Goldilocks Nursery (Reading) Limited

Inclusion: Expected standard

Leaders and staff have high expectations for all children, including those with special educational needs and/or disabilities (SEND) or other barriers to their learning or wellbeing. They know each child's individual needs and backgrounds well and they purposefully use this information to support children effectively. For example, staff include children's home languages in daily routines and planned activities that reflect meaningful celebrations for children and their families. Staff plan and incorporate activities that help children to understand their own and other's similarities and differences.

Leaders and staff understand their responsibilities when working with parents and carers and with other professionals involved in children's care and learning. This includes knowing how and when to liaise with other agencies in regard to keeping children safe. Staff with specific roles to support children with SEND or additional needs are experienced and well qualified. They guide parents and key persons, and work collaboratively with external professionals to help all children to thrive.

Staff complete regular observations and assessments to identify children who generally need extra support. When it is identified that children require additional support, staff create individual educational plans with clear targets. They share these plans with parents and review them regularly. Leaders and staff review each children's individual needs when deciding how to use any additional funding. They make sure the funding directly benefits children's progress and responds to their changing needs throughout their time at the nursery.

Curriculum and teaching: Expected standard

Leaders and staff have an accurate understanding of the curriculum and teaching in the nursery. The curriculum is designed to support children well across all areas of learning. Staff understand the areas of learning and can explain the learning intentions behind activities as required. All staff, including those with additional responsibilities, know children's next steps in learning and plan suitably for these. This helps to ensure that teaching is generally purposeful, with staff providing sensitive support that keeps children engaged and developing in their learning. Staff make appropriate adaptations for children with special educational needs and/or disabilities and those who may have potential barriers to their learning. These adjustments help children to participate fully and make progress from their starting points.

Overall, staff interactions are positive. They engage with children in their play and support speaking and language skills through narrative and questions. However, at times, some staff practice is not as highly effective. For example, some staff do not consistently give children enough time to respond to questions. This means, occasionally, interactions are not highly effective in promoting children's learning. Nevertheless, staff weave mathematics well into play and activities. For instance, older children pretend to build a 'fire' with the sticks, and they learn and use language that represents sizes and structure.

Achievement: Expected standard

All children typically progress well from their individual starting points. Children are well prepared for the next stage in their learning, particularly in their personal, social and emotional development. For example, they demonstrate confidence to try new things and happily share their ideas, which staff celebrate. For instance, older children use their imaginations to decide the goal net should become the tent.

Children of all ages show curiosity and interest in the activities provided, which supports their learning and development well. This includes opportunities to strengthen their physical development and promotes a positive sense of wellbeing. They learn to play well together and develop skills, such as turn-taking and early negotiation. Children generally have opportunities to develop some independence, for instance, they make choices in their play. They show an interest in books and show effective listening and attention skills as these are read to them. Children typically develop their communication and language skills, with many becoming increasingly confident in expressing their thoughts, knowledge and ideas.

Behaviour, attitudes and establishing routines: Expected standard

Leaders support staff to create a positive and inclusive environment. All children learn what is expected of them in their behaviour, attitudes and routines. Children behave well and build friendly and positive relationships with one another. Staff praise and encourage them, though at times, they do not explain why certain expectations matter to deepen children's understanding. For example, staff remind children not to run indoor or throw logs, but do not always explain the reasons behind the expectation.

Daily routines generally run smoothly and support children's health and welfare. However, during the inspection, there were some moments where this was less well managed. For example, at lunchtime in the pre-school room, the organisation was not effective as not all children have a place at the table.

Children form warm and trusting relationships with their key persons, who understand them well and support their emotional wellbeing. Staff maintain close communication with parents and carers to promote regular attendance. Leaders monitor children's attendance closely and follow up any unexpected absences.

Children's welfare and wellbeing: Expected standard

Leaders typically create a nurturing and inclusive environment where they prioritise children's welfare, wellbeing and individual needs. Staff know each child well and typically understand their interests and personalities and development needs. Effective key-person arrangements provide children with a familiar adult who offers reassurance and support, helping them to feel secure and valued.

New children receive thoughtful settling-in support, enabling them to form trusting relationships with staff. These arrangements give parents and carers confidence as their children begin nursery life. Staff consistently follow general safe sleeping and eating practices, and children enjoy their meals, often talking about the food they are eating. Care routines, including nappy changes, are respectful. For instance, staff ask children's permission before beginning. Babies and younger children benefit from warm interactions and comfort, reflecting the deep attachments staff have formed.

Staff respond sensitively to children's emotional needs, helping them to recognise and express their feelings. Leaders generally work with staff to identify any barriers to children's learning and wellbeing. They ensure additional support or adaptations are provided, including appropriate targeted support for children with special educational needs and/or disabilities.

All children have regular opportunities to play and explore outdoors. This allows them to develop their strength, coordination and balance through active play. Staff promote children's understanding of a healthy choices lifestyle well, through effective hygiene routines.

Leadership and governance: Expected standard

Leaders demonstrate a confident and informed oversight of the nursery. They identify strengths clearly, recognise areas for development and set achievable targets that support the ongoing quality of provision. Leaders hold high expectations for children's progress and understand how to support and guide staff in their teaching practice. However, staff are not always consistent in their approach to teaching. Leaders recognise that embedding greater consistency in professional development across the team will help staff to further develop their skills and secure best practice more effectively. Recruitment processes are robust to ensure that all staff working with the children are suitable for their roles. Leaders recognise the importance of ongoing suitability checks and complete these regularly through supervision sessions and team meetings. Staff report feeling well supported. Leaders work successfully with parents and carers and external professionals. Staff communicate regularly with families, both verbally and through their online platform, to ensure that information is shared promptly and effectively. Parents describe the environment as welcoming and inviting. They note that staff build meaningful relationships with children and communicate seamlessly in person and online. Parents appreciate knowing their children's next steps in learning, as this helps them to successfully support learning at home.