Warsash Early Years Centre

Inclusion: Strong standard

Staff gather important information when children start. They tailor transition visits to suit the developing needs of children. This provides reassurance to families that their children will receive the very best start.

Children with special educational needs and/or disabilities (SEND) are extremely well supported. Staff work closely with families to create individual plans that target specific areas for development. Leaders scrutinise children's individual needs to promote their inclusion in all activities.

Leaders and staff are consistently resourceful. Staff make creative and impactful adaptations to existing routines to support children. This enables children with SEND to participate more fully. For example, staff support improves children's social confidence at snack time and their ability to share play equipment. As a result, all children benefit from a range of learning opportunities and high-quality teaching.

Staff are extremely vigilant. They quickly notice any areas of concern for children's ongoing development. Staff make timely referrals to specialist agencies. Leaders communicate extremely well to parents about specialist support. This helps parents address any barriers to learning their children might face. This joined-up approach also supports children with SEND to make excellent progress in a short space of time.

Key staff know their children extremely well. This creates a safe and welcoming environment where children feel secure.

Curriculum and teaching: Strong standard

Leaders design a well-sequenced, inclusive curriculum that nurtures children's curiosity and independence. Staff consistently provide high-quality interactions that promote all children's communication and language, including those with special educational needs and/or disabilities (SEND).

Teaching of the English language is particularly impressive. Staff use children's interests and experiences to fuel conversations with their peers. For example, staff talk to pre-school children about their holidays and family experiences. Children continue these conversations independently, showing confidence in sharing experiences and ideas. Staff support babies to develop their listening and attention skills through repeated exposure to songs, rhymes and visual cues. Staff teach toddlers how to share and tell their friends what they like. Staff skilfully ask questions that help children to think about what they can see and do.

Staff quickly make adaptations in the moment to extend children's creativity. For example, staff organise an appealing art activity for older children to paint the flowers they observe. Staff later notice children using the flowers themselves to paint and further encourage this independence. This fosters children's love of learning and curiosity by consistently celebrating and extending their ideas.

Mathematics is embedded throughout the setting. Staff explore direction and speed with babies using toy cars. Staff teach toddlers and older children about numbers through enjoyable activities. As a result, children, including those with SEND, consistently build on what they know and can do.

Achievement: Strong standard

Children make consistent progress from their starting points across all areas of learning. Babies use their developing mobility to explore their surroundings. Older babies pull themselves up to standing. They experiment with new ways of placing their feet to enable them to twist, bend and slide. Toddlers learn to use cutlery and try new foods. Older toddlers develop their independence and transition confidently out of nappies. Staff encourage this transition with reward charts and communicate progress closely with families. Pre-school children are well prepared for the next stage of starting school. For example, older children become confident communicators. Staff support this by consistently talking with children about a range of topics and ideas.

Children with special educational needs and/or disabilities (SEND) continually achieve. They become more socially confident and develop their communication skills. Parents of children with SEND say their children are growing in confidence. They report that their children are becoming more adventurous since attending the setting.

Behaviour, attitudes and establishing routines: Strong standard

Staff show children how to be kind and helpful. Children fetch water bottles for their friends without being asked. Children show genuine interest in one another's experiences outside the setting. For example, when staff raise a conversation about a recent solar eclipse, children join in readily to share their ideas. Children take turns to speak and listen carefully to what their peers say.

All staff have high expectations for behaviour. Leaders ensure that staff are consistent with managing and promoting positive behaviour. Staff develop highly supportive relationships with children. This helps staff resolve any disputes sensitively and skilfully. Staff teach children the effect their actions have on others. This helps all children, including those with special educational needs and/or disabilities, quickly calm. This also enables children to interact positively with their peers.

Staff manage transitions and routines very well. They teach children how to serve themselves healthy snacks with care. For example, staff remind children how to hold serving equipment correctly. Staff model excellent manners. They give children the confidence to play and interact with their peers. This helps children to independently join group games with enthusiasm.

Staff establish highly effective routines to support very young children and babies. Older babies choose their favourite songs by pointing to visual cards and resources. Staff sing familiar songs and offer warm, reassuring praise. This helps children focus on new language and experiment with new sounds.

Leaders monitor children's attendance carefully. In addition, staff create a lively, engaging environment that children want to come back to again and again.

Children's welfare and wellbeing: Strong standard

Staff treat children's welfare and wellbeing as an absolute priority. Children receive responsive, attentive care right across the setting. Staff working with babies and very young children follow safer sleep practices. Staff use positive and nurturing language. This helps babies to develop strong bonds with their key person. As a result, babies appear curious, content and comforted.

Staff talk to children about the nutritious food they are eating. They encourage toddlers to try new foods. For example, staff pretend to taste the food themselves and respond with smiles and 'yum' to show how enjoyable it is. Staff know children's dietary preferences, allergies and intolerances well. They follow robust procedures to ensure children's dietary requirements are carefully adhered to. For example, leaders display clear information about children's allergies for all staff to follow. This ensures children can enjoy their food safely.

Staff teach children the importance of road safety. This helps children to keep safe on walking trips to local points of interest such as parks or the beach. Staff conduct regular fire drills with children, so everyone knows what to do in an emergency.

Staff effectively identify children's individual needs to support their wellbeing, including those children with special educational needs and/or disabilities. Staff complete risk assessments to ensure that any adaptations to activities are safe. For example, staff ensure children are well supervised to enable them to try certain foods at snack time. Leaders respond swiftly when any risks are identified.

Leadership and governance: Strong standard

Passionate leaders provide clear strategic direction. They regularly evaluate strengths and areas for improvement. Recently, leaders have identified ways to reduce workload, particularly for new staff. This gives staff more time to train and prepare for new responsibilities and understand expectations.

Leaders monitor practice effectively and ensure policies are well understood. Leaders consistently encourage staff to raise any concerns or questions. Staff use team meetings effectively to discuss practice and suggest ideas for training. Leaders provide peer-on-peer observations that strengthen teaching practice. Leaders follow up individually with staff where additional help is needed. This ensures everyone receives the support required to carry out their role confidently.

Leaders provide staff with ongoing opportunities for training. For example, new and emerging leaders are well supported to develop their leadership skills and transition into roles with additional responsibilities.

Parental and community engagement is impactful. Leaders work closely with all families, including those with children who face barriers to their learning. This ensures support is inclusive and embedded from the moment children start. Leaders actively build family links through events such as Mother's and Father's Day. In addition, leaders engage local residents in activities for special days of the year, such as Christmas and Valentine's Day. These thoughtful experiences help children understand the value of working together. They also build a strong sense of belonging within children's communities.