Totstars The Playbarn

Inclusion: Expected standard

Leaders and staff strive to get to know children and their families well from the start. This enables them to quickly identify and assess children's individual needs and in turn, ensure that support is put in place for all children to make progress. Leaders initiate care plans to support children with special educational needs and/or disabilities or those who may have barriers to their learning and/or wellbeing at the setting while they wait for additional assessments and support from professionals. Leaders have also contributed to children's education, health and care plans when needed.

Staff typically support children who need additional help with their communication and language skills and those who speak English as an additional language. This helps them to build confidence and develop friendships and increase their social skills in small groups, which helps them to prepare for future learning.

Leaders understand and acknowledge that some children do not have access to outdoor play spaces at home or experience extra-curricular activities. They ensure this becomes a priority by using early years pupil premium funding to provide additional physical activities, such as sports and music classes alongside additional staff for forest school sessions. Leaders recognise the positive impact these activities and interactions are having by seeing all children confidence and physical achievement improve.

Curriculum and teaching: Expected standard

Staff plan and provide a curriculum that covers all areas of learning and is fully inclusive for all children. Staff use observations and ongoing assessments to track children's progress and identify their next steps in learning. These are known by children's key persons. Due to some staff moving rooms and providing cover, not all staff are consistently aware of all children's next steps. In turn, this hinders children from being supported to practise what they need to learn next.

Staff typically promote children's communication skills well. They ask questions and give children time to think and respond. Staff repeat words and encourage back-and-forth interactions with younger children. They help with pronunciation and regularly introduce new vocabulary. Teaching is purposeful and children learn a range of mathematical concepts. They count independently and together, name shapes, learn about weights and size and use positional language.

Staff actively encourage children to be independent and problem-solve. For example, at forest school, children choose to carry a water canister up the hill to make a water fall in the dry soil. They work together and other peers join in to support them when the canister slips. Children show resilience and find a solution. They attach a rope and pull it up the hill together. Staff regularly use opportunities to increase children's knowledge of the world around them and promote their social and physical skills.

Achievement: Expected standard

All children make typical progress for their ages and stages of development. Babies and toddlers strengthen their core muscles as they practise walking with more control and balance. Older children play games of catch and become more accurate with their throwing skills. Children improve their physical skills as they use apparatus and learn to take risks.

Children benefit from their communication and language skills developing daily at the setting, including those with special educational needs and/or disabilities and those who may have barriers to their learning. Children enjoy singing songs, sharing stories and talking about the characters in books. Younger children turn the pages, name objects and feel different textures as they listen. Children receive encouragement to learn new words, share their views and increase their sentences. Children learn to say 'hello' and 'welcome' in a range of languages, which promotes the inclusive environment within the setting. All children are prepared for future learning and subsequent moves to school.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff have high expectations for all children. They support children to build positive relationships and manage their behaviour. Staff provide clear explanations about what is happening now and next. This enables children with individual needs and those who find it difficult to regulate their emotions time to adjust and know what is expected of them.

Staff role model positive behaviour. They regularly use praise and encouragement and speak to children in a calm and reassuring manner. Children learn through activities and routines to be kind to their peers. They share resources, take turns and use positive manners. This supports children to build warm relationships and develop a positive attitude to their learning. Children are keen to participate and show a 'can-do' attitude.

Staff typically manage routines well, they ensure children continue to learn while they wait for their turn to wash their hands or wait for their lunch. Staff use these times to engage children in conversations, recap on their learning and share stories. These routines support children to learn at times they need to wait and helps them to develop patience. Leaders follow up on children's attendance and punctuality. This supports children's wellbeing and helps parents and carers to establish positive habits for future education.

Children's welfare and wellbeing: Expected standard

Leaders work with parents and carers to provide flexible settling-in periods which are tailored to children's individual needs. This enables staff to liaise with parents and build positive attachments with all children, making sure the key-person system is effective. As a result, children become settled, build their confidence and feel safe and secure. Staff talk to children about different emotions and help them to recognise and understand their feelings and those of others.

Staff typically provide a welcoming environment where all children enjoy their play inside and outside. Children learn about the importance of healthy lifestyles. They begin to show an understanding of the benefits of eating a balanced diet. Staff sit with children during snack and mealtimes to promote safer eating and engage in conversations to promote social interactions. Children demonstrate their self-help skills as they feed themselves, serve food and cut and peel fruit. Staff meet the care needs of younger children, adapting food consistency, when needed and supervising sleep times. Staff teach all children about the importance of washing their hands and cleaning their teeth. They weave reminders about safety through activities and routines and help children learn to manage risk age and stage appropriately. Extra support is given to children with special educational needs and/or disabilities who may not understand danger or how to keep themselves safe.

Leadership and governance: Expected standard

Leaders provide regular supervision sessions for all staff throughout their probation period and beyond. They share their ideas, discuss any concerns and ensure their workload is manageable. Staff state that leaders are fully supportive of their wellbeing. Leaders and staff typically work collaboratively and established staff support their peers especially throughout their apprentice training. All staff access regular continued professional development to increase their knowledge and skills.

Leaders have a clear view of the setting's strengths and areas for development. They have identified some areas which need to be addressed and are currently making changes to improve these. Staff reflect together and discuss what has worked well and where they can make changes to benefit the children.

Leaders work with a range of professionals to support children who need additional support. They liaise with local schools to ensure smooth transitions for children. Staff share information between settings for children who split their childcare. This promotes continuity in children's care and learning.

Overall, partnerships with parents and carers are effective. Parents comment on the positive experiences their children receive at the setting and the improvements they have made with speech, confidence and social skills. Parents do not consistently know their children's next steps or receive ideas to help them extend their child's learning at home.