing communication about workloads, wellbeing and overall support. Through supervision and monitoring of practice, leaders have highlighted ongoing targeted training needs, which they are addressing and monitoring. For example, the recent communication and language training was implemented to support and encourage all staff to role model effective age-appropriate language interactions following the merge of age groups. As a result of this, staff have developed this skill further and demonstrate understanding through interactions of language development across all ages, and this continues to be implemented. Leaders engage with other professionals where needed to best support the children and staff. For example, leaders hold meetings with school class teachers ahead of school transitions.