Cherubs Kindergarten Childcare Ltd

Inclusion: Strong standard

Leaders and staff identify children's needs early and understand how to support children with a wide range of experiences. Staff recognise that children learn in different ways and match their approach carefully to each child. Some staff bring energy and excitement which suits children who enjoy active play. Other staff offer calm and gentle interactions which help quieter and less confident children feel safe and ready to join in. This thoughtful use of staff strengths ensures that every child can take part in the curriculum in a way that suits their learning style and preferences.

Children who have special educational needs and/or disabilities make notable progress. Staff break learning into small steps and use approaches that help children to build knowledge and skills seamlessly alongside their friends. They work closely with parents and other professionals to review what is working and the difference it is making. Staff make skilful adaptations in the moment which help children to stay comfortable, confident and able to continue learning throughout the day.

Children benefit from spaces indoors and outdoors where they can take a moment of calm when they feel overwhelmed. Children explain that they like to sit in the den in the garden when they want some 'peace and quiet'. Children see themselves reflected in activities and interactions. Staff are careful to highlight that families come in many different forms, helping children to feel included and ensuring no child feels that their own family structure is unusual or overlooked. Children who speak more than one language enjoy hearing staff and friends use words from other languages, which helps them to feel proud of who they are and accepted within the group. Leaders and staff understand the challenges that disadvantage can bring and use additional funding thoughtfully so that all children can enjoy experiences they might not otherwise have. For example, children with an interest in animals, who may not have the opportunity to visit farms with their families, enjoy caring for the goats in the garden.

Curriculum and teaching: Expected standard

Leaders shape a curriculum that focuses closely on children becoming confident and independent learners. Staff follow this well and use children's interests to shape learning in meaningful ways. They give children freedom and choices in their play, and generally support this well. For example, when children talk about sharks, staff refocus their teaching to include children's ideas, which helps them to stay engaged and curious. At times, however, staff do not focus as precisely as they could on what children need to learn next. While they read with warmth and enthusiasm, some books are beyond children's comprehension. Staff help children to count and notice numbers during everyday play, but they do not always encourage more capable children to try solving simple problems for themselves. This limits opportunities to build on what children already know and can do.

Staff create a calm and encouraging learning environment where children feel secure, confident and ready to take part. They support children's personal, social and emotional development well by helping them to build friendships, manage small disagreements and express their ideas with growing confidence. Leaders have recently introduced an outdoor element to the curriculum. Staff use the newly developed outdoor area thoughtfully to give children regular opportunities to explore the natural world, investigate changes in the environment and practise physical skills in meaningful ways. However, staff do not yet have a deep understanding of how children's movement and coordination develop over time. Their expectations when planning for physical development are sometimes a little ahead of what children are ready for, so learning does not always build as progressively as it could.

Achievement: Expected standard

Children achieve well overall, across all areas of learning and from their starting points. Children who have special educational needs and/or disabilities achieve particularly well because their learning builds precisely on their current knowledge and skills. They progress very well through a carefully planned, sequenced curriculum that is designed to recognise every small achievement.

Toddlers quickly develop independence in routines such as snack and lunch time. Older children enjoy their learning and engage positively in activities that generally support early literacy, mathematics and physical development. They become confident talkers who readily share their thoughts and ideas. Children very much enjoy their time outdoors and are curious about the world around them. They learn about growth, change and where food comes from when they plant, care for and eventually serve vegetables for their lunch. Children develop friendships and learn to work cooperatively with others. For example, they work together to secure a rope to equipment and move it around the room safely. Overall, children build a secure foundation of skills and knowledge that prepares them typically well for what comes next in their learning.

Behaviour, attitudes and establishing routines: Expected standard

Leaders have developed a culture of mutual respect and fairness, with high expectations for both staff and children. Staff take a positive approach to supporting children's behaviour for example, by teaching them the 'golden rules'. They take account of children's age and abilities when supporting their behaviour, responding promptly to children's cues and adjusting activities or expectations when needed. Children behave well and show positive attitudes to learning, overall. For example, they cooperate with their friends and enjoy team activities such as passing a ball around a circle. They proudly show the stickers they receive for being kind and helpful. When there are minor disagreements between children, staff diffuse them quickly. However, children would benefit from increased support to articulate and manage their emotions and to consider how their actions make others feel. Staff encourage children to care for their surroundings, which helps them to develop responsibility and an eagerness to help others. For example, they readily tidy the room and clear up after meals.

Children's relationships with staff are warm and trusting. The consistency of the key person arrangements means that children are confident to seek out support or assurance when they need it. Children benefit from familiar and predictable routines that help them to feel secure. Staff ensure that these are consistent, leading to a calm and orderly environment. For example, children know how to take turns and line up to collect their snack and carry it to the table. Leaders and staff work with parents to highlight the importance of regular and prompt attendance to help children to feel settled and develop positive habits for the future.

Children's welfare and wellbeing: Expected standard

Staff know children well and respond with warmth and sensitivity. Children feel secure because their key person is a consistent presence throughout the day. Staff are diligent during care routines and leaders monitor practice to ensure that children's needs are met well. Leaders have recently strengthened how information about these routines is shared clearly and in detail with parents. Stringent procedures, such as regular 'head counts', ensure that children remain well supervised when moving around the setting.

Staff talk to children about what is for lunch and explain the benefits of food, which helps children to understand how to make healthy choices. Leaders put much thought in to making sure children are kept safe during meals. For example, they have introduced baskets of essential items within reach so that staff can remain seated with children and supervise them closely. Children show increasing independence in routines such as these. They learn to manage their own care needs, including washing their hands thoroughly at key times during the day. Staff monitor sleeping children closely to assure their comfort and safety when resting. Children develop an awareness of ways to keep themselves safe. For example, they remind one another to climb on the indoor frame one at a time.

Children who become overwhelmed have access to quiet spaces indoors and outdoors. The new outdoor provision offers calmer environments where children who struggle indoors can take some time out from the busy setting. Staff are quick to notice children when children are unsettled and offer comfort and reassurance. However, they do not consistently teach children the language of feelings, which limits children's ability to understand and work through their emotions.

Leadership and governance: Expected standard

There is a positive culture in this setting where everyone feels supported and valued. Leaders recognise that staff and children have different strengths and celebrate what makes each one unique. They provide staff with clear guidance, protected time for professional learning and ongoing support in planning and teaching. Staff benefit from targeted development opportunities that build their expertise and confidence. For example, some have recently attended training to strengthen mathematical development, and leaders are beginning to consider how this learning will be embedded across the whole team.

Leaders maintain effective partnerships with parents. Families describe open, honest communication and appreciate the detailed flow of information about children's care and learning, which helps to create consistency between home and the setting. Leaders also work closely with external professionals, ensuring that children who need additional support receive it promptly and that plans are reviewed regularly.

Leaders review the provision thoughtfully and show a strong commitment to ongoing improvement. They encourage staff to reflect on practice, share ideas and work collaboratively to build quality. This has created an enthusiastic team culture where staff feel confident to try new approaches. Leaders are already seeing positive impact from recent developments, such as children showing greater independence and self-esteem as a result of improvements to the outdoor environment and teaching. Leaders' ambition and drive for continuous improvement ensure that the setting continues to evolve in ways that benefit children's learning and wellbeing.