BusyBodies Private Day Nursery

Inclusion: Expected standard

Leaders establish a culture of inclusion where every child's needs are recognised, valued and acted upon. They identify when children require additional support, ensuring that children with special educational needs and/or disabilities, disadvantaged children and those known to, or previously known to, children's social care receive tailored support.

Leaders work closely with external professionals, such as dietitians and occupational therapists, to agree clear targets and strategies. They monitor children's progress carefully and review the impact of support to ensure interventions are effective. Reasonable adjustments, such as adapting activities, modifying the environment and providing additional guidance, reduce barriers and promote engagement for all children. Leaders provide regular training, coaching and supervision so staff confidently identify emerging needs and plan appropriate support alongside families and professionals.

Additional funding is used purposefully to improve outcomes for disadvantaged children. For example, funding has been invested in high-quality role-play resources to extend language and imagination. In addition, it also contributes towards providing hot meals, supporting children's health and readiness to learn.

Children known to children's social care are particularly well supported through effective multi-agency working and secure key-person relationships. Staff know these children well and plan carefully for their ongoing learning and emotional wellbeing, helping them make sustained progress from their starting points.

Curriculum and teaching: Expected standard

Overall, leaders demonstrate a secure understanding of the curriculum and identify areas for improvement. They use observations to make targeted changes to staff development and curriculum delivery. Staff use ongoing assessment to establish what all children know and can do and plan from their different starting points. Staff provide additional support and make reasonable adjustments to ensure all children can participate fully.

Children independently access a well-organised environment offering a broad range of experiences. Staff build on children's interests and extend their thinking during play. For example, when making dough, children compare the weight of flour and salt using scales, and staff introduce mathematical language such as 'heavier' and 'lighter'. However, some adult-led activities are not yet consistently matched to children's ages and stages. For instance, daily phonics sessions are pitched too high for some 2-year-olds, which reduces engagement.

Staff promote communication and language effectively. Babies enjoy daily songs and stories that build early listening skills, while older children benefit from purposeful questioning and meaningful conversations. Staff introduce new vocabulary, such as 'pak choi', and encourage children to repeat and use it in context. Children's social and emotional development is supported well. They seek reassurance from familiar adults and receive warm responses that help them feel secure. Children regularly strengthen their physical skills through indoor and outdoor play, developing coordination, balance and independence as they balance across planks. This prepares children well in readiness for their next stage of learning.

Achievement: Expected standard

All children make secure progress from their individual starting points. They gain the knowledge and skills needed for their next stage of learning, particularly in communication and language. Daily songs, stories and carefully planned language experiences support children to extend their vocabulary and express their thoughts with growing confidence. Staff support children who speak English as an additional language through the consistent use of key words, visual prompts and targeted communication and language support. This helps children's understanding and participation. As a result, they develop into confident communicators who engage positively with others.

Children, including those with special educational needs and/or disabilities, those known to social care and disadvantaged children, take part in purposeful learning experiences tailored to their needs. Effective support helps them build confidence, resilience and independence over time. Consequently, all children are well prepared for their eventual move to school and for future learning.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff create a positive environment where behaviour expectations are typically understood. Children are kind and caring and behave well. Staff recognise each child's behavioural needs and adapt their approach to match age, stage and individual circumstances. Staff act as positive role models and give gentle reminders to guide behaviour. They teach children to take turns, share resources and resolve minor disagreements cooperatively. However, staff do not always explain the impact of unwanted behaviour clearly. For example, when children leave the table with food in their mouths, staff tell them to sit down. They do not explain that this prevents choking and keeps them safe. Similarly, when children take toys from others, staff say 'no' without explaining how this affects their friends. As a result, some children do not fully understand the consequences of their actions. This limits their understanding of how their behaviour influences others.

Relationships between staff and children are warm and respectful. Children seek reassurance from familiar adults and respond positively to praise and guidance. As a result, children are confident and well mannered. Leaders promote regular attendance and punctuality. They remind parents about the importance of consistent daily routines.

Children's welfare and wellbeing: Expected standard

Leaders and staff have embedded a secure key-person system that promotes continuity and consistency of care. Responsive relationships are evident between key persons and children. Staff know families well and gather detailed information about routines, health needs and backgrounds. Individual care plans, including those for allergies and dietary requirements, are thorough and regularly reviewed with parents and relevant professionals. Consequently, children with special educational needs and/or disabilities, disadvantaged children and those known to social care receive tailored support that reduces barriers to their learning and wellbeing.

Care practices promote children's health effectively. Nutritious meals and healthy snacks are provided daily, supporting growth and readiness to learn. Staff encourage positive attitudes towards food and independence at mealtimes. Regular physical activity, including weekly forest school walks, helps children develop coordination and confidence. Staff model good hygiene and support older children to wash their hands independently, while younger children and those with additional needs receive appropriate guidance.

Children are supported to recognise and manage their emotions through warm, consistent interactions. They seek comfort from familiar adults and are reassured sensitively. Sleeping, feeding and weaning routines are carefully tailored to individual needs, ensuring children feel secure, settled and ready to engage in learning.

Leadership and governance: Expected standard

Overall, partnerships with parents are positive and well established. Staff provide daily handovers, regular updates and photos to keep families informed about children's experiences. Parents value the home-from-home environment and praise the approachable and caring staff team. However, systems to share children's next steps are not yet fully effective. In addition, home learning ideas are not routinely provided to parents. This limits continuity between home and the nursery.

Leaders demonstrate a clear understanding of the nursery's strengths and areas for development. For example, they have recently reviewed curriculum planning and introduced a designated planning lead to ensure activities link more precisely to children's next steps. They work together with external agencies to continue to drive improvement. Leaders and those responsible for governance make decisions that prioritise children's needs, particularly for disadvantaged children, those with special educational needs and/or disabilities and those known to children's social care.

Staff receive regular supervision, observations and team meetings to support professional development. Training opportunities have a positive impact on practice. For example, recent training has developed staff's knowledge further around supporting children's early communication skills. Leaders consider staff workload and wellbeing, fostering an open culture where staff report they feel supported and valued.