Chipmunks Day Nursery

Inclusion: Expected standard

Children are welcomed into an inclusive environment where they and their families feel valued. They benefit from staff gathering detailed information before they start, including their routines, backgrounds and any additional needs. This helps children settle well and ensures their individual needs are understood from the outset.

Children experience timely support because leaders work closely with parents and external professionals, such as speech and language therapists, occupational therapists and the local authority. This joint approach helps children access appropriate strategies when concerns are identified and ensures their progress is monitored effectively.

Leaders work with external agencies, such as the local authority, to make thoughtful adaptations to the environment. For instance, children benefit from calm spaces, visual timetables and other visual aids. This helps to support their communication and emotional regulation. Children take part in meaningful activities that staff adapt to meet their needs. For example, they develop turn-taking skills as staff help them to use visual aids, such as timers. Younger children also engage successfully when resources are simplified to match their stage of development.

Children who require additional support are monitored appropriately through observations, assessments and support plans. Leaders review children's progress and seek additional support when concerns are identified.

Some strategies intended to support communication and inclusion are still becoming embedded across the rooms. For example, visual prompts and Makaton signs are available but not yet used consistently across all rooms.

Curriculum and teaching: Strong standard

Leaders securely design a broad and well-sequenced curriculum that focuses on children's communication, confidence, independence and readiness for their next stage in learning. The curriculum is clearly shaped by leaders' understanding of how young children learn, with staff consistently building on children's interests and what they already know and can do. Leaders monitor the curriculum effectively through observations, discussions and reviews of children's development over time, ensuring that it remains responsive and meaningful.

Children benefit from consistently purposeful learning opportunities provided by staff across the indoor and outdoor environments. Pre-school children enjoy rich imaginative experiences. For instance, they role play in the pretend supermarket, where staff extend children's language and mathematical understanding through conversations about cooking, counting and recognising numbers on pretend money. Children develop strong communication and language skills. Staff clearly and consistently model vocabulary, ask questions and encourage children to share their ideas.

Babies experience warm, responsive interactions that securely support their early communication and emotional security. They listen as staff repeat sounds, sing songs and name familiar objects during play. Across the setting, children benefit from well-planned opportunities to develop good physical skills through climbing, balancing, water play and outdoor exploration.

Staff understand the curriculum intentions for their rooms and can describe how activities support children's learning and development. All staff know how to meet children's individual learning needs and adapt their teaching accordingly. Some less-experienced staff are still developing confidence in articulating the rationale behind their teaching approaches, but this does not detract from the overall consistency and strength of curriculum implementation across the setting.

Achievement: Expected standard

Children generally make secure progress from their starting points and develop the knowledge and skills needed for their next stage in learning. Babies develop early communication skills through repeated sounds, songs and responsive interactions. Toddlers typically build confidence in using new vocabulary and taking turns, while older children usually apply their learning confidently during play, such as counting ducks in the water tray, recognising letters during mark making and using language in imaginative play.

Children develop increasing independence through daily routines, including collecting coats, serving meals and managing transitions. They strengthen physical skills through climbing, balancing and outdoor exploration.

Children who need additional help also achieve well because inclusive approaches enable them to take part fully. For example, children develop turn-taking skills with the support of visual timers, and younger children engage successfully when resources are simplified to match their stage of development.

Staff generally use observations and assessments to plan next steps effectively.

Behaviour, attitudes and establishing routines: Expected standard

Children generally behave well and usually respond positively to staff's calm and respectful interactions. Staff help children learn to cooperate with others, share resources and take turns during activities and routines. For example, children use timers to support fair turn-taking, work together during tidy-up time and collaborate during construction play.

Children generally show positive attitudes to learning and engage enthusiastically in activities indoors and outdoors. They demonstrate curiosity and imagination during role play, mark-making and physical play activities. Babies and younger children are supported sensitively during transitions and routines, helping them to feel secure. Staff use visual timetables to support all children to participate and help them emotionally prepare for what comes next. Children who need additional help also take part successfully because inclusive strategies, such as visual prompts and simplified routines, reduce barriers to engagement.

Leaders generally promote consistent routines and expectations across the nursery. The settling-in process helps all children and families build secure relationships with staff and supports children's emotional wellbeing, including those who need extra support. Staff monitor attendance appropriately and follow up unexplained absences promptly.

However, routines are not always organised consistently well enough to fully maintain children's engagement and wellbeing. At lunchtime, for example, some children were seated earlier than others, which meant they waited longer before the meal began.

Children's welfare and wellbeing: Expected standard

Children generally form warm and trusting relationships with staff and are emotionally secure in the setting. They are comforted sensitively when they are unsettled, unwell or new to the nursery, which helps them feel safe and reassured. Children typically benefit from consistent routines that support their emotional wellbeing and help them understand what will happen next.

Children develop an understanding of healthy lifestyles through regular outdoor play, physical activity and opportunities to serve their own meals. Babies' care routines are managed appropriately. Staff understand safe bottle preparation and weaning procedures and work closely with parents to meet children's dietary needs.

Children who need additional help also experience positive wellbeing because inclusive approaches reduce barriers to participation. Visual timetables, calm spaces and simplified routines help children understand expectations, manage emotions and take part successfully alongside their peers. Staff encourage positive social interactions and praise children's efforts, which supports confidence and a sense of belonging.

Hygiene routines were not always carried out promptly during the inspection, such as when runny noses were not cleaned straight away. Applying these routines more consistently will support children's welfare and wellbeing.

Leadership and governance: Expected standard

Leaders generally demonstrate a clear understanding of the setting's strengths and priorities for improvement. Since opening, they have focused on developing an inclusive environment, embedding the curriculum approach and strengthening staff knowledge and confidence. Leaders work closely with external agencies and the local authority to support improvements to practice and provision. They also use information from environmental audits and advisory visits to refine routines, resources and room layouts.

Leaders typically support staff wellbeing appropriately through regular supervisions, appraisals and one-to-one discussions. Staff complete mandatory training and receive guidance through team meetings, coaching and safeguarding discussions. Leaders monitor children's progress through tracking systems and regular observations of practice, using this information to identify patterns, check for gaps and discuss next steps with staff. They also review attendance patterns and follow up promptly when children are absent without explanation.

Leaders demonstrate a strong commitment to inclusion and professional development. They work closely with external professionals to support children with additional needs and ensure that appropriate strategies are in place. Leaders also maintain positive relationships with local schools and community projects, which strengthens transitions and contributes to children's wider outcomes. They reflect on feedback from families and use this to inform improvements.

Leaders recognise ongoing priorities, such as embedding inclusive strategies and supporting less-experienced staff. However, they are not aware that physical care routines are not always carried out promptly, and this now needs their attention to ensure consistency.