Hungry Caterpillar Day Nurseries - Academy Gardens

Inclusion: Expected standard

The nursery is inclusive. Staff and leaders are supportive of all children, including those facing barriers to their learning. They typically monitor and assess children, which helps them to quickly identify and reduce gaps in children's learning. In the main, they identify, plan and set individual targets for children. These are regularly reviewed to ensure that children receive ongoing, tailored support and that no child is left behind.

Leaders understand how to identify families who may be entitled to additional funding. They use any additional funding to target where children need support and improve outcomes for children. For example, they purchase resources to support and encourage children's listening and communication. Staff offer small-group activities to help children with their focus and attention. They use signs and visual aids to support children's developing communication and language skills.

Leaders are implementing training and support for staff in how to support children with special educational needs and/or disabilities. They follow advice and guidance provided by professionals. Staff work closely with parents and carers to make timely referrals and provide early support when required.

Curriculum and teaching: Expected standard

Staff interactions with children are typically effective. However, these are not yet highly focused to enable children to consistently learn new concepts. Overall, staff build on what children know and can do. They observe children to identify the next steps in their learning and where they may need additional support, and take appropriate action. They make adaptations to the environment to enable all children to be included. All children make progress and develop skills in preparation for the next stage of learning.

Young children explore play dough with their hands, which supports their physical development. Older children become engrossed in making volcanoes. They show excitement as they anticipate when the volcano will erupt. This supports their understanding of the world. Overall, staff help children to develop early mathematical skills. Young children learn simple counting and sing number songs. Children learn about size during sensory play. However, occasionally, staff do not always extend children's understanding of mathematical concepts even further, such as space and measure to help deepen their understanding.

Staff typically support children's communication and language well. Children enjoy singing and listen to stories. Staff interactions are generally meaningful. For example, they ask questions and introduce some new words. Staff use pictures and gestures to further support children's communication. Children benefit from daily outdoor play and being physically active. Young children enjoy playing alongside others and form close relationship with their key persons. Older children work together during group activities and form friendships. This supports their personal, social and emotional development.

Achievement: Expected standard

All children, including those who face barriers to their learning, are achieving and typically make steady progress from their starting points. Children typically benefit from age-appropriate activities, which engage them well. They are confident to express their ideas and wishes and communicate effectively. Young children enjoy back-and-forth interactions with staff and join in action songs. Children learn new words. They listen to stories and engage in discussions. Overall, children develop early mathematics skills. Children are typically gaining skills in preparation for their later learning.

Children are curious and enjoy interacting with others. Older children thoroughly enjoy science experiments and construction activities. They show resilience as they build with blocks to make towers and rebuild them when they fall. Children enjoy digging and caring for vegetables and plants in the nature garden. Young children show their delight as they master skills in standing and walking. Staff offer praise and encouragement. This helps children to feel a sense of achievement.

Behaviour, attitudes and establishing routines: Strong standard

Leaders and staff have high expectations for children's behaviour. They provide a well-structured, calm and very happy environment. Leaders and staff act as positive role models. They are polite and friendly. Leaders and staff are highly respectful of all children and recognise their unique needs and interests.

Staff consistently manage children's behaviour effectively. Leaders and staff take account of children's age and stage of development and help children to develop positive patterns of behaviour. They recognise when children need additional support to help regulate their behaviour. Staff consistently use appropriate strategies and make careful adjustments. Children listen to stories and express their feelings through discussions. They explore their emotions through art. Staff use sensory spaces and resources to help children regulate their emotions and calm down when they feel overwhelmed.

Staff share highly positive and nurturing relationships with children. They provide an abundance of praise and encouragement and show a real interest in what children say. This enables children to develop confidence and self-esteem. Leaders highlight to parents and carers the importance of being punctual and regular attendance. They work closely with parents around supporting children's behaviour and establishing routines. Parents say that this helps them to support their children at home. Children learn to understand and follow nursery routines and learn what is expected of them from an early age.

Children's welfare and wellbeing: Strong standard

High priority is placed on children's wellbeing. Leaders and staff find out about each child's needs from the start. They follow young children's sleep routines and weaning to ensure that their needs are effectively met. Staff consider children's age and stage of development when setting expectations. They make careful adaptations for children who may require additional support. Staff use gestures and visual aids to help children understand what comes next. Children form secure bonds with their key person. This helps children to develop warm and trusting relationships and supports their emotional wellbeing. Staff meet children's care needs highly effectively. They conduct nappy changing and toileting routines with sensitivity and respect for children's needs and wishes.

Staff promote healthy lifestyles consistently well. Children listen to stories about dental care and benefit from guidance from dental professionals. They enjoy nutritious meals, which are meticulously prepared to meet their individual dietary requirements. Thorough checks are in place to ensure that children are served the correct food. Staff consistently use mealtimes to deepen children's understanding of the benefits of healthy eating. Children enjoy sociable mealtimes. Staff place menus on the tables for older children, which helps to create a restaurant feel. Children develop independence from an early age. They pour drinks and self-serve food. Children learn to stay safe in the nursery. They receive gentle reminders to be aware of others during active, physical play and to use resources safely.

Leadership and governance: Expected standard

The dedicated leadership team works effectively with staff and has high expectations for all children. Leaders demonstrate a commitment to ongoing improvement and typically identify their strengths and some areas for improvement. They have strengthened supervision sessions for staff, making these more robust. Leaders work with early years advisers to make improvements.

Leaders provide training to develop staff knowledge. They are currently developing staff skills in supporting children who may require additional support. Leaders observe and support staff practice. They have regular meetings and test staff knowledge. Ongoing professional development opportunities generally help staff to understand their role and build on what they know. Staff say that they enjoy working in the nursery and they are well supported. They comment that their workload is manageable. Leaders and staff share positive relationships with parents and carers. Daily verbal and electronic communication provide a consistent approach in children's care and learning. Parental feedback is highly complimentary. They say that they feel very well supported and their children are happy and progress well in the nursery.

Leader identify where families and children may need further support. They seek advice promptly and work effectively with external agencies. Staff follow the advice and strategies provided to enhance and support children's learning and development. This helps to improve outcomes for children.