Care With Cuddles

Inclusion: Expected standard

Leaders work closely with parents to ensure they have a whole view of each child, gathering all information needed when a child starts attending the setting. They use this information to create a bespoke starting timetable for each child. Leaders continue to work closely with parents to make appropriate changes to plans and provision, particularly for those children with special educational needs and/or disabilities (SEND), those known (or previously known) to children's social care, and those who may face barriers to their learning and/or wellbeing.

Leaders support staff to use a graduated approach to supporting children's needs. They seek advice from a range of outside professionals, such as speech and language therapists and educational psychologists, and they create personalised plans for children to help close gaps in learning. They track children's progress and adjust support accordingly.

Funding is used effectively to provide training and resources to support individual children's needs. For example, staff use Makaton to support the development of children's communication skills, and autism awareness training gives staff a range of skills to support children with SEND to access learning in the setting.

Curriculum and teaching: Expected standard

Leaders create a carefully thought-out and progressive curriculum and ensure it is generally taught well. Staff typically show a secure understanding of what they want children to learn, and they can talk about how they adapt this to meet the needs of the children, including those with special educational needs and/or disabilities (SEND), those known (or previously known) to children's social care, and those who may face barriers to their learning and/or wellbeing. For example, fidget toys are available to support children with their concentration skills during story time, and one-to-one support is given to children to help them manage their emotions during transition times.

Leaders seek advice and actively work with outside professionals and staff to drive improvements forward. Staff can talk about the newly implemented approach to planning and how they are meeting children's next steps through the activities they offer. However, high-quality teaching is not yet consistently embedded throughout the nursery.

Children develop a love of stories because staff prioritise using a range of texts as a basis for learning. Staff model appropriate vocabulary and encourage children to use this in their play. For example, children can retell their favourite stories and act these out using small-world resources.

Staff teach mathematics explicitly and incorporate it into the daily routine. For example, staff model and teach the children about capacity through exploring filling and emptying containers. Children also join in when counting how many cups are needed at snack time. This means that children have a secure understanding of mathematical concepts.

Achievement: Expected standard

All children, including those with special educational needs and/or disabilities (SEND), those known (or previously known) to children's social care, and those who may face barriers to their learning and/or wellbeing, are well prepared for the next stage in their learning because their skills are developed well, particularly across the prime areas of learning.

All children develop the language and communication skills they need because they join in with songs, rhymes and stories and share their thoughts and views with their friends. Children with SEND are supported to develop their communication skills through the use of Makaton.

Children develop their personal, social and emotional skills, and this helps them to make friends with others, take turns and share. Children who may face other barriers to their learning and/or wellbeing are supported to manage big emotions because they have one-to-one support and access to quiet, calming spaces when needed.

Children are supported to close gaps in their learning because staff create and follow individual support plans, including those children who are known (or previously known) to children's social care. For example, staff help children to build positive relationships, and this helps them to develop their confidence.

Behaviour, attitudes and establishing routines: Expected standard

Staff quickly build positive relationships, and this helps children to settle and feel secure. As a result, children typically play happily, and there is a calm atmosphere in every room within the setting. Staff support children who are new to the setting well to quickly feel calm and safe.

Children of all ages behave well, including those with special educational needs and/or disabilities (SEND). They know and follow the rules and have a secure understanding of the routines. For example, staff give additional cues and reminders to children to help them prepare for transitions and changes in routines. This means that children know and understand what is happening next.

Staff have high expectations for children's behaviour and they talk calmly and kindly to children. This helps children to understand the expectations. Staff praise children's efforts, and this reinforces the high expectations.

Staff support children with SEND effectively to develop their awareness of their friends' feelings. For example, staff help children to be aware of how others are feeling because they support them to be able to identify and name emotions.

All children have a positive approach to their learning and are curious and eager to be involved in learning experiences, including those children with SEND. For example, staff ensure that children are supported to share their thoughts and ideas during circle time by giving extra time to think of their response or by helping children to formulate sentences verbally.

Leaders know and understand the importance of attendance and have appropriate policies and procedures in place to support this.

Children's welfare and wellbeing: Expected standard

Positive key-person relationships are quickly established, and this supports children to feel safe and secure, particularly those children who are new to the setting. Where children do become unsettled, they are quickly and sensitively supported by their key person.

Staff are interested in children's lives and ask them questions, encouraging them to share their views and thoughts with their friends. Children develop a sense of their own identity by celebrating their individuality, and they develop a sense of belonging by building positive relationships with staff and their peers.

Leaders ensure that there are effective policies and procedures in place for sleeping, weaning and feeding. Children's personal care needs are sensitively met because staff have a clear understanding of these processes and confidently implement them. Positive relationships with parents ensure that the setting has all the information to support each child. For those children with special educational needs and/or disabilities and those who are known (or previously known) to children's social care, staff work closely with parents to ensure that individual care needs are met. Staff keep parents up to date with all relevant information to ensure continuity of care.

Children enjoy healthy, nutritious food and talk about healthy ingredients in meals. They understand why it is important to wash their hands before they eat and can talk about why this is important. Children say 'please' and 'thank you' at mealtimes and chat with their friends and staff, making lunchtime a sociable experience for them.

Leadership and governance: Expected standard

Leaders have ensured continuity during recent changes in staffing, and they have driven forward improvements to further develop the quality of teaching. They intend to continue monitoring and supporting all staff to ensure they continue to offer a high-quality learning experience for all children.

Leaders use appropriate sources of data to help them make decisions about priorities. They seek advice from external sources and are proactive in driving forward improvements.

Leaders take account of staff wellbeing and workload, and there are effective systems in place for staff to seek help and guidance if needed. Staff feel valued and recognise the support and training they receive. Staff feel this helps them to do their jobs more effectively.

Leaders work closely with families and outside professionals to ensure that children with special educational needs and/or disabilities, those known (or previously known) to children's social care, and those who may face barriers to their learning and/or wellbeing receive the support they need quickly.

Parents speak positively about the relationships they have with leaders and staff. They welcome the help offered to their children. They say that leaders and staff are approachable and that staff communicate well with them.