Whipper Snappers Childcare @ St Francis

Inclusion: Needs attention

While children with special education needs and/or disabilities (SEND) receive support, weaknesses in the curriculum and teaching mean that opportunities to further adapt activities and extend their knowledge and skills are not always fully maximised. This limits what children with SEND, or those who may have other barriers to learning can achieve. Procedures are in place for staff to monitor and assess children's learning and progress. However, inconsistencies in the quality and frequency of interactions mean that teaching is variable and not all children make the progress they are capable of. Leaders swiftly identify children who have emerging SEND, those who may face barriers to their learning and those who speak English as an additional language. Leaders put plans in place for these children. Staff provide them with targeted support, which helps them make progress.

Leaders and staff work collaboratively with parents and carers of children with SEND and those who may have other barriers to learning. For example, parents are involved when targets are set for their child and are informed when they are adjusted to enable success. Staff are supported through training, guidance and strategies to help children achieve their individual targets. Leaders work well with external professionals to support children and families. Additional funding is utilised effectively to benefit children who receive it. For example, leaders purchase resources, such as weighted blankets and blackout tents to support self-regulation.

Curriculum and teaching: Needs attention

Leaders have not yet fully embedded the curriculum into daily practice. Consequently, staff sometimes miss opportunities to introduce new vocabulary, challenge children and extend their learning. Interactions do not always extend children's experiences. Leaders' monitoring has not yet secured consistently progressive teaching across the setting. Children receive frequent praise that builds their confidence and self-esteem. Dedicated staff provide responsive care to support child development and build their skills. Babies develop their fine motor skills and hand strength by squeezing flannels, younger children play collaborative hoop games, and older children learn to take risks in their play.

Staff support children's personal, social and emotional development. They help children to create positive relationships with adults. Staff know children well. They assess children's progress and plan next steps for their learning. Children have opportunities to explore with their senses and develop their imagination. For example, older children explore and describe smells and colours while making different types of tea, and younger children create 'gingerbread men' in the mud kitchen. Children have opportunities to develop their strength. For example, staff teach children how to climb up the climbing frame and slide down the fireman's pole safely.

Achievement: Needs attention

While children make some progress, weaknesses in the curriculum and its delivery mean that they do not always achieve as well as they could. Activities appear to lack challenge, resulting in some children making slower progress in their learning and development than expected. This means that not all children are fully prepared for their next stage in learning. Overall, children make steady progress from their individual starting points. They develop well in their personal, social and emotional development, supported by opportunities to build collaborative learning and self-regulation skills.

Children have lots of opportunities to enjoy outdoor play. This supports children's physical development. For example, children challenge themselves to climb and balance on soft-play platforms, jumping off safely. Children are happy, confident and engaged in their learning.

Behaviour, attitudes and establishing routines: Expected standard

Children are happy and settled and develop positive attitudes to their learning. Children have a sound understanding of their daily routines, which supports the smooth running of the nursery day. For example, they know where to hang their bags on arrival and to wash their hands after playing outside and before eating. Children are very well behaved, and this is promoted by leaders and staff, who are positive role models to children. As a result, children conduct themselves with confidence, kindness and respect for others.

Staff and children build supportive, nurturing relationships. This is clearly demonstrated by how well key persons understand each child's needs. Staff demonstrate genuine care for children through the time that they dedicate to getting to know each child. Staff have high expectations of behaviour for all children, including those with special educational needs and/or disabilities (SEND) and those who may have other barriers to learning. Staff support children to understand and follow the setting's rules through regular reminders, clear explanations and positive reinforcement. They adapt their approaches to meet individual needs using strategies such as visual timetables and tailored communication methods. This helps children with SEND to understand expectations, develop self-regulation skills and engage positively with their peers. Leaders further support this by providing relevant training opportunities for staff to embed this in their practice.

Leaders and staff work in partnership with parents and carers to promote positive attendance. They take time to explain the value of nursery and how it builds the foundations for school readiness. For example, children in pre-school are prepared for school through opportunities to develop their independence, such as going to collect their lunch from the dinner trolley and carefully taking it back to their seat.

Children's welfare and wellbeing: Expected standard

Staff provide children with opportunities to make healthy choices. For example, at snack times, children can choose either milk or water to accompany their fruit. Children demonstrate an understanding about oral health, explaining they should brush their teeth twice a day. Robust hygiene practices are in place, and children demonstrate growing independence to develop their self-care. For example, younger children understand how to stay safe in the sun by wearing their hats outside and explaining that you should apply sun cream.

Staff utilise mealtimes to promote social skills, discussing food preferences and healthy choices with children. For example, staff explain that milk has calcium in it, which makes you strong and healthy. Mealtimes are also used by staff to promote good manners, as children are praised for saying 'please' when they ask for which fruit they would like. Routines for babies' sleep are well established and effective, with staff demonstrating a strong understanding of safer sleep practices. Staff are highly attuned to each child's individual sleep routine and recognise when children are ready to rest. They understand that some children may require more time to settle and use appropriate, effective strategies to support them in falling asleep comfortably and safely. Leaders and staff create a safe environment where children feel emotionally and physically secure. Children show confidence and take pride in their achievements, which are celebrated by staff. For example, children proudly share their creative models with staff. Staff create a calm, nurturing learning environment where children are treated with respect and kindness.

Leadership and governance: Needs attention

Although leaders have a balanced understanding of the setting's strengths and the areas for development, this has not yet led to consistently implementing a well-sequenced, ambitious curriculum. As a result, children's learning experiences are variable and do not always build progressively on what they already know and can do. Opportunities to deepen learning and promote sustained progress across all areas of development are not consistently maximised. Leaders are committed to children's welfare and supporting families, with secure safeguarding procedures in place. This is well understood and consistently implemented across the setting. Leaders recognise the need to strengthen the curriculum to ensure all children benefit from a coherent and challenging learning journey.

Staff report that they feel well supported in their role in terms of their wellbeing and workload. They say that they have support from leaders, who provide them with opportunities for continuous professional development. Leaders and staff know children and their families well. This has supported them to develop positive partnerships with parents. Parents say they receive clear communication from the setting regarding their child's experiences and development. Robust recruitment and vetting procedures are in place. Leaders work closely with occupational therapists, child psychologists and other professionals to support children's individual needs.