Cosmos Nursery and Kindergarten

Inclusion: Expected standard

Children and families are treated with respect, and leaders ensure the learning environment is accessible to most children. Staff know the children well and generally understand their individual learning needs. Leaders ensure effective plans are in place to support disadvantaged children or those with barriers to learning, but these are not always fully established in everyday practice. Leaders communicate effectively with external agencies, including social services, to ensure safety of all children. Most staff identify when children need extra support and share information with leaders. For instance, leaders take action when speech and language needs are identified. They communicate effectively with staff, so children make progress.

Some staff notice when children find learning difficult, and some staff adapt their teaching so it is suitable for most children. They adapt their questioning to challenge children or change the activity to make it easier. For example, they challenge children to hide and find beads in clay when they do not yet have the pincer grip to thread beads on wire. However, this support is not consistent across the nursery. Leaders do not take all opportunities to support staff to engage with children with special educational needs and/or disabilities or who have barriers to learning. This means staff do not consistently encourage these children's progress to fully prepare them for the next stages in their learning.

Curriculum and teaching: Expected standard

The curriculum is well planned, and teaching is pitched well, most of the time. The teaching of mathematics is embedded into the curriculum alongside physical development. For example, children mould clay and thread beads on wire. Staff challenge children as they investigate patterns they make, and staff model and encourage counting. Staff take every opportunity to make group times meaningful. They read books with passion and foster a love of reading. Staff use expression and body language effectively to help all children understand and join in. Staff scaffold learning as they ask suitable questions and repeat sentences clearly. For example, while building a tower, staff join in and make suggestions. Consequently, most children sustain high levels of concentration and develop their thinking skills. At times, staff do not consistently support children's individual and developing needs. For example, children with special educational needs and/or disabilities do not always engage in activities as they are not always suitably adapted to meet their needs.

Children are offered a wide range of learning opportunities. They visit care homes, learn cookery, woodwork and weaving skills. Leaders believe this helps children prepare for school and future life. Leaders share priorities for development with staff. They ensure very young children have plenty of opportunities to develop their physical skills. Outside, babies explore the natural environment as they water plants. Inside, babies play on see-saws, ride-on toys, and spinning seats while staff sing nursery rhymes. Children take turns and share this equipment with the encouragement of staff. Children learn social skills and resilience, alongside developing their gross motor skills and imagination.

Achievement: Expected standard

Children participate in deep and meaningful play, and staff help them move on in their learning. They develop their independence and make their own decisions. Children develop their thinking skills and mathematical vocabulary as they talk about capacity, choose resources and solve problems. For instance, children develop their confidence and self-esteem as they find new ways of pouring water from a large container. They work together with their peers when the container is very heavy. Children learn words, such as more, full, empty, cold, fast and slow. Disadvantaged children make friends and learn important social skills. They develop their communication and language skills, and this helps them to be ready for school.

Children show curiosity and learn about nature. Children talk about what plants need to grow and show scientific knowledge, impressive for a young age. Children develop life skills, and disadvantaged children readily engage in screwing wood pieces together. Generally, children with special educational needs and/or disabilities are making progress in their learning.

Behaviour, attitudes and establishing routines: Strong standard

Children behave consistently well and leaders ensure behaviour policies are embedded in daily practice. Very young children take turns to fill watering cans, and a culture of respect and kindness is consistent throughout the nursery. Children follow routines easily and transitions are smooth. When children briefly lose focus or get overexcited, staff are tactful and quickly distract children in a positive way. For example, staff provide a challenge to pick up beads from a threading activity. This involves children in the tidy-up process, while using their gross motor skills to crawl and their fine motor skills as they use their pincer grip to collect beads. Staff extend learning as they ask children to count beads and use mathematical vocabulary, such as more and less. This engages children and focuses their attention in a way that supports their development.

Staff praise children for both effort and achievement. This develops children's intrinsic motivation to behave well, further reinforcing positive behaviour practices. Staff consistently hold high expectations for all children's behaviour, including those with special educational needs and/or disabilities (SEND). Children with SEND behave well and are eager to learn. Staff encourage and support children with SEND to tidy up and follow daily routines. For example, children help staff to carry large wooden blocks to the shelf. This supports their physical development and coordination as they carry, balance and walk simultaneously. Attendance is excellent and reflects the positive attitudes held by young children and their families.

Children's welfare and wellbeing: Strong standard

Children's welfare and wellbeing are high priority. Leaders ensure policies and procedures are followed consistently. Staff are highly responsive and supportive of the changing needs of individual families. Leaders ensure that communication with families and external agencies is highly effective. Staff create a calm peaceful environment during snack and mealtimes. For example, staff read stories to babies and young children or play relaxing music. Children consistently show positive table manners, eat food safely and learn long-lasting healthy lifestyle habits. Children with special educational needs and/or disabilities, or barriers to learning, make progress. For example, staff support them to develop their self-care skills and to join in everyday routines alongside their peers.

Children and families appreciate the positive relationships they build with staff. They speak fondly of the nursery and value the high level of care staff provide. Children are encouraged to take risks. For example, children participate in woodwork activities under close supervision by staff. Staff ensure children stay hydrated and protected in hot weather. For example, sun hats are provided to all children, and children are encouraged to play in the shade. Children enjoy water play, and this helps keep children and staff cool.

Leadership and governance: Expected standard

Leaders understand the importance of providing high-quality care and education. They are passionate about their vision and support staff well. Leaders train staff so that they are well equipped to support most children to succeed. They encourage staff to be ambitious and achieve higher-level qualifications. The impact of this is seen as staff generally support children's play and development well. They encourage children to develop their thinking skills and successfully develop their speaking skills. Leaders regularly self-reflect and strive to improve their practice. Leaders understand that children with special educational needs and/or disabilities (SEND) need more support to engage with the curriculum fully. However, staff need more support to develop their knowledge further so that they are able to consistently support children's individual needs and those with SEND.

Leaders create a supportive team, and they utilise individual staff strengths effectively. Children benefit from the broad experience and expertise of staff. Staff support each other and learn from one another. Leaders ensure time is used effectively, and this supports children to achieve and develop. Policies are embedded in everyday practice, and staff support the positive learning culture. Leaders communicate effectively with external providers and agencies. This supports disadvantaged children in a holistic way. Leaders are thoughtful and communicate with parents and carers sensitively. This engages all parents, and they trust staff and highly value the care provided. Staff are passionate about the care they provide and are excellent role models to children.

Leaders make decisions about funding that mean disadvantaged children can attend the nursery more frequently. Leaders arrange a wide variety of learning opportunities inclusive of all children. This helps disadvantaged children progress alongside their peers.