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Inclusion: Strong standard

Leaders create an inclusive environment where low-level furniture gives all children independent access to resources. Staff feel individual representation matters deeply. Leaders ensure children see diverse role models and positive reflections of themselves in daily play. Children begin to recognise similarities between themselves and others. Staff use regular observations and assessments, such as the progress check at age 2, to identify gaps in learning. They set small, achievable targets, shared consistently with parents. Staff plan safe sensory experiences, such as ice play for children to explore at their own pace. This includes children with special educational needs and/or disabilities (SEND) or other barriers to learning. Leaders consistently secure multi-agency support from health specialists. They thoughtfully deploy additional staff for targeted one-to-one support so children with SEND join their friends. This makes a demonstrable difference to their opportunities and progress.

Staff collaborate closely with families during settling-in visits to gather key information about routines, milestones and home languages. Leaders offer flexible session times so children with healthcare needs consistently access their learning. Leaders prioritise specialised SEND training so staff are consistently confident. Leaders use early years pupil premium funding to purchase resources for the sensory room, such as emotions sensory bottles with faces on. This supports children's emotional development. They discount trips so disadvantaged children gain wider experiences of the world beyond the setting. Children make consistent progress from their starting points.

Curriculum and teaching: Expected standard

Leaders design an ambitious curriculum supporting personal, social and emotional development. Staff help children share toys and resources during play. Key persons expand language by introducing new vocabulary from books. Children confidently repeat words such as 'herbivore' and 'pterodactyl'. Staff typically use precise assessments to identify what children know and need next. Children build large muscle skills, balancing confidently on outdoor stepping stones. Leaders address gaps in small-muscle skills through potato printing. Children learn to hold and print using forks. This promotes children's physical skills for their next stage.

Leaders build children's mathematical understanding. Staff typically weave mathematics into daily routines, counting food portions at mealtimes and comparing sizes during sensory play. This means children generally use number language meaningfully. Leaders ensure the curriculum is accessible to all children. Staff generally differentiate activities, so all children take part at a level suited to their development. For children with special educational needs and/or disabilities (SEND), staff adapt their approach without pressuring them to join group activities. They support them through single key words, visual props and access to quiet spaces. As a result, children with SEND join in alongside their friends.

Overall, children typically make steady progress across all areas from their starting points. Staff typically use positive interactions and follow children's interests during play. However, teaching does not consistently build on children's emerging ideas to prompt critical thinking. For example, when children play with large weighing scales and say, 'I want it to come down,' staff ask closed questions such as whether it is heavy. Staff do not always help children to deepen their understanding of why things happen.

Achievement: Expected standard

Babies generally show motivation to explore and develop physical skills. They build on early physical milestones, progressing from crawling to standing and taking their first independent steps. Children celebrate these accomplishments alongside others, gaining confidence to try new skills. Those with special educational needs and/or disabilities (SEND) typically make notable progress in their communication. Children who were previously non-verbal begin repeating single words, such as 'pop' and 'bubble', to express their enjoyment and needs.

Children who are new to the setting typically settle quickly into daily routines. Initially shy children build confidence and happily join in during group activities. For instance, children choose 'rhyme spoons' at circle time and join in with familiar songs and actions. Furthermore, children generally develop mathematical skills by counting objects. They progress from listening to number words such as 'one, two, three' to repeating them and asking for 'one more'. As a result, children generally build confidently on prior learning, making steady progress from their starting points.

Behaviour, attitudes and establishing routines: Strong standard

Children demonstrate positive attitudes to learning and show high levels of curiosity. Staff help children learn routines early so they feel secure and valued. At circle time, staff use a familiar greeting song to encourage shy children to join in. Children with special educational needs and/or disabilities (SEND) are not pressured to take part in the wider group. For example, staff sit with children and provide gentle reassurance. Staff embed clear, consistent behaviour expectations. Staff promote the saying 'we can all join in' to help children share and play cooperatively. Staff recognise and respond to individual sensory needs. They offer safe and purposeful ways for children to explore these. For example, children who enjoy throwing are given beanbags, enabling this to be channelled safely within play. Mealtimes are calm, social opportunities for independence. Children begin to wash their hands, serve themselves using tongs and spontaneously say 'yes, please'. This is reinforced through staff praise.

Staff consistently support children to manage their feelings with comforters or quiet sensory spaces. Babies play peekaboo with one another and call their friends by name. Older children hold hands and welcome one another to the setting.

Leaders consistently monitor attendance, working closely with families and agencies to tackle barriers. They provide prompt tailored support that helps strengthen family engagement and improve attendance. Children have consistently 'can-do' attitudes to learning, resulting in a calm environment where positive habits are firmly embedded.

Children's welfare and wellbeing: Expected standard

Leaders prioritise children's physical health, safety and emotional wellbeing across all daily routines. Staff follow safer sleep procedures, placing children in dedicated sleeping spaces. Staff are prepared to liaise with parents and carers about weaning advice. Staff manage children's allergies by displaying dietary needs clearly and using colour-coded purple plates to prevent cross-contamination. Staff typically promote oral health by guiding children to brush their teeth after lunch using individual toothbrushing packs.

Staff help children begin to learn to keep themselves safe. For example, on outings to the park, staff talk with children about crossing the road safely. Staff support children to manage their feelings and recognise their own behaviour. For example, when children are upset, staff name their emotions, saying, 'You're hungry,' or, 'You're tired.' Staff complete physical exercises with children who face barriers to their learning as part of their daily routines and care.

Staff create a nurturing, warm environment where children typically feel secure. Staff support children to manage their personal care with dignity. For example, staff carry out nappy changing behind a screen for privacy. Staff support family welfare by offering discreet clothing support and helpful guidance packages for potty training and health. Children typically feel safe, valued and well cared for, and staff support children's overall health and wellbeing.

Leadership and governance: Expected standard

Leaders maintain an ambitious vision for the setting to drive improvement and make decisions in the best interests of children. New staff complete a probationary period with structured milestones, helping them become confident practitioners. Leaders typically track professional development through supervision, appraisals and targeted training, for example in safeguarding and paediatric first aid. Staff morale is supported through regular wellbeing check-ins, a 'praise board' and seasonal treats. Leaders have created open, transparent communication, so staff feel supported and happy.

Leaders generally have a broad understanding of the setting's strengths and areas for development. However, leaders' self-evaluation does not yet focus sharply enough on the quality of staff's teaching. Leaders work with local authority advisers and other settings to improve practice and gather ideas. Leaders have also visited another nursery.

Leaders build close partnerships with parents, sharing progress through meetings and a digital app. Parents value the support staff give children and the progress they are making. Children are excited to tell parents what they have been doing at the setting. Leaders reflect on and evaluate the provision to ensure children receive high-quality care, preparing them well for their future.