Hidden Garden Day Nursery

Inclusion: Strong standard

Leaders identify children's needs early and reduce barriers to learning. Staff complete baseline assessments and regular reviews to understand each child's development. Children with special educational needs and/or disabilities receive targeted support that builds confidence and communication. Staff use simple visual cues, clear language and supported routines to help children join activities and express their needs. These approaches help children feel understood and included.

Staff understand how to respond to emerging concerns about children and use supervision meetings to discuss children's wellbeing. Families work closely with staff and attend regular review meetings. Staff share home-learning ideas that help children practise new skills.

Children benefit from enhanced experiences that support inclusion. Outdoor learning, sensory activities and small-group sessions help children take part fully. Staff adapt activities, so children can join in at their own pace. Children show growing confidence and independence as they explore the environment. The setting's approach ensures that children feel valued and make progress from their starting points. Staff understand children's lived experiences and use this knowledge to plan meaningful opportunities. Children participate in all aspects of nursery life and develop social confidence through shared play and supported interactions.

Curriculum and teaching: Strong standard

Leaders have designed a curriculum that supports emotional security, independence and early learning. Staff understand the purpose of activities and explain how these build children's skills. Children enjoy experiences that develop early literacy, numeracy and communication. Staff use simple strategies to help children understand routines and take part confidently. Children benefit from clear explanations and predictable structures that help them feel secure.

Assessment is regular and informs planning. Staff complete reviews that identify next steps for children's development and share these with families. Children with special educational needs and/or disabilities receive targeted support that builds communication and confidence. Staff adapt teaching through clear language, visual cues and supported interactions. These approaches help children join activities and practise new skills. Children respond well to small-group sessions that focus on attention, listening and early communication.

Children enjoy playful experiences that introduce rhythm, rhyme and early sounds. They explore numbers through counting games and practical activities. Children also take part in simple science exploration, such as water play, that builds early thinking skills. Staff encourage independence and celebrate children's efforts. Parents receive information that helps them continue learning at home. Teaching is calm, responsive and inclusive. Staff know children well and use this knowledge to plan meaningful experiences. Children show curiosity, confidence and enjoyment as they explore the environment.

Achievement: Strong standard

Children achieve well across all areas of learning. They develop early communication, physical and social skills through varied experiences. Children who are facing barriers to their learning and/or wellbeing make progress through staff's use of targeted strategies, which are reviewed. Children gain confidence in expressing needs, sharing ideas and joining activities.

Children practise early literacy skills through stories, songs and simple mark making. They explore numbers through counting games and practical activities that build early understanding. Children show pride in their achievements and enjoy sharing these moments with staff. They develop independence through small tasks and learn to cooperate during shared play. Staff celebrate children's efforts and encourage them to try new experiences.

Children build resilience when activities feel challenging and respond positively to gentle guidance. They gain the knowledge and skills needed for future learning. Children show curiosity, confidence and readiness for the next stage of their education.

Behaviour, attitudes and establishing routines: Strong standard

Children behave kindly and show positive attitudes to learning. They understand simple rules and respond well to staff guidance. Staff model calm, respectful behaviour and support children to manage emotions through clear explanations, helping children recognise feelings and respond appropriately. Children listen carefully during group times and take part with growing confidence, showing increasing self-control and awareness of others.

Children show independence in daily tasks. They tidy resources, pour drinks and make simple choices that build their confidence and problem-solving skills. Staff encourage children gently and celebrate their efforts, helping them feel safe and assured that support is available when needed. Children cooperate with peers and learn to share resources during play. Staff use simple strategies to help children join activities and remain engaged, ensuring that all children are included and able to participate successfully.

Attendance is monitored carefully. Staff follow up absences and work closely with families to support regular attendance. Children arrive happily and settle quickly into familiar routines, showing enthusiasm for learning and exploring the environment. Predictable transitions, supported by visual cues and clear language help children move calmly between activities and feel included and ready to learn each day.

Children's welfare and wellbeing: Expected standard

Children's welfare is supported through warm interactions and calm routines. Staff promote physical activity, oral health and emotional security throughout the day. Children feel comfortable seeking help and reassurance. Staff respond gently and help children manage emotions through clear guidance. Children enjoy outdoor play, sensory experiences and quiet spaces that support wellbeing. Staff understand children's needs and adapt routines to help them feel settled.

Children show confidence when exploring the environment and joining activities. Staff encourage independence and celebrate children's efforts. Families share important information that helps staff support children's comfort and wellbeing. Children feel safe and included in daily experiences.

Some aspects of personal care lack consistency. For example, during busy periods, staff do not always notice straight away when children need support with wiping faces after activities, impacting children's comfort.

On occasion, staff use language that could unintentionally suggest that a child is feeling hesitant, for example, by describing them as 'shy'. While gentle and well intentioned, this phrasing may not always support children's confidence in trying new experiences and may impact how they see their unique selves.

Leadership and governance: Expected standard

Leaders maintain oversight of the setting and respond to concerns with reflection and action. They understand the setting's context and use this knowledge to guide decisions. Staff's wellbeing is supported through regular supervision, open communication and reasonable adjustments for those with health needs. Leaders promote a positive culture where staff feel valued and able to seek support.

Professional development is ongoing. Staff receive training in safeguarding, curriculum and special educational needs and/or disabilities. Leaders model effective practice and provide guidance that helps staff understand expectations. They use observations and discussions to check consistency and support staff's learning. Leaders encourage reflective practice and help staff review the impact of their teaching. Families feel welcomed and informed, and leaders work closely with them to support children's wellbeing and learning.

Leaders recognise where staff need further guidance to strengthen practice that has not already been addressed. They plan to support staff through training, modelling and regular feedback, so routines remain consistent for children. Leaders demonstrate commitment to continuous improvement and ensure that children's safety, learning and wellbeing remain central to their work.