Cocoon in Margate

Inclusion: Strong standard

The curriculum is precisely matched to the needs of all children. Nothing is left to chance, and leaders are committed and clear about how they ensure that children achieve what they are capable of. For example, they work extensively with parents and external professionals to seek advice and guidance.

Leaders are unwavering in their approach to selecting staff who uphold their inclusive values. They ensure that staff are well trained and have the knowledge and skills to enable all children to make the best possible progress and overcome any barriers to this.

Leaders are dedicated to getting to know children and families to best meet their needs and ensure that they are fully included in all they have to offer. They arrange home visits to get children's experiences off to a personalised start. They signpost parents to any necessary support and are committed to effectively allocating funding to enhance a child's experiences.

Staff create experiences that show children that everyone is entitled to equal opportunities. This ensures that all children, particularly those with special educational needs and/or disabilities or with other barriers to learning, achieve well and are prepared thoroughly for future learning.

Curriculum and teaching: Strong standard

Leaders have designed a curriculum that ignites children's passion for learning. They ensure that all staff are aware of what is intended to be taught and embed this in all that children do. Teaching is excellent and staff support and extend children's learning well. Leaders are reflective and ensure continual improvement for the provision of high-quality practice. Through careful observations and assessments, staff quickly identify any gaps in learning and provide targeted support to maximise children's progress. All children are provided with the tools and skills to make consistent progress.

Children choose from a variety of interesting resources that support their age and stage of development. The prime areas of learning, such as physical development, are expertly catered for. Each activity is designed to offer varying levels of challenge and staff only intervene if necessary, in order not to interrupt children's focus or concentration. Children ask for help by using 'help cards' or may invite staff into their play. Staff follow children's lead and quietly sit alongside them, or model the correct process. They are supportive in allowing children to achieve their goal independently. Children learn to recognise their own achievements and strengths, which powers their motivation and self-esteem. They show perseverance and stay focused on the activity for extended periods of time, building skills as they learn.

Achievement: Strong standard

Leaders have researched and implemented an expertly tailored curriculum, which ensures that all children achieve, regardless of any barriers to learning. For instance, children who speak English as an additional language quickly learn that they can effectively communicate to express their wants and needs. By doing this, they become immersed in all the opportunities available.

Children extend their knowledge about the world around them as they experience a range of visits to local areas. This positively impacts their understanding of real-life experiences.

Children develop important social skills, such as learning to care for their environment as they tidy away the resources they have used. They develop respect for others, cooperation and shared responsibility, fostering positive relationships and a sense of community within the learning environment.

Parents comment that children are confident and independent when moving to the next stage of their education. Leaders do everything they can to ensure that children become assured, curious and capable individuals.

Behaviour, attitudes and establishing routines: Strong standard

Staff work together exceptionally well to help children understand the consistent rules and routines. They have embedded principles that ensure children learn positive messages, such as reminding children to use 'walking feet' inside. This helps children to understand what is expected of them and helps them to prepare for school.

Staff know the children extremely well and take their needs, age and stage of development into account in all that they do. They use strategies that help nursery to feel predictable for children, such as the process to follow when they have eaten their food. Children are taught to understand the routines and demonstrate respect for themselves and others. For example, they tuck in their chairs to limit accidents, and support their peers to wipe their hands and face with a cloth.

Leaders monitor children's attendance and encourage parents to understand the importance of their child's early education. This helps them to access to all the wonderful opportunities available to them.

Children's welfare and wellbeing: Strong standard

Staff get to know the children in their care extremely well. For example, they complete home visits before children start, to gain an understanding of children's home life. This helps to create secure attachments, which support children to make enduring progress. Parents report that staff are nurturing and offer the best care for their children. Staff provide extremely comfortable and safe areas for children to sleep, if necessary. For example, the younger children enjoy a smaller space to snuggle up. They are supervised well, and staff work with parents to provide children with comforters, such as teddies from home, in a safe and supportive way. Staff enable children to develop an understanding of their own physical wellbeing and safety, especially as they play in the outdoor area.

Staff build effective partnerships with external professionals involved in children's care. Parents comment that staff work with them to develop a community feel. For example, they collaborate to collect food and clothing for charities. Children take part in initiatives such as 'kindness day'. They learn strong messages about how they can identify when someone has been kind or unkind, and how they might respond. Children learn to trust and respect others while making independent choices about their own wellbeing.

Leadership and governance: Strong standard

Leaders are extremely knowledgeable about child development and what children need in order to thrive in their learning and development. They are reflective of staff's practice and strive for high quality. This approach is consistently shared with staff and parents to ensure a collaborative approach and to meet the needs of all children attending.

Leaders work with other settings that children attend to promote a consistent approach to their learning and safety. Well-implemented policies and procedures demonstrate the setting's dedication to inclusive practice and removing any barriers to learning. For example, staff track and monitor children's progress and share information with parents to ensure that children can continue learning at home. Leaders place a strong focus on developing the skills of all staff to the highest standard. This is reflected in the high quality of education provided. The wellbeing of staff is prioritised, which means that they can be at their best for the children they care for.