Glitter Bugs Nursery Limited

Inclusion: Strong standard

Leaders have established a highly inclusive culture, where they know children and families exceptionally well. They have a detailed understanding of children's individual strengths, interests, family circumstances and any barriers to their learning and/or wellbeing. Practitioners identify and assess children's needs carefully. This enables leaders and practitioners to provide timely support, make appropriate adaptations and ensure that all children can access learning and achieve success.

Leaders work closely with families and a range of professionals to ensure support is well coordinated and responsive to children's changing needs. Practitioners use their knowledge and training effectively to identify children's needs, secure additional support and review the impact of interventions. Leaders act promptly on advice from external agencies. They monitor children's progress and wellbeing closely, adapting provision where needed to ensure support remains effective. Leaders use early years pupil premium purposefully to reduce barriers and enhance children's experiences. This includes providing additional nursery sessions and wider learning opportunities for children.

Staff make thoughtful adaptations to experiences, routines and interactions to meet children's individual needs successfully. As a result, children with special educational needs and/or disabilities, disadvantaged children and those known to children's social care receive the help they need at the right time. Practitioners reduce children's barriers to learning and wellbeing effectively. This enables children to engage confidently in the curriculum, make positive progress from their starting points and participate fully in nursery life.

Curriculum and teaching: Expected standard

Leaders have designed a curriculum that reflects children's interests, experiences and stages of development. They enrich children's learning through seasonal themes, outdoor learning and regular experiences within the local community. This helps children to make meaningful links between their learning and the world around them. Practitioners know children well and use this understanding to adapt teaching and support engagement for all children.

Children benefit from interactions that promote their communication and language throughout the day. Practitioners encourage children to share ideas, extend conversations and develop their vocabulary through stories, play and discussion. For example, children join in familiar story language and confidently talk about their experiences and emotions. Practitioners weave mathematical concepts into daily experiences. Children count, compare quantities and use number language during play.

Leaders place high importance on children's physical, personal, social and emotional development. Children benefit from daily free-flow access to outdoor learning, where they develop physical skills through active play and exploration. Practitioners use regular visits to the allotment and wider community to further support physical development and understanding of healthy lifestyles. This includes growing fruit and vegetables that children enjoy at snack time.

Leaders monitor children's progress closely. They use assessment effectively to identify children's next steps and additional support. Leaders have a secure understanding of the curriculum's strengths and reflect on its implementation. They recognise opportunities to further strengthen how planned learning is threaded through children's experiences across the day. Leaders acknowledge this will help children to increasingly secure their knowledge and skills across all areas of learning.

Achievement: Expected standard

All children typically make progress from their individual starting points. They develop the knowledge, skills and confidence needed for their next stage of learning. Children communicate confidently with adults and their peers, share their ideas and experiences and engage in meaningful conversations throughout the day. Children develop a growing vocabulary and increasingly use language to express their thoughts, feelings and understanding of the world around them.

Children, including those with special educational needs and/or disabilities and those who may face barriers to learning and wellbeing, participate successfully in learning experiences and develop the knowledge and skills needed to support their future learning and development.

Children develop increasing independence through everyday routines and experiences. They manage their belongings, make choices, solve problems and take responsibility for age-appropriate tasks. As a result, children develop the knowledge, skills and attitudes that prepare them well for their future learning, including their eventual transition to school.

Behaviour, attitudes and establishing routines: Expected standard

Leaders have created a welcoming and positive environment. Children are happy, settled and enjoy secure relationships with adults and their peers. They receive support to recognise and talk about their feelings and develop an understanding of how their actions affect others. As a result, children demonstrate kindness, empathy and consideration towards one another.

Across the nursery, practitioners encourage children to share, cooperate and play together. Children learn how to take turns, solve minor disagreements and work alongside others successfully. Older children often support younger children during play and learning experiences. This helps to create a harmonious and inclusive atmosphere. The nursery's nurturing approach takes account of children's individual needs and circumstances. This ensures that children who require additional support to understand and follow expectations receive appropriate guidance and reassurance.

Leaders work closely with families to promote attendance and participation. They recognise the importance of ensuring that all children, including those who attend for fewer hours or face barriers to learning and wellbeing, can access nursery experiences regularly. This helps all children to benefit from the curriculum and opportunities provided.

Children generally respond well to expectations and routines. However, leaders recognise that expectations for children's behaviour and strategies are not implemented consistently by all practitioners. This means that children do not benefit from the same clear and predictable approach. This does not help children to consistently understand expectations, manage their behaviour and develop skills to regulate their feelings.

Children's welfare and wellbeing: Expected standard

Children benefit from caring and nurturing relationships with practitioners who know them well. Practitioners have a detailed understanding of children's individual needs, interests and circumstances. This helps them to adapt support effectively to help all children feel safe, valued and included. Children who may face barriers to learning or wellbeing benefit from tailored support and partnerships between the nursery, families and external professionals.

Children develop secure attachments with familiar adults. They confidently seek reassurance, support and comfort when needed. Practitioners respond sensitively to children's emotional needs and typically help children to recognise, express and talk about their feelings. As a result, children develop a secure sense of emotional wellbeing and feel safe within the nursery environment.

Children receive support to develop healthy lifestyles through daily routines, healthy snack choices and regular opportunities to be physically active. They have daily access to outdoor play and visits to the allotment. Practitioners use these experiences to help children to develop physical skills and learn about healthy eating, including growing fruit and vegetables that are enjoyed at snack time. Children receive encouragement to develop independence through self-care routines and everyday responsibilities.

Daily routines generally support children's care, wellbeing and independence effectively. However, the structure and implementation of some routines are not consistent across the nursery. This means that children do not benefit from the same clear and predictable opportunities to build their independence, sustain engagement in learning and confidently navigate daily transitions.

Leadership and governance: Expected standard

Leaders have created a welcoming and inclusive nursery where children and families are known well and valued. They demonstrate a detailed understanding of the needs of their community. Leaders make thoughtful decisions that support children's learning, development and wellbeing. This is particularly evident in the support provided for children who are disadvantaged, with special educational needs and/or disabilities and are known to children's social care or face other barriers to learning and wellbeing.

Leaders work effectively with families and external professionals to support children and review the impact of the provision. Parents and carers speak highly of the care, support and learning experiences provided. They value the secure relationships they have with practitioners. Practitioners particularly appreciate the opportunities children have to learn through outdoor experiences and engagement with the local community. Leaders have established a positive culture for staff through supportive working relationships, regular communication and opportunities to develop professionally. Staff value the support they receive and use training to strengthen their knowledge, confidence and practice. This helps them to meet children's needs effectively.

Leaders have an accurate understanding of the nursery's strengths. They are reflective in identifying opportunities for further development. Leaders monitor the quality of the provision. They recognise the importance of continuing to strengthen the consistency of behaviour approaches and the structure of daily routines to further enhance children's experiences across the nursery.