Tots & Teepees

Inclusion: Expected standard

Staff carry out thorough assessments of children's development and provide support to help children make progress. They quickly identify children's needs and share updates with parents to ensure that these are met. Staff help parents with the statutory assessment process and work with other professionals to provide tailored support. Leaders engage with external specialists to provide training for staff on supporting children with special educational needs and/or disabilities (SEND) effectively. Staff undertake further training to learn about supporting children with specific needs. Staff typically make adjustments to ensure that children with SEND are included in all aspects of the curriculum. However, occasionally, staff do not give children with SEND opportunities to fully explore activities that interest them, which can sometimes lead to frustration.

Staff support children who face other barriers to their learning, as they spend additional funding on resources to support children's emotional needs. They help them learn to recognise and regulate their emotions effectively. This enables children to manage their behaviour and build relationships with other children. Leaders ensure that processes to manage children's health and dietary needs are robust, and staff share information with parents daily to ensure that children are kept healthy and safe in the setting.

Curriculum and teaching: Expected standard

Leaders have a clear vision for what they want children to learn. They are focused on supporting staff to further develop their teaching skills to ensure consistency across the setting. Staff have a good knowledge of child development and plan experiences that help all children make progress. Staff assess children's needs and provide activities that support them all to achieve and learn a variety of skills. For example, children explore play dough pancakes. Staff help younger children develop their fine motor skills as they use tools and manipulate the play dough. They teach older children about the ingredients and practise counting and measuring.

Communication and language are promoted well through singing and stories. Children enjoy familiar books, such as 'Dear Zoo', and staff use props to deepen children's engagement. Staff use rich vocabulary during play to help children learn mathematical concepts, such as describing different shapes when building a train track. Despite outdoor access being limited, staff make effective use of indoor space to promote children's physical development. They embed action songs and movement into routines and use climbing apparatus to help children develop strength and coordination. Staff plan experiences that help children learn to collaborate and share and manage their emotions. Children with barriers to their learning make effective progress with their development.

Achievement: Expected standard

Children make effective progress across all areas of learning, including in their communication development. Babies and children with special educational needs and/or disabilities learn to use sign language and attempt to copy simple key words that staff clearly repeat for them. Older children talk fluently and engage in meaningful conversations during daily walks. They match items in the environment with pictures on their bingo card and discuss which habitats different insects live in.

Babies and toddlers confidently explore using all their senses. They investigate play dough pancakes. They taste the lemon available with this and learn that it tastes bitter. They also explore how bath salts dissolve when added to lemon juice. Older children make effective progress with their mathematical development as they naturally spot and match shapes in the environment and count independently. All children, including those who face barriers to their learning, are, overall, suitably prepared for the next stage of their learning.

Behaviour, attitudes and establishing routines: Expected standard

Leaders manage the routines of the day effectively, ensuring that all children get the opportunity for a daily walk outside as well as sleep at their preferred time. Transition times during the day are mostly managed well as staff are observant and responsive to children's needs. However, some transitions, particularly after meal and sleep times, can be a little overwhelming for the toddlers.

Leaders and staff promote regular attendance at the setting so that children can become familiar with the routines and develop close and trusting relationships with staff. Staff are positive role models. They teach children manners and praise them when they are kind. Staff plan specific activities to teach children how to collaborate, for instance by building train tracks. In the mixed-age room, older children look after the younger ones and develop empathy.

Staff consistently uphold the expectations of the setting, and children learn to tidy up and dispose of their own rubbish at lunchtime. Staff keep individual children's needs in mind when supporting them to manage their behaviour. They set realistic targets and use sign language to help younger children and those with special educational needs and/or disabilities to understand boundaries.

Children's welfare and wellbeing: Expected standard

Staff provide a secure, welcoming environment. They ensure that children get time outdoors each day and teach children how to keep themselves safe near roads. Children enjoy exploring nature, jumping in muddy puddles and looking for different animals and plants. Staff provide one-to-one support and equipment, such as buggies, to ensure that all children, including babies and those with special educational needs and/or disabilities, can participate safely. They ensure that younger babies enjoy their walk outdoors as well as having plenty of time for their lunch and nap.

Mealtimes are relaxed and sociable. Younger children enjoy spending time with older children. Staff promote independence as children wipe their own hands and choose which fruit or vegetable they would like to eat and help prepare it. However, the transition after snack time is a little less well managed. Toddlers get a little overwhelmed as they are unsure of what is happening next. Staff talk with children about healthy eating and share information with parents about providing healthy lunch boxes. Staff offer a nutritious afternoon meal and manage children's individual dietary needs safely. Key persons take time to get to know babies and share information with parents to meet their needs. They ensure that they have accurate information about children's health and manage children's personal care sensitively. Staff know children well and are responsive and caring. They teach children about their emotions and how to express their feelings in an appropriate way.

Leadership and governance: Expected standard

There has been a recent change in leadership in the setting, and leaders are working hard to ensure consistency of care and education for children. They have identified key strengths of the setting as well as areas for improvement. Leaders are committed to supporting staff to develop their planning and teaching skills. Plans are underway to expand the provision, including creating a dedicated toddler room and an outdoor space.

Leaders support staff with managing the routines in the setting, ensuring that they have time to rest and manage their workloads. They have regular supervision meetings with staff to gather feedback on their wellbeing as well as their professional development needs. Leaders support staff to access further training to develop their knowledge and skills. Staff say they feel well supported in the setting, and new staff receive the assistance they need to achieve their early years qualifications. Teamwork is a strength, and staff work well together, sharing information about children's needs to ensure continuity of care.

Leaders develop and maintain effective relationships with parents and other professionals. They ensure that information is shared to meet children's individual needs as well as to support children with the transition to school.