Bizzie Lizzie's

Inclusion: Strong standard

Leaders create a highly inclusive culture across the setting, ensuring that every child's individual needs are identified and carefully assessed. Staff act promptly to reduce barriers to learning and wellbeing through adapted activities, targeted support and personalised approaches. For example, staff incorporate children's favourite activities and toys into daily learning to support their growing confidence and engagement. They use visual cues, such as picture cards to support all children to understand routines and successfully take part in nursery daily life.

Children with special educational needs and/or disabilities and those who may face additional challenges receive timely interventions. Staff are well trained to identify needs early, plan and implement appropriate support, and regularly review children's progress. Leaders ensure the quality of this practice through ongoing coaching and guidance, so that adaptations and interventions are used consistently and effectively. They consistently monitor progress closely to assess the impact of support.

Leaders actively engage with families, external professionals and agencies to ensure that children have consistent support and enriching learning experiences. The nursery uses any additional funding they receive to provide additional resources and targeted support to meet children's individual needs and help them make progress.

Overall, the inclusive culture led by leaders enables all children to thrive, feel safe, and make measurable progress from their starting points, demonstrating the positive impact of leadership and staff practice.

Curriculum and teaching: Expected standard

Leaders plan an age-appropriate and well-sequenced curriculum which builds on what children already know and can do and helps them to gain the skills needed for the next stage of their learning. Leaders regularly review and adapt the curriculum to ensure it remains ambitious and effective. Although leaders support staff in the delivery of the curriculum, they do not ensure that highly effective teaching and interactions with children are consistently embedded into practice. This means, on occasions, children do not always receive the support they need to make the best possible progress.

Staff know children well and use their understanding of child development to plan meaningful activities around children's interests and next steps in learning. They use ongoing assessment to quickly identify gaps in children's learning and development. They adapt activities to ensure all children succeed. For example, babies persevere to use utensils, such as salad tweezers. Children have daily opportunities to develop physical skills, such as climbing, digging, balancing on logs and collecting sticks. Staff encourage lots of outdoor play to support children's good health and wellbeing.

Personal, social, and emotional development is prioritised, helping children feel secure, confident, and ready to learn. Language and communication are supported through conversations, storytelling and books. Staff include early maths in most play activities. For example, they compare the size of vehicles and count the animals in books.

Leaders and staff adapt teaching for children with special educational needs and/or disabilities, making reasonable adjustments so all children can participate. Staff use ongoing assessment to tailor activities to children's starting points, needs and stages of development, ensuring the curriculum is inclusive and effective for everyone.

Achievement: Expected standard

All children make progress from their starting points, including children with special educational needs and/or disabilities. They develop effective communication skills through regular storytelling, conversations and play. Children are beginning to use new vocabulary in their interactions. Babies and young children are learning to share, take turns and develop independence, helping them to be ready for the next stage of their learning.

Babies are eager to explore the sand tray with their fingers and toes. They persevere as they open and close a salad tweezer. Young children develop fine motor skills as they mould dough and older children use their imagination in the outdoor kitchen. Children are becoming curious, confident and capable learners, who are well prepared for pre-school when the time comes. They are able to approach new challenges with confidence and independence.

Behaviour, attitudes and establishing routines: Expected standard

Leaders create a calm and nurturing environment. Warm, trusting relationships between staff and children promote confidence, resilience and a strong sense of belonging. Staff are good role models and support children to understand and respond to clear expectations for their behaviour. However, there are times when staff do not provide children with clear explanations as to the consequences of their inappropriate behaviours, such as throwing sticks or tipping their chair back when seated. As a result, some children do not fully understand the impact of their actions, which can affect how they consistently manage their behaviour. Consistent routines, such as sleep and mealtimes help children feel secure, enabling them to focus on their learning and exploration.

Children are encouraged to cooperate, take turns and play alongside their friends. For example, young children share tools while making shapes with dough. Babies are learning to take turns during sand play, and older children collaborate with staff and their friends as they pretend to cook in the outdoor kitchen. Staff speak gently to children to help manage their emotions. Reasonable adjustments are made for children with special educational needs and/or disabilities and those who may face additional challenges, such as providing visual cues and extra prompts to support them to engage fully with routines.

Leaders actively promote attendance and punctuality. They support families to establish routines at home that complement the nursery's expectations. Staff consider each child's age, stage of development and individual circumstances when supporting behaviour, which helps children develop positive attitudes to learning. Children are confident, curious and cooperative.

Children's welfare and wellbeing: Expected standard

Leaders and staff prioritise children's welfare and wellbeing, creating a safe, nurturing and inclusive environment. Secure, responsive relationships between key persons and children help babies and young children feel valued, confident and settled. Staff know children well and meet their individual needs, including those children with special educational needs and/or disabilities and those who may face additional challenges, ensuring that all children thrive.

Routines are carefully planned to support personal care, feeding and sleep. For example, staff adapt sleep time for young children who need extra support. They guide young children to wash hands independently and encourage older children to manage personal belongings. Children are supported to make healthy choices, including balanced meals and daily outdoor play.

Children are guided to recognise and manage their emotions, express feelings and develop confidence in social situations. As a result, they feel secure, happy and supported. Children develop resilience, healthy habits and a sense of emotional wellbeing, enabling them to engage fully in learning.

Leadership and governance: Expected standard

Leaders and those responsible for governance are committed to providing high-quality care and education. They know what they do well and identify areas for development. Children with special educational needs and/or disabilities and those facing barriers to learning receive targeted support, helping them to make progress from their starting points. Staff take part in regular professional development, and leaders monitor workload and wellbeing to keep the team motivated and retained. That said, they have not yet fully built on their good practice. For example, by strengthening behaviour management strategies and embedding highly effective teaching consistently, to raise the quality of the provision and children's learning further.

Strong partnerships with parents, professionals and external agencies continue to support children and families. For example, staff share regular updates about children's progress with parents and work with health visitors and speech and language services to ensure children who need extra help are identified and supported in a timely way.