Cuddles & Care Children's Day Nursery

Inclusion: Expected standard

Leaders and staff provide an inclusive environment where all children, including those with special educational needs and/or disabilities, those who are or have been known to social care, and those with barriers to their learning make progress from their starting point. Staff know children well and understand their individual needs. Effective assessment and monitoring ensures that staff identify gaps in children's learning and development. Leaders act promptly when they identify concerns and work with families, social workers and other professionals to support children's needs and transitions. Staff attend regular training to ensure that they keep their knowledge of local systems and processes up to date.

Staff typically adapt the environment, resources and teaching to reduce barriers to learning. For example, they provide quieter spaces and sensory areas for children who find noise challenging and use sign language to support children who are still developing verbal communication. Staff support children who speak English as an additional language by learning simple words and phrases from their home language and using familiar songs to help children feel welcomed and included. Leaders understand how to access additional funding and use it to broaden children's experiences, including visits to the library and shopping trips.

Staff review adaptations and strategies with parents to assess their impact. However, they do not always recognise when children with barriers to learning disengage and do not always respond promptly to consistently extend children's learning.

Curriculum and teaching: Expected standard

Leaders have designed a broad and varied curriculum that supports children to develop knowledge and skills across all areas of learning. Staff know children well and use assessment information to identify next steps and plan opportunities for children to practise or learn important skills and knowledge. Staff generally teach mathematics and physical development effectively through children's play and planned activities inside and out in the garden. They provide varied experiences that build on children's interests and typically adapt activities, language and resources to support children with special educational needs and/or disabilities, children who speak English as an additional language and other barriers to learning. This includes using simple language, objects and photos to help children who need additional support with the language and communication. Staff share books with children, add words to what children say to build their vocabulary and speak clearly so that children hear and can copy new or difficult words.

Staff generally understand what they are teaching and why. However, staff do not always match activities closely enough to children's age or stage of development. For example, staff talk to younger children about the solar eclipse using vocabulary and concepts children do not yet understand. Some children, consequently, lose interest and wander away. Staff do not consistently interact with children and extend their learning during play or do not recognise quickly when children are not involved in meaningful learning.

Achievement: Expected standard

Children make appropriate progress from their starting points and develop knowledge and skills across the curriculum. Babies develop independence as they use spoons to feed themselves, turn the pages of books and manipulate blocks to build towers. They explore their environment with curiosity and develop increasing control as they move and handle objects.

Younger children develop physical skills as they use different tools to make scented play dough. They cut, roll and mould it into different shapes. Older children develop problem-solving skills as they experiment with different-sized objects to slow the flow of water through waterwheels. They share ideas, talk to each other and persevere until they achieve their aim.

Children develop independence through everyday routines. For example, they serve themselves at lunchtime, scrape their food waste into the bins and look at mirrors to help them wipe their faces. They increasingly manage tasks for themselves and show confidence in their abilities. However, activities do not always match children's age and stage of development and, on occasion, children disengage. This means children's learning is not always fully extended.

Behaviour, attitudes and establishing routines: Expected standard

Children generally behave well and understand what staff expect of them. Staff establish clear routines that help children feel secure and move confidently through the day. Staff adapt routines when necessary. For instance, they support children who have sensory needs around using the taps to wash their hands in a bowl of soapy water. Staff develop positive relationships with children and provide consistent emotional support. Staff use information about new babies and children's interests to help those who are new to the setting to settle quickly and form secure attachments with their key person. New babies seek out their key person, who responds with cuddles, reassurance and encouragement.

Children play cooperatively and share resources. For example, older children play together as hairdressers and share equipment. Younger children work together as they add hair conditioner to play dough and talk about what they are doing. Staff model respectful behaviour and help children recognise and manage their feelings and emotions. They acknowledge children's feelings and provide strategies such as quiet spaces and resources to help children regulate when they feel overwhelmed.

At times, children wander away from activities when staff do not match learning closely enough to their age, stage of development or individual needs. For example, older children lose interest when using cricket bats and golf clubs because staff do not show them how to hold and use the equipment effectively. This does not consistently promote positive attitudes to learning.

Children's welfare and wellbeing: Expected standard

Leaders and staff follow policies and procedures that promote children's welfare, safety and wellbeing. Staff respond to children's individual feeding, sleeping and care needs and work closely with parents to provide consistent care. For example, staff communicate with parents when babies are weaning to ensure that new foods and textures meet their individual needs. Staff know about children's allergies and food intolerances and take appropriate action to keep children safe.

Staff promote healthy lifestyles. Leaders plan menus using healthy eating guidance and provide nutritious meals. Staff remind children to drink regularly and protect them from hot weather by applying sun cream, ensuring that they wear hats and reducing time outdoors during particularly high temperatures. Leaders share health and wellbeing information with parents through newsletters and arrange visits from dental professionals to support children's understanding of oral health.

Staff prioritise children's emotional wellbeing. They respond warmly to children and provide additional support from key persons when children need reassurance. Leaders also support families when they experience difficulties. Food times are generally calm and provide opportunities for children to socialise. However, staff do not consistently engage children in conversation to fully enhance their learning around healthy eating.

Leadership and governance: Expected standard

Leaders who are new to the role have developed a clear understanding of children, families and the local community following the recent change in leadership. They identify children's needs and barriers to learning and seek appropriate professional support and additional funding. Leaders understand the setting's strengths and areas for development and work with staff and those responsible for governance to improve policies, procedures and practice. Leaders prioritise staff's wellbeing through regular wellbeing checks, flexible working, team activities and access to a mobile wellbeing application. Staff say leaders listen to them and provide training, supervision and peer observations to support their development.

Leaders work effectively with families, social workers and other professionals to support children's development and transitions. They use additional funding to broaden children's experiences and help reduce barriers to learning. Leaders have established positive relationships with parents and the wider community. Parents receive regular information about children's learning and achievements and feel welcomed by staff. Children collect items for the local food bank and take part in community events and visits to help them feel part of the community and widen their experiences.

Leaders recognise that they need further time to embed policies and practice to improve consistency in the delivery of the curriculum to ensure that staff provide appropriately matched activities and high-quality interactions that extend children's learning.