Cheeky Chimps Childcare

Inclusion: Expected standard

Leaders are deeply committed to ensuring that all children are included. They identify children's needs early and gather clear information about their development, including those with special educational needs and/or disabilities (SEND), those with medical needs and those facing other barriers to learning. Leaders work closely with outside agencies and support families to make decisions in the best interests of their children. They are passionate about ensuring children with SEND get the right help at the right time. This helps children access support that reduces barriers to learning and wellbeing.

Staff generally adapt experiences so all children can take part successfully. Children with SEND are included in daily routines and activities, for example, through additional modelling, visual cues or close emotional support. Parents feel reassured by the detailed and consistent communication that gives them a clear understanding of the individual plans in place to support their children's unique needs. Staff understand the needs of children known to social care and ensure they receive consistent, sensitive support. All children, regardless of barriers to their learning, feel valued and are able to participate alongside their friends.

Curriculum and teaching: Expected standard

Staff monitor children's progress and understand what children need to learn next. They link activities to children's next steps, which helps children make steady progress across the areas of learning. Staff introduce new words and explain their meaning, which strengthens children's language development. They use books, songs and stories throughout the day to build children's confidence with language and to help them enjoy early literacy. Staff support early mathematics through counting, comparing and using number in everyday routines, such as when children help to set the table. Outdoors, staff support children's physical development by encouraging them to move in different ways and practise early climbing and sliding. Creative experiences, linked to children's interests, encourage their engagement and sustained attention. However, during some adult-led activities, staff do not make it clear when older children are expected to pay attention. When some children choose to leave and miss valuable learning, staff do not encourage them to stay and participate.

Teaching is inclusive. Staff adapt activities for children with special educational needs and/or disabilities, and for mixed ages, so all children can access learning at the right level. Staff plan carefully for children who need additional support and adapt their teaching appropriately, for example, by providing individual support when children need a little more help.

Achievement: Expected standard

All children achieve well from their starting points. Older children count securely and explore letter sounds with interest. They talk about the marks they make and enjoy recognising familiar letters in books. Babies develop physical confidence as they learn to crawl, pull themselves to standing and take early steps. They begin to feed themselves and show growing control as they explore resources. Toddlers build independence, for example when they choose what foods they would like and carry their plates carefully to the table. Children sustain attention in creative activities and show pride in their achievements. They explore paint with enthusiasm and delight in the patterns they make. However, occasionally, when noise levels rise, children find it harder to hear staff guidance and stay focused on their learning.

Children with special educational needs and/or disabilities or barriers to their learning make secure progress and build their confidence to participate fully. For example, they learn Makaton signs, alongside all of their friends, which helps them to communicate and join in activities and songs. Children develop a firm foundation of knowledge and skills ready for the next stage in their learning.

Behaviour, attitudes and establishing routines: Expected standard

Children arrive happily and settle quickly, which reflects their strong sense of belonging. Babies and toddlers respond to staff encouragement and show growing confidence in new situations. Children behave well and follow staff guidance. Overall, children show interest and positive attitudes to learning. Children do not always follow instructions because staff do not consistently follow through on what they ask them to do. At times, children choose to do something else and staff allow this, which means expectations are not always clear or consistent. For example, during group times, some children leave the carpet and move around the room because they are not always sure when they should stay and listen. This affects how well they stay involved in shared activities, and does not support older children to become familiar with expectations they will encounter when moving to school.

Leaders work closely with parents to encourage consistent attendance patterns so that children benefit from familiar routines and develop good habits for the future. Staff use some routines to support children's independence. For example, children pour their own drinks and help to tidy the rooms. However, routines are not always organised in a way that keeps transitions calm. Occasionally, children become restless when there is no clear support as they move between activities. Staff do not always prepare them for what is coming next or give clear information about what children need to do, which leaves children unsure. At times, high noise levels make it harder for children to hear guidance and understand what is expected, which affects how smoothly they move on to the next part of the day.

Children's welfare and wellbeing: Expected standard

Staff form close bonds with children and respond warmly to their cues, which helps children to feel safe and secure. Staff supervise children appropriately, particularly during eating, sleeping and outdoor play, and create appealing play spaces where children can explore with confidence. Older babies sit close to staff and share books that focus on emotions. Staff use a gentle tone and simple language which helps children begin to recognise feelings and supports their early emotional wellbeing.

Staff understand children's home circumstances and work closely with families to meet children's care needs. Routines in nursery reflect what children are familiar with at home, helping them to feel secure. Leaders maintain close relationships with families and offer guidance and practical support that improves children's wellbeing at home, such as signposting to food banks or helping with housing issues.

Children are beginning to develop an understanding of the importance of healthy lifestyles. Leaders work closely with suppliers to ensure that the meals children receive are nutritionally balanced. Children talk about how food gives them energy and explain that vegetables are good for them. They benefit from plenty of fresh air and exercise and learn positive habits, such as handwashing, that contribute to their ongoing good health. Staff are quick to notice when children are unwell, and comfort them while they wait for parents to collect them, helping to reduce the risk of the spread of infection.

Leadership and governance: Expected standard

Leaders have a clear vision for the nursery and use what they know about children and the local area to shape their priorities. They review practice regularly and identify and acknowledge areas for further development. Leaders monitor the quality of teaching to check that staff understand how to support children's development. Leaders' focus on inclusion is well established. They meet each child and family at the stage they are at. Leaders work swiftly and closely with outside agencies when needed, so that support is timely and well matched to individual needs.

Staff morale is high. Leaders create a positive culture where staff feel valued and confident in their roles. This helps to create a fun-filled environment where everyone, including children, feels happy and settled. Leaders are mindful of workload and organise routines so that staff have time to complete key tasks without unnecessary pressure. Professional learning has a positive impact on practice. Leaders use training, coaching and modelling to build staff expertise, particularly in communication, early language and in supporting children with emerging needs. Staff talk positively about the guidance they receive and how it strengthens their understanding of children's welfare and development, so they can address concerns quickly.

Leaders maintain positive relationships with parents and the wider community. They share information regularly and listen to feedback from families. Leaders also encourage children's engagement in the community, such as visiting the local café, which helps children feel confident and familiar with their surroundings.