Hungry Caterpillar Day Nurseries Ltd - High Wycombe

Inclusion: Expected standard

Leaders and staff know the children well. They are committed to ensuring that all children are supported to make progress from their individual starting points. They recognise that not every child's journey will be the same. Leaders and staff use assessment to monitor children's progress and identify where children may need additional support. Staff typically use this knowledge to plan support and provide experiences that help children, including those with special educational needs and/or disabilities, to learn and develop. Leaders work well with external agencies to support children's needs. They share relevant information and seek advice when needed.

Leaders provide suitable training for staff to develop their knowledge and skills. Training is linked to the needs of the children and supports staff to understand how to respond effectively to children's individual needs. Support for children typically meets their individual needs. However, this is not yet consistent across the nursery. Some strategies are still developing and are not yet fully embedded in practice. Staff do not always adjust adaptations skilfully in response to children's changing needs.

Funding is used appropriately support children's needs. Leaders use additional funding to provide suitable resources and, where needed, additional staff support. This helps children to access learning and take part in the life of the nursery.

Curriculum and teaching: Expected standard

Staff prioritise communication and language teaching. They provide opportunities for children to talk, listen and develop their vocabulary throughout the day. For example, in pre-school, children ask and answer questions during show and tell. Children are encouraged to express their ideas and communicate with others.

The learning environments are typically well thought out and accessible to all children. Resources are carefully selected and arranged to encourage children to explore, investigate and make their own choices. Children can access learning opportunities independently. They engage in their learning and demonstrate focus during their chosen play. For example, in the toddler room, children sustain their attention while throwing the ball in the air and catching it. Children become absorbed in their activities. They show enjoyment as they explore and develop their interests. Staff understand that some children, including those with special educational needs and/or disabilities, face barriers to their learning, and use resources to help support their understanding. For example, staff use timers to help children understand when it is time to get ready for lunch.

Mathematical teaching in the moment is evident. Staff count aloud with children and sing number songs during 'music and movement' sessions. Children are beginning to apply these skills independently. For example, children are starting to count resources accurately up to 10 during their play.

Staff typically interact well with children and support their learning during play and everyday experiences. However, this is not yet consistent. At times, staff do not make the most of opportunities to extend children's learning or build on what children already know. As a result, some children may not deepen their knowledge or develop new skills as quickly as they could. This can lead to gaps in learning.

Leaders know their curriculum well. They have identified the areas for further development. Their action plan provides a focus on improving consistency and ensuring that all children benefit from high-quality interactions and learning opportunities.

Achievement: Expected standard

Babies are becoming confident in using simple language to communicate. They are beginning to use words such as 'dog' and 'dino' to name animals. They also use 'bye' when someone leaves the room. Babies are developing their physical skills through active exploration. They are given opportunities to climb, pull themselves up and move with increasing confidence.

Children are developing their understanding of early maths skills. For example, they are beginning to count accurately and show an emerging understanding of number. Children can also name basic shapes, and use this knowledge during their play and learning. Older children are beginning to recognise and write the first letter of their name. They understand that their marks have meaning. They are beginning to use writing to communicate their ideas. Children who face barriers to their learning, including those with special educational needs and/or disabilities, are motivated to learn. They enjoy exploring different learning opportunities and building their confidence to try new things. For example, children are becoming more confident to answer questions about their chosen toy during group time.

Overall, children are generally well prepared for the next stage of their learning and development. They are becoming confident, curious and independent learners.

Behaviour, attitudes and establishing routines: Strong standard

Leaders and staff have high expectations for children's behaviour. They create a calm and positive environment where children know what is expected of them. As a result, children consistently behave well and understand how to treat each other with respect. Staff consider the needs of children, including those of children with special educational needs and/or disabilities, and make adjustments to their support when needed. For example, adjustments are sometimes made to change a child's key person as relationships develop over time. This approach helps children to feel safe and emotionally secure.

Children play and work well together. They are kind and considerate towards each other. For example, during show and tell, children listen to their friends and compliment them on the toys they bring to share. They show genuine interest in each other and are learning to value the ideas and achievements of others. Children are motivated to learn. They demonstrate consistently positive attitudes to their learning.

Routines are well established and embedded across the nursery. For example, staff make tidy-up time an enjoyable and purposeful part of the day by turning it into a game. As a result, children respond positively and show that they understand their responsibility to help care for the environment. Staff use routines to promote children's independence and cooperation. This consistent approach helps children feel secure and supports them to manage transitions well.

Staff have built warm and trusting relationships with children. They know the children and understand their individual needs, interests and personalities. Staff are calm, caring and responsive in their interactions. They give children time to talk, listen carefully to what they say and respond with kindness and encouragement. Strong attachments help children feel safe, secure and confident.

Leaders have high expectations for regular attendance and good punctuality. They promote the importance of attending regularly and arriving on time with children and their families. Leaders understand that good attendance helps children to build relationships, develop routines and make the most of the learning opportunities.

Children's welfare and wellbeing: Strong standard

Leaders and staff consistently work together to provide a safe, caring and supportive environment where children, including those with special educational needs and/or disabilities and those who face other barriers to their learning, can learn and thrive. Strong relationships are built between children, their key persons and other staff. As a result, children develop a sense of belonging and feel safe. Staff provide babies and children with warm, consistent care. Children know who they can turn to for comfort and support. This helps them feel emotionally secure. For example, new starters have settled into the nursery well because their key person has taken the time to get to know them and their family.

Children learn about people who help us. For example, a visit from the police gives the children a real-life experience and helps them understand the role of police officers in the community. These experiences help children learn about the wider world and the people who keep them safe. Oral health is promoted from an early age. Staff talk to children about caring for their teeth. Visits from the dentist give children further opportunities to learn about teeth and gums.

Staff have embedded well-structured routines around safer eating. They know the risks linked to choking and understand the importance of appropriate supervision. Mealtimes are calm and well managed. Children are encouraged to develop safe eating habits and are offered nutritious food and drink. Healthy eating is promoted across the nursery. This encourages children's curiosity and interest in healthy foods. For example, pre-school children explore fruit and where it comes from so that they can make their own fruit salad. Sleep routines are implemented effectively and followed consistently. This supports a calm and settled transition to sleep.

Leadership and governance: Expected standard

Leaders have a clear understanding of the nursery's strengths. They know what works well and reflect on practice to identify priorities for development. Leaders take timely and effective action to secure continuous improvement.

Leaders understand the importance of staff wellbeing. They create an open and supportive culture where staff feel able to speak to leaders about their needs and any concerns. Staff are typically encouraged to maintain a healthy work-life balance, and feel that their wellbeing is valued. They enjoy working at this nursery. Generally, supervision sessions support staff well. Leaders recognise that there are some inconsistencies in practice and are supporting staff to develop their knowledge further.

Children's needs are at the forefront of leaders' decision-making. Leaders have high expectations for all children and ensure that they are generally well prepared for the next stage of their education. For example, effective arrangements are in place to support children's transition to the next stage. As a result, children make attachments with their key person and settle quickly.

Leaders have built positive relationships with parents and carers. Parents feel welcomed and listened to. The nursery works hard to involve parents in its life. For example, parents are invited to take part in events, such as brunch and quiz nights. Parents speak highly of the nursery. They describe it as being a safe and fun nursery. Parents recognise how happy and settled their children are.