Cuddles and Care Day Nursery

Inclusion: Expected standard

Staff across the setting have high expectations for all children and work together with the special educational needs coordinators to help those children who need it. They notice when children require additional support and use their knowledge to work closely with parents. Strategies are put in place quickly and monitored to ensure that they have a positive impact. This means that children with special educational needs and/or disabilities typically have their needs well met.

Staff know children well and use this information to introduce strategies that will provide support during their time at the setting. For example, visual timelines are available when children need reminding about what is coming next. This supports children's understanding and makes them feel safe and secure at the nursery.

Leaders have developed positive and impactful relationships with other services to support children's development and wellbeing. For example, staff notice when children require additional support and use their knowledge to work closely with parents. As a result, barriers to learning are typically being removed and children generally make good progress in their development.

Funding is used to purchase equipment and experiences that meet an identified need. For example, staff assess children closely and notice when children are falling behind in a particular skill, such as coordination or balance. This supports children in their learning and development by providing opportunities to practise a skill or experience something new.

Curriculum and teaching: Expected standard

Children enjoy learning. Staff plan experiences that excite children and engage them. For example, staff support children in the toddler room to use play dough, cutters and small rolling pins to help develop their fine motor skills.

Leaders ensure the curriculum is ambitious for all children. Generally, staff are clear about what they want children to know by the time they move onto their next stage of learning. However, this is not consistent across all ages. For example, there are times when learning targets are vague and lack detail. This means that it can be difficult to measure progress and planning is less effective in meeting children's needs.

Children enjoy learning and are keen to get involved in a wide variety of experiences. For example, in the pre-school, staff lead children on a bear hunt through the garden, using the story to walk through shaving foam and feel the texture of soil on their feet. Staff use the vocabulary to introduce new words to children, such as squishy and soft, supporting all children to join in and learn at their own pace. This promotes children's communication and language and provides an inclusive curriculum where every child is supported to learn.

Staff build on children's interests to engage them in their learning. They use their knowledge to inform planning, which supports children to develop a range of skills ready to move onto the next stage of learning. However, this is not always consistent across the setting and, as a result, opportunities for progression can be missed and identified next steps are not consistently meaningful.

Achievement: Expected standard

Activities are planned to allow all children to join in and feel included. Staff know children well and are able to adapt resources or provide additional support to children if needed. Children respond well to praise by staff who are supportive and encouraging. For example, children enjoy receiving stickers and certificates when they have tried hard or achieved a new skill. This makes children feel proud and builds their self-esteem.

Experiences are age-appropriate and varied. Children enjoy a broad curriculum and regularly spend time outside using a range of equipment that encourages different skills. Staff encourage children to get involved and build confidence to try something new. As a result, children are developing perseverance and resilience.

Children are taught the benefits of being active and moving their bodies. Children respond well to conversations with staff about healthy foods and the importance of looking after themselves. For example, children spoon meatballs and spaghetti onto their own plates at lunchtime and talk about how they are getting stronger. This means children are developing positive attitudes towards the benefits of a healthy lifestyle.

Children are engaging in activities and experiences that are preparing them well for their next stage of learning. For example, children are learning how to put their own aprons on and recall how they made play dough the previous day. This provides children with essential age- and stage-appropriate knowledge and skills for their future success.

Behaviour, attitudes and establishing routines: Expected standard

Children understand the behaviour expectations of the setting. Staff gently remind children when needed about the importance of sharing with their friends or why they need to wait their turn. Children respond well to the calm reassurance provided, which supports their wellbeing and makes them feel safe.

Leaders have worked hard to ensure all staff are supported to fully understand the behaviour expectations of the setting. Staff are positive role models and support children to behave in a way that is respectful and kind. For example, children in the pre-school know the golden rules, such as 'walking feet' and 'kind hands', and they are able to remind their friends when needed. Staff support children individually to understand these golden rules using picture cards on the wall and by talking to them to explain when needed. This provides an inclusive culture that is calm and respectful.

Staff develop trusting relationships with children that encourage open conversations. Children typically share their thoughts with staff and are supported to talk freely and openly. As a result, children typically feel relaxed and at ease in the setting.

Leaders work in partnership with parents to establish routines and promote the importance of regular attendance. Parents feel supported and say that they value the time staff take to share information and listen supportively. This means there is a mutual understanding of the rules and expectations of the setting.

Children's welfare and wellbeing: Expected standard

Activities provided are typically inclusive for all children and adapted when needed to ensure everyone is able to participate. For example, children enjoy singing in a circle holding a large piece of stretchy material, which they pull to make different shapes. Some children enjoy this activity sitting independently, while others sit on an adult's lap for extra support. This enables all children to access the experience in an appropriate way for their individual needs and level of development.

Leaders generally share information appropriately to enable staff to provide children with the right level of care and support at the right time. Parent partnerships are effective and they value the work staff do to remove barriers to learning and make their time at the setting safe and supportive to their children's emotional wellbeing. For example, staff provide opportunities for children to share how they are feeling using a soft toy called a 'worry monster'. This supports children to share any worries they may have and gives time for conversations about how they are feeling. As a result, children approach staff when they need to talk about something that is on their mind.

Children are typically taught to keep themselves safe. For example, staff in the toddler room teach children to hold scissors correctly and talk about road safety when they are out and about in the local community. This means children are starting to learn how to risk-assess situations and understand the importance of making choices that are safe.

Leadership and governance: Expected standard

Leaders understand the strengths of the setting and are reflective about what needs improving. For example, they use feedback gathered from staff and parents to agree priorities for improvements, including room layouts and which resources to purchase. They also work closely with the whole staff team to make sure staff work effectively and provide support where needed. For example, leaders carry out team meetings on a termly basis to share information and provide constructive feedback. This makes staff feel valued and included.

Staff state how they enjoy working at the setting. They feel well supported and their ideas and opinions are listened to. This means the atmosphere is happy and welcoming, which has a positive impact on the children. There are plenty of opportunities for professional development. Staff keep their knowledge up to date through training on a wide range of topics that increase their understanding around children's care and development. For example, staff attend training on safer sleeping for babies. As a result, children are sleeping according to national guidelines to ensure every sleep is a safer sleep.

Leaders have developed positive partnerships with parents. They communicate effectively with parents through conversations and also via an app, which allows information to be shared about their child's day. Parents say how they feel well supported by staff. Information shared helps staff to support children during their time in nursery, as well as when they move to their next stage of learning such as school.

Leaders work closely with other professionals to ensure the support children receive is appropriate. For example, they work with local schools to share children's information ready for their next stage of learning. This means leaders are working effectively with other professionals to ensure children's needs are being fully met.