Hursley Childcare Hub Ltd

Inclusion: Expected standard

Leaders and staff create a warm, welcoming environment where all children feel included and valued. Children access a broad range of purposeful activities that are adapted so every child can participate. Key staff have secure knowledge of child development and use regular observation to identify children's individual needs and monitor their progress effectively.

Staff reflect on what they know about each child and plan experiences that support their next steps in learning. Where children require additional help, staff develop appropriate individual plans and, when needed, work with external professionals. Some children benefit from one-to-one support, where staff undertake intensive interaction to support children's communication and language development or help them with sharing or to learn to take turns. Leaders make effective use of additional funding and have systems in place to monitor the impact of its use.

Children's choices and interests are listened to and respected. Staff understand children's likes, dislikes and preferred ways of engaging in play. As a result, children feel confident, settled and able to participate in daily routines. For example, staff recognise that some children prefer to play with certain resources and adapt activities, so all children receive a broad and balanced range of learning by introducing new concepts to their play. This helps them remain engaged and included in the setting's provision.

Curriculum and teaching: Expected standard

Leaders have a clear and well-sequenced vision for what they want children to know and learn across all ages. They provide a thoughtfully designed and engaging curriculum that keeps children interested and involved throughout the day. Recent improvements, such as the introduction of new strategies to support children's emotional literacy development, promote their overall personal, social and emotional wellbeing.

Leaders have made enhancements to the indoor environment, including increasing the opportunities for physical development. Babies enjoy a large area to cruise and pull themselves up and delight in playing in the ball pit. Older children have opportunities to practise their balancing on the wobble boards and spinning tops to further develop their strength, coordination and confidence in movement.

Activities are carefully planned to support children's overall development and are adapted so that every child can participate fully. Staff tailor learning to each child's age and stage, ensuring that teaching is purposeful and focused on helping children secure the skills they need for their next steps. For example, children learn Makaton and use signs appropriately in their play to communicate their needs. Staff extend children's learning by introducing new vocabulary and building on what children already know.

Staff skilfully weave mathematical language and concepts into children's play. Children explore craft materials, such as paint and sand, and accurately match numbers to quantities and group objects by category.

Achievement: Expected standard

Children make steady and purposeful progress from their starting points across all areas of learning. They move through the curriculum well because communication and language development are consistently prioritised and integrated into everyday routines and activities. Staff plan learning with clear next steps in mind, ensuring that experiences build on what children already know and prepare them effectively for future learning, including school.

Children develop increasing independence through the opportunities staff provide. Babies are supported to feed themselves using spoons, while older children regularly practise using cutlery and washing their hands, helping them gain confidence in managing mealtimes. Toddlers explore sensory experiences, such as spreading and mixing paint with their hands, while older children watch and discuss the changes they observe. Older children demonstrate good small-muscle control, for example building complex train tracks and buildings with construction blocks. Children accurately identify familiar numbers, and activities are adapted to ensure that all children can participate and continue developing the skills they need for future learning.

Behaviour, attitudes and establishing routines: Expected standard

Children demonstrate positive attitudes to learning. They arrive calm, settled and ready to engage with the day. They respond well to the clear and familiar morning routines, which support a smooth and purposeful start. Across the setting, children show secure levels of cooperation, growing independence and emotional security appropriate for their age and stage of development.

Staff offer children suitably challenging opportunities for risk-taking and physical development, both indoors and outdoors. These experiences help children build confidence in their abilities and feel safe as they explore. Children listen attentively and follow instructions with increasing confidence.

Children are helped to recognise their emotions and use simple coping strategies. For example, children with additional communication and language needs are supported to identify and express their feelings. As a result, children are developing resilience when faced with new situations or challenges. However, at times, the support that children receive to understand the boundaries and expectations can be variable, and this can lead to children not respecting each other's personal space and the nursery environment.

Leaders and staff work with families to help support children's regular attendance and punctuality in preparation for starting school and are alert to signs that may indicate cause for concern that may require further action.

Children's welfare and wellbeing: Expected standard

Effective sleep routines are in place for the children, and parents are supported with weaning. Parents comment that children thrive in the setting because of the care and attention they receive, particularly from their key persons. Mealtime arrangements are well organised. Staff are alert to children's dietary requirements, and this information is kept up to date. Staff hold discussions with children about healthy food, and the children enthusiastically eat the fresh fruit at snack time and mealtimes.

Children are being supported to understand risk and to develop a growing understanding of how to keep safe inside the setting. Children are reminded of the golden rules and the importance of not running inside. Staff help children to develop the language they need to express how they are feeling, and children, including those with special educational needs and/or disabilities, use this when they are struggling to manage their emotions.

Daily routines consistently promote children's health, safety and independence. Snack times are busy, social moments where staff supervise safe eating practices and encourage self-help skills. The structure of the day supports effective use of learning time, with stories, songs, reflection time and purposeful activities that maintain children's engagement and enjoyment.

Leadership and governance: Expected standard

Parental engagement is well established through coffee mornings for parents, regular consultations, an online communication app and purposeful handovers at the end of each day. These approaches ensure that two-way communication remains strong and focused on key information about each child. Leaders have a secure understanding of the legal requirements and maintain appropriate oversight of children's learning, welfare and safety. Systems for monitoring attendance, safeguarding, children's progress and health needs are well organised and consistently implemented.

Leaders use self-evaluation to identify strengths and areas for development, and they respond appropriately to feedback. They are reflective, open to challenge and committed to improving practice. Positive relationships with parents and external professionals support the setting's inclusive approach. Staff with additional responsibilities, including for children with special educational needs and/or disabilities, pursue referrals and seek advice at an early stage. Partnerships with schools are established, helping children experience smooth transitions.

While professional development opportunities are regular, they are not yet precisely targeted to strengthen specific aspects of practice. Training does not consistently focus on the areas required to further raise the quality of teaching. A key development area relates to ensuring that all staff support children effectively to understand what is expected of them. This includes embedding the provider's curriculum for behaviour expectations and supporting staff's understanding of agreed behaviour management procedures throughout daily practice. Staff at all levels would benefit from further support to build confidence in holding difficult conversations and delivering constructive feedback to further improve practice. Strengthening this aspect of leadership will help drive sustained improvement and support excellence for all children.