Cheeky Monkeys Day Nursery Ltd

Inclusion: Expected standard

Typically, leaders and staff use assessment to identify children's emerging needs and interests. They use this to plan activities to support children's learning and development. For example, children, including those with special educational needs and/or disabilities, benefit from staff's knowledge of their individual needs. Leaders and staff work closely with parents and carers and other professionals to ensure that support is well coordinated. Staff use communication strategies, such as sign language to help children learn new words. For example, during lunchtime, staff sign 'more' and 'thank you'. This helps children understand what is expected of them and supports their developing communication skills.

Children in receipt of early years pupil premium are well supported through carefully chosen resources that leaders purchase to meet their individual needs. Staff use their knowledge of children's interests, such as role play and outdoor exploration, to select equipment and resources that help children engage and develop their skills further. Parents report that leaders and staff support their children's physical development effectively. They comment on how staff act on advice from external professionals, such as physiotherapists, to help children make progress from cruising to walking.

Curriculum and teaching: Expected standard

Leaders have typically designed a sequenced curriculum that sets out what children will learn as they move through the setting. Children, including those with special educational needs and/or disabilities and disadvantaged children, develop social skills and form warm, caring interactions as they play. For example, they scoop and pour sand together as they show growing empathy and turn-taking. Babies confidently select books and turn the pages one by one. Staff model animal sounds, such as 'miaow' and 'twit-whoo', which babies eagerly copy. This supports their early communication and language development.

All children benefit from learning experiences to develop their physical and language skills. For example, they use tweezers to pick up minibeasts and learn new vocabulary, such as 'foraging'. Staff teach positional language. For example, they explain 'under' when objects fall to the floor and roll under the table. Children also take part in sessions using dough to build hand strength and coordination. However, staff do not always ensure that children receive high-quality teaching through the curriculum they offer to children. This means that at times, teaching is not closely matched to children's developmental needs.

Staff generally develop mathematical language through play. They support younger children to use words, such as 'full', as they fill their buckets with sand. Older children learn early-number skills. For example, they roll a dice and count the dots one by one. Staff encourage children to add 2 numbers together using their fingers. However, children are not always fully engaged because some activities are pitched too high. As a result, children do not consistently build secure mathematical knowledge that matches their age and stage of development.

Achievement: Expected standard

Typically, babies and children, including those with special educational needs and/or disabilities (SEND) and disadvantaged children, make progress across the 7 areas of learning. Children develop physical skills as they learn to balance on beams and join in songs, such as 'jelly on a plate', which helps children practise steady movements. In addition, children learn to grasp tweezers to pick up plastic minibeasts and pound and poke dough to strengthen their wrists. Children learn to play alongside their friends as they fill and empty jugs of water. They enjoy looking closely at minibeasts. For example, they learn about the features, such as colours and stripes, and learn to accurately name colours.

All children learn new words, such as 'full', 'empty', 'under' and 'poke'. They use this vocabulary confidently in their play. Furthermore, children, including those with SEND, learn sign language, such as 'more' and 'thank you'. This develops their communication and language skills effectively. Generally, children are prepared for the next stage in their learning. However, older children do not always benefit from age-appropriate teaching. This means that their achievement is not always promoted, to help them make even more progress in their learning and development.

Behaviour, attitudes and establishing routines: Expected standard

Children behave extremely well. They are taught to use the setting's rules, such as 'kind hands' and good manners. For example, staff remind children to say 'thank you' through communication strategies, such as sign language. Staff use behaviour-reward systems and give children frequent praise. Children respond positively and show cooperative behaviour. This contributes to children's calm behaviour. Leaders monitor and promote attendance across the setting. They ensure that families are supported to help their children develop positive attendance habits for their future success.

Leaders and staff have established clear routines across the setting. For example, during snack and lunchtimes, children demonstrate an understanding of expectations. This helps to support calm and well-managed transitions throughout the day. Children, including those with special educational needs and/or disabilities and disadvantaged children, typically develop positive, warm relationships with staff and their friends. They play happily alongside one another in sand and water. Staff introduce vocabulary, such as 'scoop' and 'pour', and remind children to share. As a result, children develop their personal, social and emotional skills.

Children's welfare and wellbeing: Expected standard

Children, including those with special educational needs and/or disabilities and disadvantaged children, benefit from healthy and nutritional meals cooked on site. For example, children enjoy pears, yoghurts, macaroni cheese and vegetables, including broccoli, carrots, peas and sweetcorn. They independently access drinking water and milk. Typically, all children are safe and secure in their environments. Staff carry out regular risk assessments to ensure that children are kept safe. Children follow some health and self-care routines. For example, they go to the toilet, get their sun hats on for outdoor play and put on their own shoes. However, staff do not always support children to wash their hands. Leaders and staff are yet to establish consistent handwashing practices to further promote children's health and self-care needs.

Staff develop warm and nurturing relationships with all children in their care. They know children well. For example, they recognise when babies need reassurance and follow routines from home, such as feeding and sleeping. This helps to meet children's personal-care needs.

All children benefit from being outdoors. They climb, run and enjoy water play, which supports their physical development and confidence. Staff support younger children as they walk along beams and hold out their hands to guide them. This helps children develop balance and coordination.

Leadership and governance: Expected standard

Typically, leaders ensure they implement the early years foundation stage statutory requirements effectively. They are passionate about the provision they provide and understand the strengths and priorities for improvement. For example, they have plans in place to further develop the outdoor curriculum to enhance children's learning and development. However, leaders are yet to ensure that all staff consistently receive the training and development needed to further enhance their knowledge and skills.

Staff feel valued by leaders. They say that leaders support their wellbeing and workload effectively. Leaders and staff have a clear understanding of the context of the local area. They work in collaboration with other professionals, such as physiotherapists and public health to help and support families with the challenges they face. For example, partnerships with public health have ensured that children, parents and carers are fully informed about the importance of toothbrushing. This benefits children's health and builds on the setting's work with families.

Parents report how happy their children are at this caring, nurturing setting. They say the online communication tool is extremely effective in maintaining a 2-way flow of information between them and the setting. This helps to keep parents fully informed and involved in their children's experiences.