Cheeky Dinos Nursery

Inclusion: Strong standard

Leaders establish a highly inclusive culture where children's individual needs are identified early and supported effectively. Staff gather detailed information at the start, including children's routines, interests and development, and use this to shape provision. They identify emerging needs, particularly in communication and language and implement targeted strategies, such as visual prompts, signing and repetition, to support understanding and participation.

Children with special educational needs and/or disabilities benefit from consistent, well-informed support. Staff work closely with external professionals, including speech and language therapists, and implement agreed strategies securely across daily routines. Leaders follow a clear cycle of assessing, planning, supporting and reviewing children's progress. They evaluate the impact of strategies regularly and adapt provision promptly to secure sustained improvement.

Leaders engage positively with families. They share strategies, celebrate achievements and ensure continuity between home and the setting. Parents report that this partnership leads to clear improvements in children's communication, confidence and ability to express themselves.

Leaders use early years pupil premium funding thoughtfully to provide additional resources and targeted support that reduce barriers to learning and engagement. The setting promotes a strong sense of belonging through inclusive experiences and resources. As a result, children, including those with additional needs and those who face barriers, access the full curriculum and participate confidently.

Curriculum and teaching: Strong standard

Leaders implement an ambitious, play-based curriculum that reflects children's interests and developmental stages. They prioritise communication and language, alongside personal, social and emotional development and physical development. Leaders evaluate the quality of the curriculum and teaching regularly and make informed decisions to refine provision. This ensures that learning is sequenced effectively and builds progressively on what children already know and can do.

Staff support language development purposefully. They introduce and model vocabulary such as 'full', 'empty', 'long' and 'short' and encourage children to describe what they see and feel. They ask questions and allow time for children to think and respond, which deepens understanding and extends communication. Mathematical concepts are embedded consistently through daily experiences, such as counting, comparing size and measuring ingredients.

Staff adapt teaching effectively. They follow children's interests and adjust activities in the moment, for example extending sand play with farm resources through books and discussion. Staff use assessment securely to identify what children know and tailor teaching to their next steps.

Leaders ensure that children with additional needs and those who face barriers receive appropriate adaptations. As a result, children access the curriculum fully and develop the knowledge and skills needed for their next stage.

Achievement: Strong standard

Children make strong, sustained progress from their starting points across all areas of learning. They develop increasing confidence in communication and language, using new vocabulary in context and engaging in meaningful interactions with adults and peers.

Children with special educational needs and/or disabilities achieve well. They benefit from consistent strategies, such as visual supports and structured language input, which enable them to communicate, interact and participate more fully. Children who initially play alone begin to engage with others, take turns and contribute to group activities.

Children develop independence and practical skills securely. They understand and follow well-established routines, organise resources and participate confidently in daily experiences. They demonstrate increasing concentration, cooperate effectively with others and show persistence in their learning.

Children are well prepared for their next stage of learning. They develop the foundational knowledge, skills and confidence needed to continue learning successfully. They develop increasing ability to communicate effectively, manage their own needs and engage positively in new learning environments.

Behaviour, attitudes and establishing routines: Strong standard

Leaders establish a calm, purposeful environment where expectations for behaviour are clear, consistently understood and securely embedded. Staff introduce and reinforce shared 'golden rules', which are referred to throughout the day. As a result, children demonstrate respect, kindness and cooperation during activities and routines. For example, children remind one another to use 'walking feet', share resources and take turns, showing that expectations are internalised.

Relationships between staff and children are strong and supportive. Staff model positive interactions and guide children sensitively, helping them to understand expectations and resolve minor conflicts. Children collaborate well, for instance, when building structures together or sharing resources during play, and they respond positively to adult guidance.

Routines are well established and support smooth transitions. Children follow familiar sequences, such as handwashing, preparing snacks and lining up for outdoor play, with minimal prompting. They respond to visual timetables and verbal cues, which helps them move confidently between activities. Staff adapt expectations appropriately, supporting younger children and those with additional needs through prompts and modelling, so they can participate successfully.

Leaders promote attendance through clear communication with families and consistent follow-up of absences. As a result, children attend regularly, develop secure routines and demonstrate highly positive attitudes to learning.

Children's welfare and wellbeing: Strong standard

Children's welfare and wellbeing are promoted highly effectively through secure, responsive relationships. Key persons know children well and respond sensitively to their needs. They support children to feel safe and settled, particularly during transitions and new experiences. These strong attachments help children develop emotional security and confidence.

Care practices meet children's individual needs consistently. Staff gather detailed information from families and follow established routines, including for sleep, feeding and personal care. Children with additional needs receive tailored support that ensures their routines and emotional needs are met securely and consistently. Staff protect children's dignity and support them to develop increasing independence in managing their personal care and daily routines.

Children develop a clear understanding of health and wellbeing. Staff promote healthy eating through meaningful discussions about food and encourage children to make healthy choices. They reinforce hydration and support children to develop good hygiene routines, such as handwashing, which are embedded in daily practice.

Children learn to recognise and manage their emotions through structured support and discussion. They begin to understand how their actions affect others and develop positive relationships. Children benefit from a wide range of physical experiences, including outdoor play and balancing activities, which strengthen coordination, resilience and overall wellbeing.

Leadership and governance: Strong standard

Leaders provide highly effective leadership and maintain clear, ambitious oversight of the provision. They understand the setting's strengths precisely and use ongoing self-evaluation to identify and act on areas for improvement. For example, leaders enhanced opportunities for younger children to access mark-making independently, which is now securely embedded in daily practice and strengthens children's early writing skills.

Leaders make decisions that prioritise children's needs. They ensure that children with additional needs and those who face barriers receive appropriate, well-targeted support, including through the effective use of early years pupil premium funding. Leaders work closely with families and external professionals to secure positive outcomes and ensure continuity in children's learning and development.

Professional development has a clear and sustained impact on practice. Leaders provide regular training, supervision and structured opportunities to review children's progress. Staff apply training consistently, particularly in supporting communication and adapting teaching, which strengthens the quality of interactions across the setting. Leaders also consider staff's wellbeing and workload carefully, which contributes to a stable, motivated and reflective team. Strong partnerships with families support continuity. As a result, children benefit from a well-organised provision where practice is consistently embedded and highly effective.