Witty Kiddies Sydenham

Inclusion: Expected standard

All staff have improved their knowledge and understanding of supporting children with special educational needs and/or disabilities (SEND) and those with barriers to their learning through recent training and working with the local authority. Staff now ensure that progress checks are completed for all children between the ages of two and three years. This supports them to identify any gaps in learning, discuss any concerns and ensure that all children receive the help and support they need to make the best possible progress. Staff share progress checks with parents and work in partnerships with other professionals.

Leaders now ensure that all children's progress is reviewed and children's changing needs are fully supported. This ensures any gaps are identified at the earliest stage so they can catch up with their peers and be prepared for their next stage of learning. Staff ensure they fully support children who speak English as an additional language and tailor the curriculum accordingly. They have introduced more visual cues to support children's understanding.

Leaders use additional funding to purchase resources to enhance individual children's needs and support their learning and development. Staff provide some 1:1 sessions and small group activities which support children with (SEND) and those with barriers to their learning to build on their language skills, concentration and social skills.

Curriculum and teaching: Expected standard

Leaders and staff have addressed weaknesses in practice and have improved the effectiveness of the curriculum for all children. Staff plan together and ensure that they understand what they want children to know and learn. Focus activities give children time to practice their next steps in learning and staff differentiate to ensure all children including those with special educational needs (SEND) and/or barriers to their learning can make good progress from their starting points.

Staff prioritise children's communication and language development. They engage children in conversations, introduce new vocabulary, share stories and sing together. Overall staff support children to increase their language and speak in full sentences well. On occasions, staff do not always encourage children to think for themselves before giving them the answers to questions. This does not help staff to fully understand what children already know.

Children develop their social skills as they play games in the garden with their peers, racing on scooters and with the water. Staff teach children about safety as they develop their physical skills and become more confident with their balance and coordination. Children increase their fine motor skills as they pour water between containers and squeeze wet sponges. Staff introduce mathematical concepts as children count and learn about weights as they test objects to check if they float or sink.

Achievement: Expected standard

Children demonstrate they are starting to become confident communicators. They engage in conversations with adults and talk about things they are doing. For example, children tell staff what they are making with the dough and predict what is happening next and why in the story. Children enjoy drawing and writing some initial letters in their names. They show staff and enjoy receiving praise which boosts their confidence and helps them to feel proud of their achievements.

All children show a positive attitude to their learning and increasing levels of concentration. They are happy to try new things and develop their skills as they use brushes to mix paint and count forwards and backwards. Staff encourage all children to sing together and learn new songs. They take turns to contribute during circle time and share how they are feeling. This increases their understanding of emotions. Children are encouraged to express their views which helps them to build their confidence.

Behaviour, attitudes and establishing routines: Expected standard

Staff have been working on making improvements to the daily routines for all children. Recent changes have given preschool children and toddlers more time with their peers of the same age. This has provided a calmer environment and ensured all children are supported during activities and routines.

Staff use a range of visual cues which support children including those with special educational needs and/or disabilities (SEND) to know what is happening now and next. Children are given warnings before changes happen. They listen well and follow instructions. Children respond to staff requests, behave well and use good manners. Children help staff with tasks like tidying away their toys and putting on aprons when needed.

Children have established strong attachments with their key person and receive cuddles and reassurance when needed. This supports children to build their confidence and independence.

Staff provide gentle reminders when needed. They speak to children at their height in a calm and supportive manner. Children are encouraged to talk about their feelings and develop an understanding of others. Children are praised for sharing resources and taking turns with their peers. Leaders monitor children's attendance and follow up on any absences to support children's wellbeing and help families to develop positive routines for children's early education.

Children's welfare and wellbeing: Expected standard

Since the last inspection leaders have ensured that the key person system is more robust and parents are notified if any changes are made. Staff understand their roles and responsibilities to support all children to build strong attachments and to meet their care needs effectively. Staff support children to develop positive hygiene routines, regularly washing their hands and attending to their toileting needs.

Children are taught to become more independent throughout their time at nursery. They practise their skills as they serve themselves snacks and meals and pour drinks of water. Children feed themselves and scrape their plates when they have finished. Staff teach children about the importance of exercise, healthy eating and cleaning their teeth. They ensure mealtimes are a social occasion and talk with children about trying new foods and including fruit and vegetables on a daily basis. Staff are fully aware of the need to supervise children during mealtimes and limit any potential hazards of choking. They have completed training on safer sleeping and monitor children who need to sleep or rest during the day.

Staff are caring and positive in their interactions with children. They are attentive to their changing needs and building partnerships with parents to gain a greater understanding of children's lives at home in order to fully support their wellbeing.

Leadership and governance: Expected standard

Significant changes have been implemented since the last inspection. Leaders have been working with the local authority to ensure all the areas for development have been addressed and improvements have been made. Leaders have a clearer understanding of their strengths and the impact the changes are making towards providing high quality care and education for all children. For example, progress checks are now being completed which ensures any gaps in children's learning are swiftly identified and support is put in place to help children make the best possible progress.

Partnership with parents has been strengthened and more information is being shared. Staff identify children's next steps and add this information to the nursery's online system. Despite this, staff do not check that all parents have received these or further discuss ideas to support parents to continue their children's learning at home.

Leaders provide regular supervision and monitoring staff practice. This ensures they identify areas for further training to increase staff's knowledge and skills. Systems are now in place to ensure children with special educational needs and/or disabilities (SEND) are supported effectively. This includes partnership working with other professionals and links with local schools to support transitions. Leaders are supportive of staff wellbeing and ensuring they manage their workloads effectively.