Bonding School Nurseries

Inclusion: Expected standard

All children experience an inclusive, welcoming environment where their individual backgrounds, needs and experiences are valued and supported. Staff take time to learn about families and the community they serve, using this knowledge to develop the provision so that every child feels recognised and supported. Close, ongoing partnerships with parents ensure that information is shared effectively and that parent's play an active and meaningful role in their children's learning journey.

Leaders are steadily building stronger links with other professionals to enhance support for children with special educational needs and/or disabilities (SEND). As a result, children with SEND are typically well supported and appropriate next steps are identified to promote their ongoing development. Funding is used purposefully, for example, purchasing high quality books to strengthen communication and language, ensuring targeted support has a clear impact on children's progress.

Most of the time, children with SEND are well supported and able to participate fully in daily routines. On occasion, larger group activities do not focus closely enough on their individual developmental needs. However, staff generally adapt practice effectively so that all children benefit from an inclusive and thoughtfully planned learning environment.

Curriculum and teaching: Expected standard

Staff prioritise supporting communication and language across the curriculum for all children. They read stories in a fun, animated way, encouraging older children to share ideas and join in with repeated phrases. Staff use rhymes, songs and rhythmic language to strengthen vocabulary, ensuring children learn a wide range of familiar rhymes. Younger children eagerly join in action songs such as 'sleeping bunnies', repeating key words and hopping with excitement. Staff also introduce early mathematical ideas through counting songs, number language and simple problem solving during everyday routines.

Staff use children's interests to shape curriculum planning so learning feels meaningful and engaging. When children show curiosity about 'community helpers', staff plan purposeful activities, such as pretending to be firefighters during a foam based play activity. Babies benefit from sensory exploration, showing delight as they reach to pop bubbles or explore sand and other tactile materials. Leaders, however, do not always organise the environment and daily routines effectively for babies. At times, babies spend extended periods with older children, which limits opportunities for focused learning experiences specifically tailored to their developmental needs.

Staff consistently nurture children's personal, social and emotional development. Children with special educational needs and/ or disabilities typically receive the targeted support they need to make progress and engage purposefully in their learning.

Achievement: Expected standard

All children make consistent and secure progress from their starting points and are developing the skills to support their future learning. Children develop increasing confidence and independence. They feed themselves with growing control and manage simple self care routines, including putting on coats and washing their hands prior to meals and snacks.

Children's physical development is promoted well. Older children build strength, coordination and confidence through a range of targeted indoor and outdoor activities. They communicate clearly and develop increasing vocabulary. Children are sociable and respond positively to adults and their peers. They show curiosity and persistence that supports their engagement in learning.

Babies make steady progress and form close emotional connections with staff. However, the quality of their experiences is not always as consistent as that of older children. They explore the resources available to them and show early signs of developing curiosity. As they move around the space, they begin to develop mobility skills such as crawling, pulling to stand and taking early steps.

Behaviour, attitudes and establishing routines: Expected standard

Leaders support staff to provide a positive, nurturing environment where children feel secure and ready to engage. Children feel safe and valued as staff support them well and form warm, trusting bonds. Staff offer consistent praise and reassurance, which helps children feel confident and ready to explore. Children are usually familiar with the routines and move through transitions with growing independence, showing that they know what to expect. When the sports coach comes to visit, the children know to sit down on the carpet and eagerly wait for instructions about what to do next. However, leaders have not ensured that the environment and daily routines are consistently organised to meet the needs of babies.

Children take pride in caring for the environment. They help to tidy away resources as they join in singing the 'tidy-up song'. They show pride in their achievements which are acknowledged and praised by staff. Most children remain engaged in their play and, in general, follow the expectations of the setting. Staff model positive behaviour and provide regular reminders, such as using 'kind hands' and walking safely indoors. Children learn to cooperate with each other and staff support them to develop important skills such as taking turns and learning to share.

Leaders and staff work with parents to highlight the importance of regular attendance and punctuality. This helps children to benefit from consistent learning experiences and ensure they benefit as much as possible from their early education.

Children's welfare and wellbeing: Expected standard

Staff build warm, secure and trusting relationships with children, enabling them to feel safe, valued and confident within the setting. Positive interactions between staff and children help to promote children's emotional security, confidence and overall wellbeing. Children are encouraged to develop independence through familiar daily routines, such as washing their hands before meals, helping to tidy away resources and putting on their outdoor clothes before playing outside.

Children learn about healthy lifestyles through regular opportunities to enjoy nutritious meals and snacks. Fresh fruit and vegetables and offered daily, and staff promote positive attitudes towards healthy eating through discussion and modelling. Safe eating and sleeping procedures are consistently followed to support children's wellbeing and safety.

Children benefit from regular outdoor play opportunities that support their physical development, confidence and overall wellbeing. In addition, external visitors provide weekly sports coaching and yoga sessions, help children to develop coordination, balance, strength and an understanding of healthy lifestyles.

Staff support children to recognise and manage their emotions through the use of pictorial prompts, discussions and everyday interactions. Children are encouraged to identify how they feel and begin to develop strategies to regulate their emotions appropriately. However, the organisation of routines for babies does not always provide sufficient opportunities for them to be cared for within their own groups. As a result, care is not always fully targeted to their individual needs and developmental stages.

Leadership and governance: Expected standard

Leaders are committed to providing an inclusive and nurturing environment where children's care, learning and development is promoted. They have a clear understanding of the families they support and take positive steps to meet the needs of all children, including those who may have barriers to their learning. However, leaders have not ensured that the environment and daily routines are consistently organised to meet the needs of babies. Consequently, babies do not always receive experiences that are fully tailored to their individual developmental needs. Children benefit from a range of enjoyable experiences, including visits within the local community and opportunities provided by external visitors. This helps them to broaden their knowledge, skills and understanding of the world around them.

Leaders establish supportive partnerships with parents and are starting to build closer links with other professionals to support children's care and learning. Staff enjoy working at the setting and feel valued as members of the team. Leaders support staff to achieve relevant qualifications and complete mandatory training, helping to ensure children remain safe and well cared for. Leaders have worked to strengthen key-person arrangements and improve the identification of next steps in children's learning.

However, leaders do not place sufficient emphasis on providing staff with professional development opportunities that are sharply focused on raising the quality of education. Training is not always targeted to develop staff's teaching practice and as a result, staff do not consistently receive the guidance needed to help all children make the best possible progress from their starting points.