Adorable Childcare Nursery Ltd.

Inclusion: Expected standard

Leaders focus on building effective partnerships with external professionals to enhance outcomes for all children. This collaborative working ensures that children's progress is monitored and reviewed regularly. Leaders take timely action to reduce barriers that children face in relation to their learning and/or wellbeing through strategic support, reasonable adjustments and inclusive practices. They are committed to their role to improve the experiences and outcomes for children with special educational needs and/or disabilities.

Leaders make effective use of additional funding appropriately to provide targeted interventions, additional adult interaction and specialised resources. This helps eligible children develop their communication skills, regulate their emotions and remain actively involved in learning experiences and daily routines. Children benefit from these interventions and make significant improvement.

All children are valued and are helped to make progress in their learning from their individual starting points. Overall, staff ensure children are supported to take part in nursery life. For example, they use visual aids and transitional objects to support children's understanding of the daily routines. Staff respond to sensitive situations with compassion and professionalism.

Curriculum and teaching: Expected standard

Since the last inspection, leaders have improved the curriculum for children. Staff generally implement this well through positive and high-quality interactions. However, at times, staff do not fully identify opportunities to extend children's thinking to enhance their learning. This means children are not consistently supported to develop their ideas and understanding of concepts. Staff observe and assess children's progress regularly to identify gaps in their learning. They use this information to plan activities that will support children's next steps in learning. Leaders and staff use strategies to reduce any barriers to meet the needs of children with special educational needs and/or disabilities. They offer a broad range of activities and experiences that promote children's learning across all areas of the curriculum.

Children develop a love for books. They enjoy daily group story times, and children independently access books throughout the day. Mathematics is incorporated in play and role modelled by staff in interactions. For example, they sing 'Five Little Monkeys Jumping on the Bed', and staff support children to use their fingers to correctly show the number of monkeys left each time. Children are taught to recognise different feelings, and staff promote sharing and playing with others. Staff prioritise physical development for all children. Babies are encouraged to throw balls in the ball pit or dig and scoop in sand. Older children balance on bucket stilts, jump into hoops and enjoy dancing.

Achievement: Expected standard

Children typically make steady progress across all areas of their learning. This means they are prepared for their next stage of development. Children generally develop effective communication skills. For example, children develop their vocabulary when discussing the life cycle of a caterpillar. All children learn how to sit and listen in group sessions and display positive behaviours. They engage in song time, copying actions, singing along and joining in with movement. Children show growing independence and resilience, attempting tasks for themselves. For example, children pour their own drinks and use tweezers to pick up their snacks. They confidently follow daily routines, manage personal care and begin to apply early mathematical understanding such as reliably counting. Children play collaboratively with each other and take turns with equipment. Children with special educational needs and/or disabilities make progress because staff adapt activities and provide reassurance, so they can take part alongside their peers.

Behaviour, attitudes and establishing routines: Expected standard

Staff act as positive role models and use warm, respectful language to reinforce expectations for behaviour. Children develop secure relationships with staff and each other, contributing to a culture of care, kindness and respect across the setting. Older children collaborate, take turns and play together, showing developing understanding of positive social skills. Children typically behave very well and demonstrate positive attitudes towards their learning. Leaders have established clear routines that are followed consistently so that all children benefit from the setting's experiences and education. A visual timetable supports children with special educational needs and/or disabilities, or those who speak English as an additional language, to understand what is coming next.

Staff use language to reinforce behaviour expectations, such as reminding children that 'sharing is caring' and to take turns. Staff and children have trusting relationships, which supports children to feel settled and secure. Babies seek comfort when sleepy with well-known adults and initiate cuddles. Older children listen carefully to adults, follow instructions, and invite them to play. Leaders support families to recognise the importance of their children's regular attendance in readiness for starting school. Absences are monitored promptly, which also helps to safeguard children.

Children's welfare and wellbeing: Expected standard

Staff promote hygiene routines and encourage children to wash their hands and begin to manage aspects of self-care, supporting independence. They explain to children clearly why some actions are unsafe, such as why grapes must be cut before we eat them. This promotes children's understanding of how to keep themselves safe. Staff fully supervise children when they are eating and sleeping to promote their safety. Staff effectively adapt routines to ensure that individual needs are met. Staff build warm, responsive relationships with children, helping them to feel emotionally safe and confident. Staff get to know children well so they can recognise when a child is overstimulated and requires support. Children seek comfort when needed and receive reassurance from familiar adults, supporting their emotional wellbeing. Staff provide nutritious main meals each day on their menu. However, the pudding menu does not consistently follow the nutritional guidelines. This means children are not always able to make healthy choices. Leaders recognise this should be strengthened to ensure children are always supported in developing healthy habits. Staff plan regular time for all children to play in the garden and get daily access to fresh air. Staff are sensitive and responsive to children and reflect a positive inclusive culture. They ensure children have time to have freedom of choice in activities they wish to play, and time to take part in creative activities.

Leadership and governance: Expected standard

The provider has improved the oversight and governance of this nursery to bring about positive changes. The new leadership team are working closely with the local authority and other agencies to be able to sustain the improvements being made. Training has been focused on the most pertinent improvements, and leaders have identified there is further work to be done to ensure all staff are consistently teaching to a high standard. Leaders and staff holding a new responsibility for supporting the most vulnerable children, including those with special educational needs and/or disabilities, are committed to ensuring the best interests of the children in their care.

Leaders typically work in partnership with parents, sharing information about children's development through an app and daily handovers. Parents report that children are progressing well and enjoy attending the nursery. However, leaders have not yet reflected on how to include all parents in supporting their children's learning and development at home. Parents do not receive clear guidance to support learning at home. This limits opportunities to reinforce children's learning consistently beyond the nursery.

Leaders ensure the safety of their children. They follow safer recruitment practices, and risk assessments are suitable. Leaders take effective steps to support staff wellbeing. For instance, leaders adapt staff's work schedules to accommodate their personal circumstances. Regular communication and teamwork contribute to a positive working environment. Leaders ensure staff participate in a range of professional development opportunities, both face to face and online through refresher courses and in full training days with external professionals.