Acorns Day Nursery Ltd

Inclusion: Strong standard

Inclusive practice at this setting is fully embedded. Leaders and staff know children and families very well. They identify children's individual needs early through observation, daily conversations with parents, learning journals, communication trackers and individual plans. Children with special educational needs and/or disabilities, and children who face other barriers, receive help promptly when staff identify what will support them to learn, settle or take part.

Leaders reduce barriers in practical and sensitive ways. Staff adapt routines, small-group work, the environment and physical activities so that children can take part alongside their friends. When children need support with regulation, staff use visual cards, emotion cards, sensory strategies and different spaces in the nursery. They review what helps and adjust support so that children can settle and re-engage.

Support is reviewed regularly and adapted when children's needs change. Staff use communication trackers, learning journals, shared next steps and discussion to check whether support is making a difference. This helps them notice small but important changes in children's communication, confidence, concentration and independence.

Leaders work closely with parents, staff in the setting, the local authority inclusion support and other relevant agencies. Advice is shared collaboratively and applied in daily practice. Leaders are alert to children who face additional barriers and act quickly when extra help is needed. This consistent approach makes a sustained difference to children's opportunities and experiences.

Curriculum and teaching: Strong standard

Leaders and staff know what they want children to learn and use children's interests and next steps to plan experiences that help them grow in confidence, communication and independence. Children are motivated to join in because activities feel meaningful and familiar, while still giving them new ideas and challenges.

Staff teach language, early literacy and mathematics through practical activities and routines. Children talk about colours, feelings and numbers during story work, use signs and gestures to share ideas, and learn story language by sequencing what happens first and next. During 'bear hunt' activities, children use movement, mark making and repeated language, which helps them build attention, pencil control and readiness for their next stages.

Children also benefit from purposeful technology and early mathematics. Teaching around science, technology, engineering and mathematics is used creatively, including the use of programmable robots, so that children can test routes, explore shapes, make marks, solve problems and learn through trial and error. Staff know when to step in and when to let children discover for themselves.

Personal, social and emotional development is woven through teaching. Children learn about feelings, friendship, movement and regulation through stories, emotion work, yoga and daily interactions. Staff adapt teaching well for children with special educational needs and/or disabilities, and children who face barriers, by using signing, visual prompts, sensory strategies and practical changes so that they take part alongside their friends.

The garden is used as an extension of the classroom in a connected and purposeful way. Leaders recognise opportunities to broaden older children's access to larger-scale physical challenge, helping them continue to build stamina, strength and confidence.

Achievement: Strong standard

Children make strong and sustained progress from their starting points through everyday routines, play and planned learning. Children are appropriately supported in order to reach their next steps. As a result, they develop their communication, concentration, early mathematics, physical skills and independence.

Children use new language and ideas during stories, songs, signs, movement and group activities. They learn to understand sequence, respond to questions and use language to share ideas. Practical activities also help children develop fine motor control, number awareness and confidence.

Children who need additional support make meaningful progress. They join in, regulate, communicate and build confidence alongside their friends. They make good progress in their communication, eating, independence and readiness for their next stage.

From the youngest children to those preparing for school, children become increasingly capable. They feed themselves, use cups and cutlery, manage care routines, tidy up, make choices and keep trying when learning is challenging. All children are well prepared for what comes next because staff help them build the knowledge, skills and confidence they need.

Behaviour, attitudes and establishing routines: Strong standard

Children benefit from a calm, positive environment where routines and expectations are clearly understood. Staff reinforce expectations gently and consistently, using warm reminders about being careful, gentle and aware of others. This helps children feel secure and know how to behave during play, group times, mealtimes and transitions.

Relationships between staff and children are warm and respectful. Staff know children's ages, development and individual needs well. They notice when children need reassurance, time to settle, help to manage their feelings or a different approach. This means children are supported to meet expectations in ways that suit their ages, development and individual needs.

Children learn to get along well with others. Staff support them to share, wait, take turns, collaborate and notice the needs of children around them. During daily routines, children take responsibility for themselves and the group. They tidy up, line up, wash their hands and sign themselves in. These familiar routines help children develop independence and confidence.

Staff teach children about emotions and self-regulation through everyday interactions, visual prompts, emotion cards, yoga and calm adult support. When children need help to manage their feelings or return to learning, staff use familiar strategies so that they can settle and re-engage alongside their friends.

Leaders and staff promote attendance and punctuality through daily communication with parents and clear absence procedures. Staff know when to follow up if a child is not in nursery, and leaders contact parents promptly when an absence has not been explained. This helps children benefit from regular routines and consistent relationships.

Children's welfare and wellbeing: Strong standard

Children are cared for in a warm and attentive environment where staff know their individual routines and needs well. Staff support children sensitively with feeding, sleep, comfort, personal care and movement, including the youngest children.

Mealtimes support children's welfare, independence and safety. Children make choices, feed themselves where they can and receive help when they need it. Food is adapted for children's ages and stages of development. Staff understand and follow information about allergies and individual dietary needs.

Children develop healthy and safe routines through everyday experiences. In the garden, they explore, play imaginatively, wash their hands before returning indoors and learn to follow familiar safety routines. Staff use outdoor play, movement and yoga to support children's physical development and emotional wellbeing.

Staff go beyond basic care when children need extra help. For example, children who need support with eating, movement or physical confidence receive patient, consistent help so that they can join in with their friends and become more independent. This is done sensitively, so children feel included, rather than different.

Children develop secure relationships with staff, who respond calmly when children need help, reassurance or a quiet space. Children are supported to understand and manage their feelings through everyday conversations, emotion work, books and calm adult guidance. Rest and sleep routines are managed thoughtfully, and staff adapt routines when needed, such as during hot weather, so that children remain comfortable and safe.

Leadership and governance: Strong standard

Leaders have maintained a clear vision for their small, home-from-home nursery where children and families are known well. Staff understand this vision and keep relationships at the centre of daily practice. Staff continuity supports children's sense of security because familiar adults know them and their families well.

Leaders understand the setting's strengths and are clear about where children's experiences can be broadened. They use parent feedback, staff discussion, local authority advice and their own knowledge of children to adapt provision. They recognise opportunities to broaden older children's physical challenge, and to continue to promote oral health through daily learning, in order to support children's physical development and healthy habits.

Staff feel valued and supported. Leaders notice when staff need help and respond through practical support, supervision and regular wellbeing opportunities. Newer staff and students receive guidance from experienced colleagues, which helps them grow in confidence and contribute to children's care and learning.

Professional development is linked to the nursery's priorities, including communication, emotional wellbeing, inclusion and safe practice. Leaders work positively with parents and use local forums and professional networks to reflect on practice, share ideas and improve children's experiences.