Ciao Ciao Pre-School

Inclusion: Expected standard

Leaders are committed to ensuring that every child is fully included in nursery life. Staff work closely with parents and carers to gather detailed information about their children's individual needs. This helps staff to know children well and provide consistent support. Secure partnership working with parents and external professionals helps to ensure children and families receive the support they need.

Staff generally adapt routines, activities and interactions effectively so children of different ages, abilities and backgrounds can participate comfortably and feel included. Children with special educational needs and/or disabilities (SEND) receive sensitive support from staff, who know them well and respond calmly to their individual needs. Staff support children who speak English as an additional language through modelling, visual cues and encouragement. This helps these children to build confidence and feel included alongside their peers. Leaders demonstrate an understanding of how to use funding for children with SEND to provide additional support, resources and training to meet children's individual needs.

Staff are reflective and responsive in their approach to supporting children's wellbeing and emotional needs. They make thoughtful adaptations to support children who may become overwhelmed or require quieter spaces during the day. For example, children are able to access sensory resources and quieter areas where they can regulate their emotions, relax and spend time calmly when needed. Staff use this flexibility effectively, helping children remain engaged and included throughout the day. Parents speak positively about the support their children receive. They value the welcoming and nurturing environment created by staff. As a result, children are settled, confident and emotionally secure in the nursery.

Curriculum and teaching: Expected standard

Leaders provide a generally broad and engaging curriculum that encourages children to explore, communicate and develop confidence through play and practical experiences. Staff understand children's interests and stages of development well. They use this knowledge to support children's learning across daily routines and activities.

Staff support children's communication and language development effectively throughout the nursery. They ask questions, introduce new vocabulary and encourage children to share their ideas and experiences during activities and everyday conversations.

Children enjoy a range of experiences that promote curiosity and enjoyment in learning. For example, children create colourful watermelon pictures using a variety of materials. Staff encourage them to count seeds, compare quantities and use mathematical language such as 'more' and 'less'. Staff use open-ended questions to build on children's thinking and extend conversations naturally.

Group activities are purposeful and engaging. Children enthusiastically discuss the weather before taking part in an interactive storytelling activity. They confidently answer questions, act out different parts of the story and share their own experiences. Staff introduce simple Italian vocabulary as children eagerly take turns, sing together and explore new words in a meaningful and enjoyable way.

Staff plan activities around children's individual next steps. They adapt experiences to ensure all children can participate successfully. As a result, children remain engaged, enjoy learning and make progress across the curriculum.

Achievement: Expected standard

Children typically make progress from their starting points, including children with special educational needs and/or disabilities and children who speak English as an additional language. They develop communication, social and early mathematical skills through experiences that build appropriately on what they already know and can do.

Children use a growing vocabulary and communicate confidently during their play and everyday routines. They join in with group activities, listen to instructions and increasingly share their ideas and experiences with staff and their friends. Children remain interested in their learning and show confidence when exploring new activities and experiences.

Children also develop physical skills through active play indoors and outdoors. They explore the environment confidently. Children show increasing coordination and control while using outdoor equipment, taking part in movement activities and joining in with songs and actions. Creative and outdoor experiences encourage children to explore a range of resources, supporting their curiosity and understanding of the world. Children engage positively with others and develop the communication, confidence and social skills that help prepare them for future learning.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff support children to understand what happens throughout the day through calm and consistent routines. They provide clear guidance during play and everyday activities. Staff use praise and encouragement to promote positive behaviour. Children respond well to this approach and show willingness to join in with activities and cooperate during routines.

Staff are positive role models. They speak respectfully and use simple and clear language to support children's understanding. Children respond positively, engaging in activities and showing enjoyment as they take part. They are familiar with daily routines, including handwashing before snack and confidently joining group activities.

Leaders promote children's regular attendance. This supports continuity in children's learning and helps them to settle into familiar routines. Children move confidently between activities and generally respond positively to staff's expectations. Staff support children sensitively when they need reassurance or encouragement. This helps them to manage transitions calmly and remain emotionally secure.

Staff do not yet fully embed opportunities to further develop children's independence in daily routines. This means, at times, children rely on adult support to complete simple tasks and manage parts of routines independently. As a result, children do not yet consistently develop their independence skills during everyday routines.

Children's welfare and wellbeing: Expected standard

Children's welfare and wellbeing are supported through calm, consistent routines and responsive care. Staff take time to understand children's individual needs. Staff ensure that daily care practices help children to feel safe, secure and emotionally supported.

Children benefit from clear routines that support handwashing, safe eating and healthy lifestyles. Staff supervise children closely during mealtimes. They work with parents and carers to ensure children's individual dietary needs are understood and met. Staff use visual prompts to support children's understanding of familiar routines and help promote their health and wellbeing. Children develop a sound understanding of familiar routines that support their health and wellbeing.

Staff respect children's privacy and dignity during personal care routines. They follow appropriate procedures and ensure children feel comfortable and supported. Children also benefit from regular opportunities for physical activity indoors and outdoors. They enjoy active play and develop confidence in their movements through a range of physical experiences.

However, opportunities to further promote children's understanding of positive oral health are not yet fully embedded in the curriculum. As a result, children do not yet consistently benefit from practical experiences that promote their oral health and support their health and wellbeing.

Overall, children feel safe, comfortable and well cared for in an environment that supports their health and wellbeing.

Leadership and governance: Expected standard

Leaders have a clear understanding of the provision. They promote a positive and inclusive environment. Leaders ensure that staff work consistently well to meet children's needs and support well-organised sessions. Leaders are reflective, understand the strengths of the provision and generally identify areas for development appropriately. They take appropriate action to improve practice.

Leaders maintain positive partnerships with parents and carers. Communication is clear and regular. This enables information to be shared about children's needs and supports a consistent approach. Parents report that their children enjoy attending. They describe staff as friendly, approachable and supportive. Parents feel that their children are safe, happy and well cared for.

Leaders work closely with staff and provide clear expectations for practice. Staff work well as a team and apply these expectations consistently in their roles, which helps children to feel secure and know what to expect. Leaders ensure that decisions are made in the best interests of children, including those with special educational needs and/or disabilities and those who may face additional barriers. They adapt provision and support to meet children's individual needs.

Leaders monitor the provision and make adjustments where needed, which supports consistency across the provision. They also support staff through professional development opportunities that strengthen their practice and have a positive impact on children's experiences. Leaders understand the strengths of the provision and where further improvements can be made, which helps sessions to run smoothly.