Cherubs Day Nursery

Inclusion: Expected standard

Leaders use additional funding, including early years pupil premium, appropriately to reduce barriers for children. For example, funding supports experiences in the community and practical help such as food parcels. This helps families access opportunities and maintain engagement with the setting. Consequently, disadvantaged children generally take part in daily experiences and routines alongside their peers.

Leaders identify children's needs early and review these regularly. Staff complete an initial baseline and continue to observe children during routines, play and group times. When children need extra support, such as with following instructions, engaging with others or developing language, leaders involve external professionals. They agree clear targets and staff implement strategies in practice. Leaders review progress and adapt support where needed. Children typically receive timely help to support their development. Furthermore, staff receive training to support children who need additional help. However, this is not yet consistently embedded across practice. As a result, the precision of adaptations and the impact of support vary. Leaders are beginning to strengthen staff knowledge so support is more consistently effective.

Leaders reduce barriers for children who speak English as an additional language and those with special educational needs and/or disabilities. Staff use translation tools to gather information from parents and, with consent, seek support from those who speak both languages. This helps ensure families understand key discussions about their child's support. Leaders monitor how well children access learning. For example, when visual prompts are less effective, staff model key words during play. Children generally become more confident in joining in and communicating their needs.

Curriculum and teaching: Expected standard

Leaders have a clear understanding of their curriculum and have made considered changes to strengthen how children develop key skills. They have prioritised communication and language and increased opportunities for physical development. These improvements support children to build secure foundations for later learning.

Leaders ensure the curriculum is sequenced so knowledge and skills build on what children already know and can do. For example, babies reach for toys placed just out of reach, strengthening core muscles in preparation for walking. Older children develop coordination during 'wiggle' song sessions as staff encourage movement using positional language such as 'up high' and 'down low'. Staff also support early mathematical understanding through everyday experiences. Children hear and use language such as 'more', 'full' and 'empty' as they play and explore.

Personal, social and emotional development is supported through shared experiences. Babies take turns with musical instruments while staff model language about sharing. Older children work together to build train tracks, negotiating roles as they play.

Staff generally adapt teaching to support children with different needs. For example, they model key words and adjust interactions to help children join in. However, this is not consistent. At times, teaching is not adapted well enough to meet individual needs. For example, some babies disengage during circle time, and opportunities to extend older children's learning are missed. As a result, not all children benefit fully from planned teaching.

Achievement: Expected standard

Children make secure progress from their starting points. Babies show increasing curiosity as they explore resources and respond to familiar songs and interactions. Younger children begin to use more words independently and join in with others during shared play. Older children demonstrate growing understanding of early number, shape and language. For example, they count how many blocks they need to complete a tower and recognise when shapes do not fit, adjusting their approach to solve problems.

Children who require additional support make progress towards their individual targets. They become more confident in joining in, communicating their needs and following routines. Most-able children show increasing independence as they prepare for school, such as managing their own belongings, listening to instructions and sustaining attention during activities. While progress is evident, it is not always maximised for every child. Overall, children develop the skills and confidence needed for their next stage of learning, including communicating their ideas, working with others and managing simple tasks independently.

Behaviour, attitudes and establishing routines: Expected standard

Leaders establish clear expectations and children understand them. For example, children confidently recall that 'at 10:15 we wash hands' and watch the clock as the time approaches. This supports their understanding of number while reinforcing routine. Children move between activities with minimal disruption and respond positively to staff guidance. Staff build warm relationships with children and offer reassurance that reflects children's age and stage. This helps children feel secure and understand what is expected of them.

Overall, children show positive attitudes to learning. During free play, they remain focused and engaged, for example as they pour and fill during water play with purpose. Children generally get along well with others. They take turns, share resources and join in play alongside their peers. However, during more focused adult-led teaching, engagement can vary. Children are more engaged during child-led play than in larger group sessions.

Children demonstrate growing independence in daily routines. For example, they hang their coats up on arrival without being reminded. However, at times, particularly during mealtimes, staff do not always promote independence fully. Staff serve food and clear plates rather than encouraging children to self-serve or take responsibility. This limits opportunities for children to develop independence further. Leaders promote the importance of attendance. Absences are followed up and patterns are monitored, supporting regular attendance and consistent learning.

Children's welfare and wellbeing: Expected standard

Staff support children's emotional wellbeing effectively, creating a nurturing environment where children feel safe, valued and secure. Children form secure attachments and respond positively to guidance. Staff help them manage feelings, for example guiding babies when they are upset or encouraging calm during minor disagreements, which enables children to take part confidently in daily activities.

Staff understand children's individual needs and support self-care. For example, when babies have runny noses, staff encourage them to have a go themselves. Older children manage simple tasks, such as wiping their hands after messy play. However, at times, staff complete tasks children can do for themselves too quickly, limiting opportunities to practise emerging self-help skills.

Children's healthy lifestyles are promoted throughout the day. Older children are reminded to wash their hands before eating and understand this removes germs. During mealtimes, staff encourage children to understand why some foods cannot be shared and use age-appropriate language to explain allergies. Leaders ensure cultural and dietary choices are considered, providing alternatives so all children can eat safely. Children spend time outdoors using climbing equipment and other resources. Staff explain why exercise is important and how it gets blood flowing. This helps children understand how physical activity and healthy routines support their wellbeing.

Leadership and governance: Expected standard

Leaders have effective oversight of the setting and staff. They understand the strengths of the provision and take action to address areas for development. For example, they have strengthened the focus on communication and language by increasing opportunities for children to hear and use new vocabulary during daily routines and play. This supports children to develop confidence in speaking and understanding words in different contexts.

Leaders support staff wellbeing and manage workload alongside monitoring practice. They provide regular supervision and adapt expectations where needed, including when staff return from long-term absence. This helps staff feel supported and able to deliver the planned curriculum. Professional development is planned to support staff knowledge of child development and how to meet individual needs. However, this is not always sharply targeted or embedded in practice, which means improvements are not consistently applied.

Leaders do not always monitor practice precisely enough. This limits consistency across staff and affects how well children benefit from planned learning. Leaders make decisions in the best interests of all children, including those with additional needs or barriers to learning. They work closely with parents to gather information about children's routines and preferences, which informs planning and next steps. They provide guidance on healthy lifestyles and support families to continue learning at home. This helps to ensure children receive appropriate care and support that meets their individual needs.