YMCA East Anton

Inclusion: Strong standard

Leaders and staff are extremely proactive in identifying children that experience barriers to their learning, including children that have had social care involvement. They swiftly assess children's needs, plan appropriate interventions and regularly review the effectiveness of their support and the progress children make. Staff have excellent knowledge of their key children and work closely with leaders to ensure early interventions are consistently implemented for children with special educational needs and/or disabilities (SEND) and those who face other barriers to learning. These embedded interventions enable children to make excellent progress from their starting points.

Leaders and staff demonstrate a highly effective approach to multi-agency working. They communicate and collaborate seamlessly with other professionals. This helps ensure children receive the support they need promptly, resulting in well-coordinated interventions and improved outcomes. For instance, they work closely with children's health visitors and speech and language therapists. Leaders and staff have professional relationships with parents and carers, which help break down barriers to children's learning. For example, they proactively meet with parents to explore children's attendance patterns and identify any barriers families may be experiencing, enabling them to provide targeted support. These practices have a significant impact on how children settle, develop attachments and access the well-thought-out curriculum. The setting has high-quality inclusive provision that supports children with SEND and those who face other barriers to learning extremely well.

Curriculum and teaching: Strong standard

Leaders are passionate champions of the highly inclusive curriculum. They inspire staff and rigorously monitor the delivery to ensure it fully meets the needs of all children, including children with special educational needs and/or disabilities and those who face other barriers to learning. The curriculum is designed to enable children to repeat experiences which help them retain information and develop new skills. Staff deliver the curriculum through a range of small group activities and add enhancements to the environment to keep children curious and engaged. Staff are highly knowledgeable about all areas of learning. They ensure plenty of focus is placed on supporting children's personal, social and emotional wellbeing which supports children to feel safe, secure and ready to learn. For instance, children smile, laugh and show enjoyment in being around familiar staff and peers.

Children are highly motivated to take part in small group sessions. They listen to stories attentively, sustain their focus and build the communication and language skills they need to express themselves confidently. For instance, staff use engaging books as a foundation for activities across the weeks. They skilfully weave in new language which supports children to develop a love of stories and rhymes. Babies learn new vocabulary, such as the word 'digger', alongside the corresponding Makaton sign. Babies respond with enthusiasm, smiling as they eagerly repeat the new word and practise the sign. Physical development is promoted well by staff. Younger children navigate slopes in the garden and take part in dancing activities. Older children confidently balance and throw balls into hoops, demonstrating coordination and control.

Achievement: Strong standard

Babies and children develop at different rates and are nurtured to achieve well. Those with special educational needs and/or disabilities and those who face other barriers to learning receive engaging interventions which help develop their confidence and independence. Children show kindness to one another. They learn and develop skills, such as expressing their thoughts and feelings. They take care of their personal hygiene where appropriate, learn to wait their turn and participate in small group times. These skills support children to be very well prepared for the next stage of learning.

Babies and children form secure attachments with staff, which helps them to feel safe, confident and emotionally secure. They show great enjoyment as they develop their vocabulary and communication skills, engaging positively with both their peers and staff. Children demonstrate excellent attention and listening skills, independence and decision-making. They gain these through everyday opportunities, such as selecting their own snack and making choices throughout their play.

Behaviour, attitudes and establishing routines: Strong standard

Leaders work in partnership with parents to support positive attendance for all children. Barriers to children's learning are reduced because of these efforts and children regularly attend. Leaders and staff have embedded an inclusive routine that carefully supports children with special educational needs and/or disabilities and those who face other barriers to learning, and, therefore, all children. When adaptations are required for individual children, these are effortlessly managed by staff to ensure children's health and wellbeing remains the priority. Routines are threaded through all rooms to provide stability, familiarity and comfort for children, which supports them to transition between rooms well.

Leaders and staff have thoughtfully considered how children transition from one learning experience to the next. They ensure that learning is continuous and that opportunities to extend and deepen children's learning are maximised throughout the day. For instance, children are proactively invited to new play opportunities by staff when appropriate. Staff are excellent role models to children and show kindness and respect. They teach and reinforce positive relationships and behaviour. Staff are close by to support children to manage their feelings when moments become emotionally tough for them. This consistent approach by staff supports children to behave well and show highly positive attitudes to learning.

Children play cooperatively alongside their peers, enjoying shared games and positive interactions with one another. Staff provide effective support to the oldest children as they learn to manage their environment and take responsibility for their surroundings. They offer consistent praise and encouragement, which boosts children's confidence and motivation to continue.

Children's welfare and wellbeing: Strong standard

Leaders consistently prioritise children's welfare and wellbeing. They proactively review procedures in place to ensure they remain fit for purpose, promoting the best outcomes for all children's varying needs. For instance, they complete regular audits of aspects of the provision including safeguarding practices, inclusion, curriculum and the environment. This continuous reflection and adapting provides all children, including children with special educational needs and/or disabilities and those who face other barriers to learning, a safe, enjoyable space to thrive.

Children have trusted bonds with their key person and familiar staff, enabling them to build secure attachments and have their care routines successfully met. Staff ensure routines are embedded throughout the setting which help promote children's positive attitudes to learning and help them to feel emotionally secure. Children's views are consistently heard and valued. For example, they are encouraged to make choices about whether they wish to participate in activities and confidently express their preferences, such as requesting additional food at lunchtime.

Staff provide a wealth of opportunities for children to develop healthy habits with food and exercise. Children experience risk and challenge in a safe and purposeful way. They develop an excellent awareness of their own capabilities and know when to seek support, such as reaching out for a staff member's hand when needed. This helps them to manage risks effectively and keep themselves safe.

Leadership and governance: Strong standard

Leaders and those with responsibility for governance are extremely focused on supporting staff's professional development, wellbeing and workload. Leaders provide staff with regular meaningful supervision meetings that focus on staff wellbeing, recognise effective practice and identify opportunities for continued professional development. This supportive approach helps staff to reflect on their performance, build on their strengths and develop their skills further, to enhance outcomes for children. Staff report feeling supported to grow, with some actively working towards leadership positions. They cascade their skillsets across the setting to support newer staff and wider with other settings within the YMCA group. Leaders' efforts have a positive impact on the high-quality curriculum and delivery which ensures all children, including children with special educational needs and/or disabilities and those who face other barriers to learning, make excellent progress from their starting points.

Leaders take a highly proactive approach to working with parents and the wider community. Parents provide an abundance of positive feedback, highlighting the sensitive and effective support they receive during challenging situations. They value the guidance and reassurance offered by leaders and staff. This promotes trusting relationships and contributes to positive outcomes for children and their families. Partnerships with the local community are firmly embedded within the setting's practice, and leaders are keen to expand this work further. The setting successfully supports families by signposting them to relevant services, organising stay-and-play sessions and providing additional resources, including food parcels, when needed. As a result, families receive timely support and feel valued as part of the setting's community.