Young England Kindergarten

Inclusion: Strong standard

Leaders recognise that children need to feel safe and included to thrive during their time at the setting, so they take purposeful action to securely meet the needs of all children. Leaders collaborate with staff and parents to identify any potential barriers to children's learning and development, before creating targeted plans focused on each child's abilities and next steps. Consequently, staff are well equipped to provide meaningful support, with parents reporting a noticeable and positive impact on their child's development at home.

Relationships between staff and children are strong. Staff are respectful, nurturing and understanding in their approach to children, which contributes to children's sense of belonging. The staff adapt the curriculum based on children's needs. For example, they sing songs in other languages for children who speak English as an additional language, to ensure they feel included in key parts of their daily routine.

Leaders use well-designed approaches to address the barriers that some children face. Staff and external agencies deliver learning opportunities which aim to address areas of need, such as their speech and language interventions, which have successfully supported children to develop their vocabulary and confidence. Leaders ensure that children who are not entitled to external support still make progress through targeted activities, and they attend training in order to deliver this. Leaders have developed rigorous processes to monitor the impact of these activities on children's learning before setting new targets. They use this information to decide what the future priorities for the setting are. Leaders use additional funding to make a difference to the experiences of children.

Curriculum and teaching: Strong standard

Leaders have created an ambitious curriculum. They ensure that staff have regular opportunities to collaborate. For example, staff attend daily meetings to share best practice, and strengthen their curriculum and teaching skills. Staff agree on what they want children to learn, and this creates a consistent view for all leaders at the setting. Assessments are regularly carried out and are adapted for children with additional needs. Staff use this information to quickly identify and address any gaps in children's learning.

The quality of interactions between staff and children is of a consistently high standard. Staff observe children's play before joining in. They extend children's ideas, commentate on their play and provide children with additional challenges to further their learning. Staff are aware that their interactions can disrupt learning if they are not meaningful. Therefore, they are mindful of the number of questions that they ask, and ensure that their interactions make a positive impact.

Staff embed mathematical concepts into different parts of the daily routine. For example, they sing number songs, explore concepts such as 'bigger' and 'smaller' through construction materials and support children to count animals as they line them up. Leaders place emphasis on children's physical development and communication. They believe that learning occurs beyond the confines of the setting; therefore, children get lots of opportunities to visit local places of interest. For instance, children visit the library and park to deepen their knowledge of the world around them. As a result, children remain engaged and focused throughout the session.

Achievement: Strong standard

Leaders show an awareness of children's starting points and the experiences they need during their time at the setting to make rapid progress in their development. They focus heavily on children's language development, ensuring that they are able to communicate their needs and desires. Leaders and staff make sure that all children, including those who are reluctant to talk, or speak English as an additional language, get the support they need through adapted questioning, gestures and pictures to help them communicate.

Children develop positive attitudes to their learning, demonstrating curiosity and resilience as they explore the resources available. They have plenty of opportunities to develop their muscles and explore mark making in preparation for early writing. Children show an increasing interest in stories and numbers. The staff's continual focus on children's interests has a clear impact on children's achievement. For example, staff support children to understand concepts such as 'big' and 'small' using dinosaurs, and they count zoo animals and discuss the characters in their favourite stories. Consequently, children demonstrate the skills and knowledge they need to continue to excel in their education.

Children who face barriers to their learning, such as children with special educational needs and/or disabilities, make particularly positive progress in relation to their starting points as a result of targeted support. They are well prepared for their next stage of learning, such as school.

Behaviour, attitudes and establishing routines: Strong standard

Leaders have established a calm, purposeful environment where expectations are seamlessly upheld by all staff. Leaders and staff have established 'golden rules' with the children, which has had a positive impact. For example, children understand that they need to use 'kind hands and words' towards their friends, as their actions can impact on the feelings of others. This has resulted in the setting being harmonious and supportive for all children. When children do experience strong feelings and emotions, staff use the 'colour monster' consistently to support children in naming their feelings and regulating their emotions.

Children respond to familiar cues. For example, when children hear staff ring the bell, they know it is time to stop and listen for the next instruction. Staff are mindful of how they manage changes in the day, to ensure that changes do not impact on children's learning. For instance, when it is time to tidy up the room, staff turn this into a game which piques children's interest. Furthermore, staff turn this into a fun experience where children learn the names of dinosaurs as they put them back into the box, deepening their opportunities to gain new knowledge.

Children's welfare and wellbeing: Strong standard

Staff know about children's home lives and talk to them about their families, enhancing their sense of belonging in the setting. They discuss the information that parents share about their child's time outside of the setting. This allows children to begin to develop an understanding of the similarities and differences between themselves and their friends.

Leaders are aware of the impact of children not feeling secure at the setting. Therefore, they have developed a settling-in process which is adapted based on children's emotional responses. When needed, children are given time to settle in to quieter group rooms, until they are ready to join in with whole-group activities with their peers. The strength of the staff-child relationships mean that children feel confident and content.

Children's health and personal care are supported through deeply embedded routines from friendly staff. Staff encourage children to wash their hands and tidy up after themselves. Staff explain the importance of these routines and model good practice to children. Children enjoy healthy snacks during their time at the setting, such as fruit, crackers and rice cakes, while adults supervise closely. Staff sit facing children at mealtimes, closely supervising them to keep all children safe.

Leadership and governance: Strong standard

Leaders and those responsible for governance share a vision for a high-quality, inclusive environment which meets the needs of the community they serve. Leaders know the families very well and make informed decisions with their needs in mind, particularly for children with special educational needs and/or disabilities, and those who face barriers in their learning and wellbeing. The experienced leaders have built effective parent partnerships, with parents sharing how well supported they feel by the setting.

Leaders recognise the need to continue to support staff, to ensure that their positive impact is maintained across all area of the setting. Staff receive regular supervisions and appraisals, which are focused on empowering them and supporting their training needs. Staff share that they feel well supported by leaders, who are mindful of their wellbeing and workload when planning developments for the setting.

Leaders and those responsible for governance have established a purposeful and ongoing professional development cycle. This is balanced, and based on the interests of the staff member and the needs of the children. Leaders provide opportunities for staff to cascade the knowledge they have gained to the rest of the team to ensure that all staff benefit. Leaders share current research and benefit greatly from established partnership work with external agencies. For example, leaders work with the local authority to gain an insight into special educational needs and/or disability practices, and implement changes in the setting based on this. As a result, the setting continually develops and strives for excellence.