Climbing Bears

Inclusion: Strong standard

Leaders identify children's needs quickly and set high expectations for learning, development and wellbeing. They work closely with staff, parents and other professionals to make sure children receive the right support at the right time and reduce barriers to learning. For example, a child who started less than a month ago already has targeted support in place in partnership with parents and specialists.

Staff understand children's individual needs and use one-page reviews and communal displays to share targets across the team. They confidently adapt their practice to help all children make progress. Leaders plan support carefully. For example, during small-world play, a child with speech and language needs works with an adult who models simple phrases, repeats and extends the child's words, and shares key vocabulary with the team to reinforce learning throughout the day.

Leaders and staff celebrate diversity well. For example, children enjoy books in other languages and from different cultures. During snack time, children use visual picture cards to choose fruit and vegetables, supporting communication and independence.

Leaders and staff closely monitor progress, maintaining support even after children catch up with peers. A clear cycle of assessment and review ensures progress is sustained and any gaps in learning are identified quickly.

Curriculum and teaching: Expected standard

Leaders design a curriculum that meets the needs of all children. They focus strongly on communication and language, children's wellbeing and early literacy. Staff embed reading across the curriculum. Children take books home from the outdoor library and access books throughout the environment to support learning. They enjoy books, choosing to read in indoor and outdoor book areas, using books in role play and asking staff to read stories.

Children move freely between indoor and outdoor spaces, supporting physical development and wellbeing. Outdoors, they ride bikes, explore the construction area and climb on equipment, developing coordination, strength and confidence.

Staff maintain high-quality interactions with children across all areas of learning. They model language, introduce new words and encourage children to use them in play and conversations. Staff consistently prompt children to talk, listen and share their ideas. Leaders teach mathematics explicitly and in meaningful ways. For example, staff support children to count the legs on a minibeast in the garden, helping them use number language in practical situations. However, leaders do not yet evaluate the mathematical curriculum closely enough to ensure that concepts are taught in a clear and progressive sequence for each age group. This will support children to build secure understanding and develop confidence in mathematics as they progress.

Achievement: Strong standard

Staff ensure that children make strong progress across all areas of learning. They plan activities carefully to link to each child's next steps. Children with additional needs access the curriculum in small manageable steps, helping them build confidence, achieve their targets and make progress over time, providing a strong foundation for future learning.

Children demonstrate high levels of focus and engagement. For example, they explore frozen ice and water, predicting what happens when warm water is added. Staff use thoughtful questioning to extend learning and encourage children to express their ideas. Children confidently use new vocabulary, such as 'universe' and 'solar system', during space-themed play. Staff consistently develop children's communication and language, helping them become confident and articulate.

Staff understand each child's learning needs and adapt support to help address gaps, including for children with special educational needs and/or disabilities, and those from disadvantaged backgrounds. They support children to develop emotional vocabulary, which helps them manage their feelings and engage more effectively in learning.

Staff and leaders prepare children well for the next stage of learning, particularly school. Parents value the guidance and support that helps children feel confident and excited about the transition. Leaders collaborate with local schools and arrange visits where appropriate, supporting smooth progression to the next stage.

Behaviour, attitudes and establishing routines: Strong standard

Leaders and staff embed a culture of care and respect throughout the setting. Staff model respectful behaviour in their interactions with each other and with children. For example, they ask children if they would like support to wipe their nose or prefer to do it themselves, and use the same approach during intimate care. Children understand and follow daily routines, such as carpet time and tidy-up time, and staff guide them to care for the environment. When toys are left on the floor, staff encourage children to put them away safely, helping them understand the importance of keeping play areas safe.

Leaders carefully record and monitor children's attendance. They identify patterns and work closely with families to improve attendance, helping children develop important habits for future success.

Staff have high expectations for children's behaviour and provide gentle reminders throughout the day. Children with special educational needs and/or disabilities receive proactive support, and staff work together to enable positive behaviour. Children behave very well and show they understand right from wrong. For example, at carpet time, children reminded the inspector that everyone needs to sit on the carpet.

Well-established routines, such as tidy-up time followed by singing and story time, help children know what to expect. Children support and encourage each other. For example, one child supported another to find the timers outside for turn-taking on the bikes, creating a safe, respectful and productive learning environment.

Children's welfare and wellbeing: Strong standard

Staff and leaders place a high priority on children's wellbeing and welfare. A strong key-person system is in place to ensure children form secure and trusting relationships. This includes a buddy system for staff and, where possible, siblings being allocated the same key person. This supports continuity for families and ensures staff have a strong understanding of children's individual needs and home lives.

Staff are highly responsive to children's needs and adapt routines when necessary. For example, staff recognise when a new child is struggling to regulate because they are hungry and bring their lunch forward to support their wellbeing. This responsive approach helps all children, including those with special educational needs and/or disabilities, and those from disadvantaged backgrounds, to develop secure attachments and a strong sense of belonging.

Staff promote healthy routines that help children to develop long-lasting healthy habits. Children learn about healthy eating, tooth brushing and independence, such as cutting their own fruit at snack time. Parents are supported to provide healthy lunch boxes, and staff talk with children about the benefits of healthy foods. Children also learn about personal hygiene, physical activity and self-care through daily routines, outdoor play and physical education sessions.

Leadership and governance: Strong standard

Leaders are passionate about children, their families and the staff team. Children greet leaders warmly and confidently when they enter rooms, and children who have previously attended the setting continue to show affection, waving from the playground as leaders arrive. This demonstrates the strong, positive relationships that leaders build with children and families. Parents speak positively about the care their children receive and feel confident that staff genuinely care about their child. One parent shared that they travel out of their way to ensure all their children attend the nursery.

Leaders prioritise staff development and wellbeing. They provide regular coaching and guidance, observe practice alongside staff, and offer feedback in a calm encouraging way. Leaders model high-quality interactions and participate in daily routines, supporting staff to implement effective teaching strategies consistently. They ensure staff access targeted professional development. For example, all staff completed 'Songs of Sound' training, while others chose specialist training in areas, such as autism. These actions strengthen staff practice and improve the quality of provision, which benefits children directly.

Leaders actively promote a welcoming, family-like environment. They recognise achievements, provide development opportunities, and offer personal support when needed. Staff report that leaders' visible support and clear guidance help them feel valued and confident, creating a stable team and ensuring children experience consistency, security and high-quality learning every day.