Butterflies

Inclusion: Strong standard

Children's individual needs are treated with the utmost importance. Leaders and staff are committed to the early identification of children's needs. As a result, they introduce interventions specific to each child at the earliest opportunity.

Staff are led by knowledgeable leaders to work together to reduce any barriers to children's learning. For instance, most children who attend the setting speak English as an additional language. Staff and leaders embrace the range of home languages children and their families bring to the setting. They celebrate these languages while effectively beginning to build firm foundations in English for every child.

Children progress impressively, especially within their communication and language development. This then reflects in their progress across all 7 areas of learning. Leaders maintain a close oversight of every child's learning and progression. They know children attend this setting less frequently than in comparison to other nursery settings. In response, staff make the most of every session. Leaders target children's development and ensure every member of staff is skilled in enhancing children's play and extending children's learning through every interaction, every day. This commitment ensures that every child at this setting thrives.

Curriculum and teaching: Expected standard

Leaders have designed a well-understood curriculum which staff successfully and consistently deliver across the setting. All children experience high-quality interactions and teaching specific to their individual development goals. Every child can depend upon staff and leaders having high expectations for their attainment and learning. However, during times of the day when children's care needs are being dealt with, some staff do not consistently maintain these expectations.

The curriculum is ambitious for all. The development of children's language skills is a key focus of the curriculum, due to most children speaking English as an additional language. Staff naturally extend and enhance children's play to consistently reinforce a firm foundation in the English language. Teaching is adapted and differentiated to meet the unique needs and learning styles of every child. This helps every child to build a love of learning. Children praise their friends as they hear them count out loud to 20 and they name shapes out loud while building complicated towers. Children look at books independently from the youngest age in the baby room. Children are curious, confident and explorative learners. They are both enthused and challenged by the well-thought-out and implemented curriculum.

Achievement: Strong standard

All children, including those with special educational needs and/or disabilities, make impressive progress at this setting. The effectiveness of the curriculum, particularly for communication and language, is expressly impactful on children's attainment.

Children who speak English as an additional language attend the setting, including some with very little English. Staff know how to provide the right support to ensure all children leave this setting with a solid foundation in English. As a result, children develop a secure understanding of English, including speaking and listening foundations to help them thrive in primary school.

Children's progression is impressive. Children quickly grow in confidence once settled into their rooms. Older children begin to expertly express their opinions. Toddlers feel assured to make their needs known to staff. Even babies quickly gain the security to curiously explore their surroundings.

The effectiveness of the key-person system and the impactful teaching for personal, social and emotional development means every child is given the tools, knowledge and skills they need to support their future learning.

Behaviour, attitudes and establishing routines: Expected standard

Children recognise that staff have high expectations for their behaviour, and they rise to meet these expectations. Children are respectful, empathetic, kind and happy. Staff role model these behaviours to children so successfully that children continue to behave to these high standards, even when adults are not watching. Children, without prompt, tidy away resources they have accidentally knocked over, comfort their friends and share toys without an expectation of praise or acknowledgement.

Leaders know that high expectations and ambition look different for every child who attend this setting. They recognise that although the curriculum is designed as a whole, it is vitally important that the curriculum, expectations and teaching are individualised for every child. This approach helps to ensure that all children learn and thrive.

Children know what to expect next and this helps them to feel secure and safe to express their curiosity. However, during some busier parts of the day, the routine in the toddler room becomes temporarily less effective in supporting children's individual care needs. For example, younger children are expected to wait for extended periods of time for their lunch. This causes some children to become restless.

Children's welfare and wellbeing: Expected standard

Children can rely on staff. They show this in their confidence to explore and their ability to seek comfort from staff, because they know their needs will be met. Children are not overly dependent on their key persons. Despite the highly effective role of the key person, children show they can seek support and care from any familiar adult. This creates a sense of security for children in each of the rooms.

Staff know children very well. They know their individual learning and care needs. Staff swiftly respond to cues from all children, even before children can share verbal communication. Children begin to manage their own emotions at an age-appropriate level. They are supported by staff to identify and recognise their feelings.

Pre-school children use teddies from 'The Colour Monster' book to suggest to their friends how they are feeling. Toddlers seek cuddles and comfort items to help them settle when they feel overwhelmed, and babies seek comfort from adults they have bonded with. However, routines in the toddler room can be further strengthened during sleep times, to facilitate children's relaxation.

Leadership and governance: Strong standard

Leaders demonstrate an unwavering commitment to the children and families who access this setting. They are steadfast advocates for these families as they truly recognise and understand the barriers some children face to learning.

Leaders understand what makes this setting unique and make sure children get a positive beginning. Staff reflect this passion. Leaders evaluate effectively and use this knowledge to continuously evolve and improve the setting, provision and curriculum.

Partnerships with parents are a particular strength. Leaders are determined to build working relationships with parents despite any barriers, as they know this is in the best interests of children. Their goal is to support in every way possible.

Staff are nurtured and encouraged to continuously develop, which in turn benefits children and families. Leaders' governance of this setting helps to ensure that all children thrive in their learning and development, setting them up for success in their later learning and life.