The Railway Children

Inclusion: Strong standard

Staff ensure that they know and understand children's needs well. They gather information from parents when children first start. This helps them to know how to tailor the learning and support for each child. Staff make timely adaptations to areas of the curriculum to ensure that it is ambitious for what each child can achieve.

Staff make precise assessments and liaise as required with other professionals, who may be involved with children. This helps them to identify and address any barriers that children may face, such as communication and language delays, so that children receive consistent opportunities to learn alongside their peers. Staff are well trained to follow a graduated approach to review children's learning and assess the progress they make. Staff prepare activities and experiences considering the learning needs of individual children. They routinely adapt the support provided so that each child benefits.

For children who are in receipt of additional funding, staff consider their needs and use this funding to gain the maximum benefit for children. For example, staff plan experiences at a nearby farm or provide specific resources to help strengthen the smaller muscles in children's hands. As a result, children who need additional support make consistently positive progress over time.

Curriculum and teaching: Expected standard

The curriculum for all children is designed well and is ambitious for what children can achieve. Staff adapt the curriculum at appropriate times to consider the differing learning needs of children and ensure that all children gain the learning opportunities they need. Staff ensure that children have opportunities to think about their emotions and the emotions of others. They include discussions during stories and encourage the use of words, such as happy, sad or excited, during conversations.

Staff have a clear knowledge and understanding of the curriculum intentions. They prepare learning opportunities that align closely with children's needs. This enables opportunities for children to practise and develop their skills, building on what they already know and can do. For instance, staff skilfully include opportunities for children to count, recognise number and shape and to think about the language to describe size and quantity during activities. That said, at times, during some verbal interactions with younger children, staff do not consistently provide children with time to think about what has been said and respond with their own ideas.

Older children have ample opportunities to continue to use and strengthen the skills they have already learned. For example, they independently select resources that interest them to practise their grip, using pens to make purposeful marks on their paper. They happily share the meaning of their marks with staff and their peers.

Achievement: Strong standard

All children make consistently positive progress in their development in all areas of learning. Children, including those who face barriers to communication, develop their communication and language skills. They use their existing vocabulary, together with newly learned words, in context and with confidence. This includes mathematical language and concepts. Babies and toddlers begin to use the words and phrases they learn in talk during their play. Children develop a love of books. They enjoy listening to stories and helping to turn the pages. They are keen to express their thoughts and needs, and they speak with eloquence.

Children develop creativity and enjoy using musical instruments and making music. They learn the skills they need to be ready for their next stage in education, including school. For example, children learn to use the toilet independently and follow instructions. All children demonstrate confidence and gain the language and experiences they need to further develop their skills and understanding in all areas of development. This prepares them very well for their future learning.

Behaviour, attitudes and establishing routines: Strong standard

Children develop close relationships with staff. They receive cuddles and reassurance, which helps them to settle well. Children show positive behaviours in this setting. For example, the youngest children show excitement as they routinely help to tidy away toys in the correct boxes together with staff's guidance. This helps children to understand how to respect and care for their resources. Staff ensure that routines are embedded well, which helps children to know what will happen next.

Older children build positive friendships and are supported well by staff to understand the behaviour that is expected of them. This is clearly shown as children consistently speak respectfully with their peers. In discussion during play, they instinctively use their good manners and take turns to talk, listening respectfully to each other. Children routinely organise turn-taking between themselves and wait patiently for their turn. For example, during their play, children build a course for their marbles to roll in different directions. Children use their problem-solving skills and discuss which pieces to add next. Staff listen intently to children's explanations of how their structure works. As staff model this behaviour, it impacts positively on children's understanding of the importance of listening to each other. Leaders promote and support children's regular attendance at the setting. This enables children to arrive on time to make the most of their learning each day and promotes positive habits for the future.

Children's welfare and wellbeing: Strong standard

Leaders ensure that staff have a high level of understanding of the setting's policies to ensure children's wellbeing at all times. At times, these are reviewed to ensure that the differing needs of children and families continue to be met. Staff know children very well. This means they are alert to children's emotional needs and consistently meet all children's needs, including those who are vulnerable and may need additional support during transitions in their lives. Staff understand that secure and consistent relationships are vital between key persons and children. This helps children to feel safe and settled in the environment so that they continue to thrive and enjoy learning while other challenges and changes may be faced by families outside the setting.

Children show high levels of excitement when they arrive in the garden to play. They engage in various play and learning activities. For example, children practise their balance and develop their physical skills as they climb on the equipment or take turns to use wheeled toys. Staff help children to understand when to slow down and be careful of others. Younger children build confidence when they receive support and praise from staff on where to put their feet while climbing so that they remain steady. All children receive timely praise for their efforts and achievements. For example, staff praise children when dressing in outdoor clothing, managing their personal care and practising their use of age-appropriate cutlery to feed themselves at mealtimes. Staff provide the individualised support that is needed for children to listen to, follow instructions and embed these practices into their daily routines.

Staff talk with children about how being active helps to strengthen their muscles. Children learn how to wash their hands correctly. They understand that this routine contributes towards keeping them healthy by removing any germs before eating. During mealtimes, staff and children talk together about the food they eat and the importance of regularly drinking water. Staff acknowledge children's contributions in discussion and provide further explanation about where some foods come from. This helps to build on what children already know.

Leadership and governance: Expected standard

Leaders are experienced and knowledgeable. They identify and make informed decisions about the running of the setting that are in the best interests of children. Staff receive the required mandatory training and development opportunities to ensure that their knowledge remains current. Leaders place high importance on ensuring staff's wellbeing. They have regular check-in sessions as part of the overall support to ensure their workload remains manageable.

Leaders have already identified an area they wish to improve, which includes observing staff's practice as part of monitoring. However, at this early stage, the arrangements for this activity are too broad to reflect upon and identify areas of strength and areas for development effectively. Leaders do not yet consistently provide staff with opportunities that enable them to reflect on areas of their practice more specifically, to identify the areas that will help develop their personal effectiveness. Leaders seek to make continual enhancements and improvements in the setting to benefit children's experiences. Their evaluation accurately highlights the setting's strengths and their identified areas for improvement. However, there is scope to refine these areas further in relation to the supervision of staff and observations of their practice, to enhance their practice further.