Whitehill Childcare Services Ltd

Inclusion: Expected standard

Staff typically identify children's learning needs through regular observations and assessments. They use this information to understand all children's stages of development and to plan learning that is well matched to their needs. Leaders support staff to use a plan, do, review approach to ensure that activities are continually being adapted to further support children's development and that any gaps in learning are identified. This ensures that, generally, children access experiences that are purposeful, supportive and appropriately challenging.

Targeted language and communication assessments help staff to recognise children who may require additional support in these areas. A multi-sensory approach is used to promote engagement and understanding. During circle times, for example, staff use visual prompts, books, songs, short video clips and actions to help children to join in.

There are times when barriers to learning are not identified as quickly as they could be, which means children are not always fully supported in their needs. However, once staff are aware of these barriers, they plan targeted support. Interventions are implemented regularly, which enables children to gain the skills to participate more fully in group activities and structured learning.

Assessments are shared regularly with parents to ensure a consistent approach between the home and the setting. Where further support is required, leaders work with families to make timely referrals to external agencies so that children can access specialist support. Leaders use funding to allocate resources carefully to help remove barriers to learning and ensure that children are making progress. As a result, children make steady progress from their starting points and are prepared for their next steps in learning.

Curriculum and teaching: Strong standard

The curriculum is clearly planned and sequenced so that learning builds securely on what children already know, can do and are interested in, including children with special educational needs and/or disabilities and those with other barriers to their learning. Staff use this knowledge to design meaningful experiences that deepen understanding and promote sustained engagement. Teaching is consistently strong. Staff are highly skilled at extending children's thinking, using open-ended questions that challenge ideas and prompt reasoning. Staff follow the children's lead effectively, introducing new vocabulary and concepts at the right moment to move learning forward.

The outdoor area is well organised and used purposefully to support learning across the curriculum. Children collaborate confidently in activities such as the fire station role play, drawing on their knowledge and experience to negotiate roles, solve problems and build shared stories. Mathematical learning is woven naturally through play. Children count on their fingers, compare quantities and talk about numbers in meaningful contexts, such as discussing how many recycling bins they have at home. Physical development is promoted exceptionally well. Daily access to large-scale equipment supports climbing, balancing and coordination, while activities such as dough, painting at the easel and crafts strengthen fine motor control.

Achievement: Expected standard

All children generally make steady progress from their starting points and develop key skills needed for their next stage of learning. Younger children are beginning to build their attention and listening skills, learning to join in with group times and follow simple routines. Older children listen attentively, respond appropriately during group times and are eager to share their knowledge and thinking.

Children's independence develops well. Younger children learn to feed themselves, use the toilet and, with support, pour their own drinks. Older children refine more complex self-care skills, such as putting on their shoes, zipping their coats and cutting their own fruit at snack time. Language skills progress well. Children communicate clearly with their peers, and those who speak English as an additional language make progress, learning new vocabulary and developing their understanding. Across the setting, children apply what they know in play and are generally well prepared for their next steps in learning.

Behaviour, attitudes and establishing routines: Strong standard

Children consistently demonstrate positive behaviour and attitudes. They follow instructions and cooperate with their peers, sharing and taking turns as they play. Secure routines underpin children's understanding of behaviour expectations. Children know what to expect throughout the day, which helps them to feel safe, calm and ready to learn. Children move safely between activities, settle quickly at group times and can focus for sustained periods.

Staff supervise children well and give little reminders that reinforce expectations. Behaviour is managed positively, with frequent praise and encouragement that helps children understand what they are doing well. Expectations are differentiated so that all children, including the youngest, those with special educational needs and/or disabilities and those with other barriers to their learning can meet them confidently.

Children collaborate effectively in their play. They share and take turns, needing very little support to do this. Older children show strong self-regulation, waiting patiently and listening to others, while younger children are sensitively guided to develop these skills. Attendance is monitored, and absences are promptly followed up. This helps to ensure that children benefit from consistent routines and regular learning.

Children's welfare and wellbeing: Strong standard

Children's welfare and wellbeing are promoted to a consistently high standard. They are provided with healthy meals and snacks, and those who bring their own typically arrive with balanced and nutritious options. Dietary requirements are carefully considered and catered for, and staff have strong awareness of each child's needs. Mealtimes are calm, well supervised and used to promote discussions about being healthy.

Staff are extremely attentive and responsive to children. They notice quickly when children need help or reassurance and are particularly sensitive to children's personal care needs. Healthy habits are firmly embedded. Children learn to wipe their noses, wash their hands and manage toileting routines with increasing independence, supported by staff. Staff ensure that children are kept safe through thorough risk assessments and supervision that is responsive to the children's needs.

Self-regulation is promoted well through consistent strategies that are used across all areas of the setting. Each room has a cosy, calming area with familiar resources that help children to manage their emotions. Staff use visual aids consistently to support children in expressing how they feel and understanding strategies to regulate themselves.

Leadership and governance: Expected standard

Leaders have a clear understanding of the setting's strengths and areas for development. They monitor practice closely and maintain effective oversight, putting in place plans to drive ongoing improvement. Because leaders work directly with the children, they have an accurate understanding of their changing needs and ensure that the provision is adapted accordingly.

Staff are supported to learn and develop. Leaders provide regular opportunities for training, which helps staff to build their knowledge. However, this does not always fully meet the learning needs of every member of the team, which means that some staff do not feel they are fully supported to further develop in their roles. Despite this, staff feel valued and understand their roles and responsibilities. Workloads are managed well. Staff work collaboratively, sharing their knowledge, skills and ideas to support one another and maintain consistency across the setting. This contributes to a positive professional culture where staff work as a team to ensure positive outcomes for children.

Partnerships with parents are typically effective. Communication is clear and regular, ensuring that families are well informed about their child's progress and experiences. When other professionals are involved in supporting a child, leaders and staff work closely with them to ensure a coordinated approach.