Giggles N Squiggles Downham

Inclusion: Strong standard

Leaders and staff place a strong emphasis on providing inclusive practice for children at the setting. Staff demonstrate a clear commitment to making children feel valued and supported to achieve positive outcomes for learning. They always consider individual needs and children who may have barriers to learning. Leaders and staff regularly assess children, and adapt their teaching approaches to ensure needs are being met. For example, staff place a strong value on ensuring that children with speech and language barriers are able to communicate appropriately, such as by using Makaton and visual aids to support their interactions. As a result, children are fully included in daily experiences, develop a strong sense of belonging and make positive progress from their starting points.

Leaders make effective use of additional funding to provide targeted support for children. For example, leaders plan for external professionals to deliver additional, tailored sessions that meet children's needs. Staff work closely with these professionals to ensure that strategies are consistent within the setting. As a result, children make positive progress from their starting points and receive well-targeted support. Families are well supported and kept informed through regular meetings with leaders and staff, helping them to ensure that approaches are consistent in order to enable them to meet children's needs at home.

Curriculum and teaching: Expected standard

Staff have a clear understanding of the curriculum throughout the nursery rooms and identify what they would like children to be able to do, such as be 'happy, confident and independent'. Leaders ensure that staff understand how the curriculum can be adapted for different ages, to ensure all children are given the opportunity to learn and thrive. Staff understand the importance of following children's interests and building on this through the planning of activities and resources. Younger children show a growing interest in sensory experiences, such as water play and exploring materials like washing-up liquid to create bubbles. As a result, they develop their curiosity and communication skills as they describe what they see, feel and do.

Throughout the rooms for older children, staff demonstrate a clear understanding of the importance of following children's interests and developing these through play experiences. For example, children are provided with opportunities to learn about their local community through visits to nearby construction sites and train lines, as well as interactions with community members, such as postal workers. Children develop a broader understanding of the world around them, which enables them to become highly engaged in their learning.

At times, some areas of the setting become overcrowded, which impacts children's ability to remain focused and fully engaged in activities. For example, in sensory spaces, the number of children accessing the area is not always carefully identified. As a result, children can become distracted, and opportunities for learning and engagement are reduced.

Achievement: Expected standard

Children demonstrate growing confidence and independence from a young age. They move around their environments independently, while initiating their own play. Across the setting, children are happy and settled and show curiosity as they explore and engage in activities. Younger children develop their physical skills well. They are confident with movements such as walking and climbing, including those who face barriers to learning. As a result, they gain control and coordination in their movements and become more confident to explore their surroundings.

Older children build on their physical skills further as they enjoy using bikes in the outdoor area. They pedal and steer the bikes around the space, showing coordination and awareness of their surroundings. Children show increasing independence in everyday tasks. They confidently prepare their own snack, using safe knives to chop fruit and serve themselves. Children demonstrate a positive awareness of hygiene practices, for example by washing their hands before and after mealtimes, and washing up their own cutlery.

Behaviour, attitudes and establishing routines: Expected standard

Children are greeted by familiar and trusted adults, helping them to feel safe and settled. Staff interact well with children, showing genuine interest in their learning experiences. Staff are engaged during interactions with children, helping to build strong relationships and fostering a nurturing and supportive environment. Staff effectively support children to manage their emotions by offering solutions that reflect on their interests, helping them to engage appropriately and develop strategies for self-regulation.

Children generally show positive attitudes to behaviour and are supported well by staff. Staff have a clear understanding of how to support children's behaviour, while identifying and supporting children's individual needs. Staff use visual aids to support children to understand boundaries, and communicate effectively, resulting in children feeling secure, confident and able to express their needs and feelings clearly. Children typically play well together and are supported by staff to share and take turns. Staff generally do well at supporting children to resolve conflicts and regulate their emotions. Staff regularly give children praise and positively reinforce behaviours. As a result, children develop positive relationships with others, learn to manage their emotions effectively and begin to understand appropriate behaviours and interactions.

Children's welfare and wellbeing: Expected standard

Staff focus well on supporting children to take care of themselves and enjoy their time at the setting. Staff value the importance of children understanding their emotions. For example, in the rooms for younger children, there is a focus on reading stories relating to emotions, and the learning from these stories is then embedded throughout activities. This has a positive impact and supports children to understand their emotions and learn strategies and techniques for self-regulation. Staff typically understand the importance of supporting children to learn how to manage their own needs. For example, in younger rooms, children are encouraged by staff during outdoor play to sit with their peers and keep hydrated in shaded areas. As a result, children begin to develop an awareness of their physical needs and learn how to make choices to support their health and wellbeing, encouraging children to develop their independence from an early age.

Staff typically provide positive role modelling for children. For example, during warm weather, staff wear hats, while encouraging children to do the same. As a result, children develop an understanding of keeping themselves safe during warm climates and begin to make appropriate choices that support their health and wellbeing. However, at times, some staff do not consistently reinforce expectations around what is safe and appropriate for children to put in their mouths. For example, during play, opportunities to guide children in understanding the difference between real food and play materials are occasionally missed. This limits children's ability to develop a secure understanding of how to build long-lasting, healthy habits.

Leadership and governance: Expected standard

Leaders demonstrate a commitment to continuous improvement throughout the setting. They identify barriers that may affect children's learning and work effectively with staff to introduce strategies that meet individual needs. For example, leaders have plans for the development of additional spaces in the setting to provide children and families with a community space to access additional support and resources. As a result, families and staff are given opportunities to thrive and work collaboratively with one another.

Parents and carers speak positively about leaders. Parents typically remark on the positive progress their children are making, and how they feel supported by both leaders and staff. Parents appreciate the welcoming nature of the setting, and understand who they can speak to if they have concerns.

Staff report that they feel well supported in their roles and are confident to communicate openly with leaders. Leaders maintain regular contact with staff to discuss children's individual needs, monitor progress and identify emerging concerns. Through supervisions and ongoing discussions, leaders set clear expectations and agree professional development goals with staff. This helps to strengthen staff practice and supports positive outcomes for children and their learning.

Leaders work efficiently with external professionals to ensure that children and families receive targeted support. They maintain strong partnerships with other agencies, sharing specific information to identify how to effectively meet children's needs. For example, external professionals regularly visit the setting to meet with leaders and staff to discuss children's progress and agree next steps for children's development. Working collaboratively enables children to make positive progress and ensures children and families are receiving the support they need.