Tutbury Early Years Provision

Inclusion: Needs attention

Children's needs are not always assessed quickly enough to help children make the progress they need in their learning and development. This includes those children that receive the early years pupil premium. For example, although leaders have participated in specialised training on a speech and language tool, they do not implement this training to support effectively children who could benefit from it. Consequently, some children do not receive the targeted teaching necessary to optimise their development in communication and language skills.

Children, including those with special educational needs and/or disabilities and those who face other barriers to their learning and/or wellbeing, are supported by caring staff. They know what helps to calm children when they struggle to regulate their emotions. For example, staff help children to build a den for them to sit in as they recognise this is a quiet space. Leaders recognise relevant training that they would benefit from, to help them with an approach to planning, assessing and reviewing children's individual needs.

Curriculum and teaching: Needs attention

Leaders have not ensured that the curriculum is always ambitious enough for children, including those with special educational needs and/or disabilities (SEND) and those who face other barriers to their learning and/or wellbeing. The curriculum is not sequenced well enough. Staff's interactions with children enable them to settle and access the environment. They adapt their teaching appropriately for those children with SEND. However, staff's knowledge of what children need to learn next is not always secure. As a result, staff do not always use assessment effectively to ensure that the individual learning needs of all children are fully met.

Children engage in a variety of learning opportunities throughout the day, such as reading books. They sit comfortably with staff and show they feel a sense of security as they hear books read to them. Staff use expressions to draw children's attention and engage them. Children enjoy filling and emptying rice from containers. Staff play alongside children. They hold rice and release this saying 'sprinkle'. This helps children to hear new words. Younger children post objects into shape sorters and push along wheeled toys. Children hear names of shapes said to them, such as circle. Children with SEND are supported to feel safe by staff as they help them to explore their environment and access the activities on offer.

Achievement: Needs attention

Children do not always make the desired progress in their learning and development as leaders' expectations for all children are not consistently high enough to secure their achievement. At times, the curriculum does not challenge them or inspire ambition. For example, younger children interact with older children, yet they are offered the same activities without considering what suits their developmental stage. This does not help children gain the necessary skills and knowledge in their learning. Older children learn to strengthen their finger muscles to hold a pair of scissors. They learn to say new words such as 'sprinkle'. Children with special educational needs and/or disabilities learn to become independent and freely access their environment. They know how to identify their emotions and take time to manage them. For example, they build a den when they recognise they need some time to regulate their emotions. All children learn to be kind to each other and play alongside their friends, demonstrating empathy for one another.

Behaviour, attitudes and establishing routines: Needs attention

Children are not always clear what is expected of them as staff do not follow up on routines that they have set out for children. For instance, when staff play the tidy-up song and request that children put toys away, the instructions are unclear, leading to children continuing to play and ignore the request. Consequently, consistent routines are not established effectively to ensure that children fully understand the expectations for their behaviour.

Leaders and staff develop positive relationships with children in their care, including those with special educational needs and/or disabilities and those who face other barriers to their learning and/or wellbeing. Staff consider children's age and stage of development. They foster a supportive environment that teaches children boundaries and emotional regulation. For example, when staff notice children need support to regulate their feelings, they help them to build dens to sit in. This ensures that children are treated with kindness and respect. Children appear to enjoy themselves at the setting. They benefit from the time they spend with staff as interactions are caring towards all children. Leaders implement systems to track attendance within the setting. They routinely review children's attendance patterns and collaborate with parents to ensure that information-sharing remains current.

Children's welfare and wellbeing: Expected standard

Staff show genuine care for all children and build close relationships and attachments to them. They have set up a culture where children are able to express themselves freely. Children with special educational needs and/or disabilities build secure bonds with staff. They are supported by staff to access appropriate learning experiences within the environment.

Leaders work closely with parents to ensure that children are provided with nutritious lunch boxes, such as fruits, sandwiches and yogurts. Staff actively promote health and hygiene practices by encouraging children to follow them effectively, such as washing their own hands prior to eating their lunch. Their interactions towards children are helpful and encourage all children to have a go at feeding themselves and locating their water bottles to stay nourished.

Children benefit from accessing the outdoors for fresh air. They balance on beams to develop their physical skills. Leaders understand the importance of keeping their premises safe for children, including the adjacent outdoor areas directly attached to the setting. They explain how risk assessments are part of their practice to ensure that all children are kept safe in their care.

Leadership and governance: Needs attention

Leaders have identified priorities that are in the best interests of all children but have not taken effective steps to address these. Leaders work closely with the local authority and attend training. They support staff's wellbeing and consider their workload when decision-making. Leaders have pinpointed training needs to develop skills, but staff are still learning how to apply these in practice. Staff, for instance, are uncertain about children's learning needs and their next steps. Additionally, leaders have not established an effective method of training and supervision to support staff to enhance their knowledge and skills. The setting's approach to implementing consistent routines for children is not established effectively.

Although parents report they are happy with the general information they receive about their child's day on the communication app, information is not shared effectively with parents to help them support their children's learning and development at home. This does not help build a consistent approach to supporting children's learning.