Hedgehogs Nursery

Inclusion: Strong standard

Leaders have established an inclusive culture in which practitioners know children and their families very well. Emerging or changing needs are identified quickly through daily observation, key-person knowledge and regular communication with parents. Leaders act promptly when concerns arise, seek specialist advice and adapt provision without lowering expectations for children.

Staff responsible for managing the arrangements to support children with special educational needs and/or disabilities (SEND) work closely with practitioners, families and external professionals. Support is highly individualised. For example, when children with SEND previously attended the setting, practitioners accommodated specialist physical equipment, worked alongside physiotherapy services and used targeted communication approaches. Parents describe the support they receive as patient, encouraging and carefully matched to their child. Transitions to the next provision are planned individually according to each child's readiness.

Leaders use additional funding purposefully. For example, funding has been used to purchase communication and language resources linked directly to an identified developmental next step. Practitioners monitor children's development, discuss emerging concerns sensitively with parents and adjust support as needs change.

Children experiencing disadvantage and those known or previously known to children's social care receive thoughtful and respectful support. Leaders also help families access wider community services when appropriate. These approaches consistently reduce barriers, enabling children to participate fully, make progress and benefit from the same ambitious experiences as their peers.

Curriculum and teaching: Strong standard

Leaders have designed an ambitious curriculum that reflects how babies and toddlers learn. The 3 prime areas are given prominence, while children also experience a broad range of opportunities across all areas of learning. Leaders and practitioners are clear about what they want children to learn and how experiences build from children's starting points.

Teaching is consistently responsive and well matched to children's ages and stages. Practitioners use their secure knowledge of individual children to adapt interactions in the moment. For example, they model clear speech, repeat and extend children's sounds and words, use familiar songs and rhymes, and encourage children to respond without pressure. Children remember these experiences and use prior learning independently in their play.

Books are integral to the curriculum. Children choose them freely, share them with adults and hear language modelled clearly. Mathematical ideas are also woven naturally through everyday experiences. Practitioners count objects, compare 'big' and 'small' and introduce positional and movement vocabulary such as 'up', 'down' and 'roll'.

The environment strengthens the curriculum particularly well. Outdoor provision offers rich opportunities for physical development, while sensory trays, role play and age-appropriate mark-making support exploration and creativity. Younger and less mobile children have a separate space where they can investigate safely, ensuring that the curriculum remains ambitious and accessible for all children.

Achievement: Strong standard

Children make substantial progress from their individual starting points and develop secure foundations for later learning. They increasingly communicate their needs and ideas, join in with familiar songs and rhymes, explore books independently and use familiar words and concepts in new situations.

Children become increasingly confident and independent over time. For example, some who initially lacked confidence now lead their own play, form close friendships and engage readily with adults and other children. Others make marked gains in their physical development and move on confidently to increasingly challenging experiences. Children who need more targeted support also make marked progress because the help they receive enables them to reach important developmental milestones and participate fully in the curriculum.

Children are very well prepared for their next stage of learning. Transitions are carefully matched to individual readiness, helping children move on securely and confidently while building on the knowledge, skills and relationships they have already developed.

Behaviour, attitudes and establishing routines: Strong standard

Leaders have embedded a calm and respectful culture in which children feel secure and understand what is expected of them. Practitioners model positive behaviour consistently and use simple, age-appropriate language, such as reminders to use 'gentle' or 'kind hands' to help very young children understand how their actions affect others.

Children develop positive attitudes to learning. They choose activities confidently, remain engaged in stories, activities and exploratory play, and show enthusiasm when joining familiar experiences. Practitioners use specific praise to reinforce children's efforts, including when they attempt new words, wait for a turn or persevere with an activity. This helps children develop confidence and an enjoyment of learning.

Positive relationships support children's emerging self-regulation. Practitioners use familiar songs, signs and routines to help children manage transitions and return to calm. Children increasingly play alongside and with one another, share attention and resources and enjoy being part of the group. Children who were initially wary or lacked confidence become increasingly secure and socially confident.

Leaders understand children's individual circumstances and work with families to address barriers that could affect attendance or participation. They promote regular attendance and maintain high expectations while adapting settling-in and transition arrangements sensitively. This enables children, including those who face disadvantage or other barriers, to establish positive routines and participate fully in the life of the setting.

Children's welfare and wellbeing: Expected standard

Leaders provide a safe and welcoming environment where children form secure attachments and generally receive care that is well matched to their age and stage. Settling-in arrangements are individualised, and parents describe practitioners as approachable, caring and reassuring. Children who are new to the setting quickly become comfortable enough to seek adults for interaction and comfort.

Children benefit from daily outdoor experiences, healthy snacks and meals, and sociable mealtimes. Practitioners understand children's dietary requirements and allergy plans. Safe-sleeping arrangements are appropriate. For example, children use suitable sleep spaces and bedding, with cots available for younger babies when needed. Leaders and practitioners also understand requirements around weaning and safer eating.

However, a small number of everyday care routines, such as nose wiping, are not yet as consistently responsive as the strongest aspects of the provision. Children are not always encouraged to drink water regularly, and lunchtime routines can involve some unnecessary waiting. This means children do not yet experience the same consistently high level of responsiveness across all aspects of their care.

Leadership and governance: Expected standard

Leaders have a clear and ambitious vision for this recently established provision and understand how Hedgehogs contributes to the wider early years offer across the school. They know the setting's context well, recognise its strengths and work collaboratively with practitioners and school colleagues. This gives children continuity as they move through different stages of provision and enables staff to share knowledge and expertise across the early years team.

Professional learning is valued. Practitioners receive regular supervision, feedback and opportunities for training, with reflection built into supervision discussions. Staff are encouraged to suggest areas for further development. Leaders respond appropriately when the workload becomes too demanding by changing responsibilities so that staff can focus more effectively on their roles. Staff wellbeing is treated sensitively, and practitioners feel able to seek support.

Governance provides appropriate oversight. For example, governor visits include checks on safeguarding knowledge and children's care, including allergy management. Leaders also work constructively with parents, external professionals and community services. Parents value regular communication and the individualised support their children receive.

Leaders are reflective and respond quickly when an issue is drawn to their attention. However, their monitoring of everyday care routines is not yet precise enough to identify and prevent all inconsistencies before they occur. Consequently, issues such as unnecessary waiting at lunchtime and less consistent promotion of personal care are sometimes addressed reactively. This means leaders cannot yet be assured that their highest expectations for care are embedded consistently across every part of the day.