Thurston Childcare

Inclusion: Expected standard

Staff build great relationships with extended family as well as parents. This helps staff create a more inclusive environment that respects the diverse backgrounds of children. This means all children, including those that are facing barriers to their learning and/or wellbeing, feel safe and valued.

Staff promote inclusion by recognising the importance of supporting children's early communication and language development. Parents are actively involved in decisions about their child's support, such as referrals to external speech and language professionals. This collaborative approach ensures all children, including those with special educational needs and/or disabilities (SEND), make rapid progress in their social communication skills.

Staff routinely use age-appropriate assessment tools to identify children who need early help with their speech and language development. When required, appropriate support is put in place quickly. For example, staff use Makaton and visual aids, such as 'now and next' boards, to help children communicate their wants and needs. Occasionally, staff do not consistently use visual aids as part of children's individual support plans. This can reduce children's confidence to follow routines independently, such as moving between activities that can be difficult and cause anxiety.

Leaders have established great relationships with the neighbouring school and parents. Children have many opportunities to visit and begin to familiarise themselves with the environment and staff. This supports seamless transitions for children who will attend this school and promotes inclusion beyond their time at the setting.

Curriculum and teaching: Expected standard

Leaders and staff have developed a curriculum that covers all seven areas of learning and helps children to build their knowledge and skills securely over time. Staff typically understand this and deliver it well to children. A robust key-person system and assessment processes are in place. This helps to monitor the progress individual children make.

Overall, teaching is high quality. Staff generally plan children's learning around their interests, learning preferences and next steps. For example, children with special educational needs and/or disabilities (SEND), who seek sensory play, delight in exploring gloopy, messy play with their hands. Staff extend this activity by introducing paintbrushes and paint, modelling suggestions of how these can be used. Children with SEND begin to copy staff and practise holding the paintbrush to paint their hands. Children develop their hand-eye coordination and strengthen their hands and fingers, which supports their next steps in emerging pre-writing skills.

However, some staff do not always fully consider how planned activities should be adapted, such as adding specific resources to meet the individual learning needs of their key children. As a result, children's progress towards their next steps can sometimes be limited.

All children, including those with SEND, benefit from one to one teaching sessions and learning together in small groups. Interactive group story times featuring diverse characters, strengthen children's understanding of difference and deepens their sense of belonging. This inclusive practice supports their social development, helping children interact more confidently with peers and enjoy the shared experience that reading together brings.

Achievement: Expected standard

Children achieve well across all seven areas of the early years foundation stage. They make plenty of progress because their learning at home and in the setting is closely connected. For example, children love taking home 'Buttons', the teddy panda, and confidently share their experience, such as visiting the dentist, when they return. These opportunities help children develop their confidence, communication skills and readiness for their next stage of education, including school.

All children, including those with education, health and care plans, make sustained progress because their targets remain relevant and achievable. Children typically build confidently on what they already know and can do, showing increasing independence and resilience. Staff provide a welcoming environment and children build incredible, trusting attachments to their key person. This gives children a secure base from which to explore and learn. As a result, children with special educational needs and/or disabilities, or who face other barriers to their learning or wellbeing, consistently achieve well over time.

Behaviour, attitudes and establishing routines: Expected standard

Leaders create an inclusive environment so all children can participate fully. When children feel overwhelmed, the sensory room helps them relax, focus and regulate their emotions before rejoining activities. This supports children with special educational needs and/or disabilities (SEND), to feel included and confident.

Well-organised routines, such as morning drop offs, provide familiarity and ease anxieties for children who find transitions difficult. These consistent routines also help to promote children's attendance and punctuality.

Children demonstrate positive behaviour and attitudes. They show respect for others and play cooperatively. The calm atmosphere helps children regulate their behaviour and engage well with peers. When disagreements arise over popular toys, children learn to consider others' needs because staff model clear, consistent strategies. For example, children learn to choose an alternative toy and offer it to their peer, promoting inclusion and helping them develop positive, trusting friendships.

Children generally follow the settings own golden rules, such as using 'walking feet', to stay safe indoors. Leaders and staff are reflective about improving the quality and positioning of visual prompts for the rules. This will help all children, including those with SEND, to more easily understand and follow expectations.

Many children independently collect their sun hat before going outside, showing they understand self care routines that help keep them safe and well. Staff give meaningful praise that reinforces children's understanding and encourages them to repeat positive behaviours.

Children's welfare and wellbeing: Expected standard

The tranquil atmosphere across the setting gives children a full sense of emotional security. They form extremely close bonds with caring staff who consistently offer warm, respectful interactions.

Children thrive from the continuous option for physical play and learning outdoors. They can experience growing vegetables and learn about life cycles as they nurture their crops. This encourages children to try healthier foods, make better choices at mealtimes and supports their overall health and wellbeing.

The key person system and bespoke settling in procedures are highly effective. They help all children, including those with special educational needs and/or disabilities (SEND), settle happily. Leaders gather detailed information before children start so support is in place from the outset. Staff complete specialist training, and meticulous care plans keep children, including those with complex health needs, safe and well supported.

Children with SEND have individual support plans that personalise their learning and care. Staff work closely with parents and professionals, reviewing and adapting plans regularly to ensure children receive the right support and make clear progress.

Mealtimes are mostly sociable events. However, snack time routines are not always consistent and inclusive as they could be. Some children with SEND start getting ready to eat before washing their hands. This is because staff do not always use visual 'now and next' boards, as part of their support plans to help guide them. This reduces opportunities for them to accomplish self-care care routines with increasing independence and confidence alongside their peers.

Leadership and governance: Strong standard

The new leadership team is remarkably effective and purposefully reflective. Leaders demonstrate high integrity and professionalism and maintain thorough oversight of compliance.

Leaders show how they use detailed analysis to identify strengths and areas for improvement. For instance, leaders have ensured that both rooms hold full information about each child. When children come together for shared learning, all staff tailor teaching and care practices to ensure children consistently make their best possible progress.

Staff report excellent wellbeing. Apprentices feel highly supported, with leaders ensuring their workload is manageable. They also feel valued through recognition such as 'employee of the month'. Parental and community engagement is superb. Parents give overwhelming praise for the first class communication they receive about their children's daily experiences and progress. Leaders go above and beyond, including fundraising with the local community, to enhance the setting and meet individual needs. This ensures the best possible outcomes for every child.