Ivy House, Ham Street

Inclusion: Expected standard

Leaders establish an inclusive culture where children's individual needs are recognised early. This helps staff plan support that meets children's needs and closes gaps in learning. Staff respond through positive relationships and a strong understanding of each child. They use baseline assessments, weekly observations and conversations with parents to identify emerging needs and plan appropriate support. Overall, staff are aware of children's communication needs, preferences and areas where additional reassurance or structure can help participation. As a result, children feel emotionally secure.

Leaders take appropriate action to reduce barriers to children's learning and wellbeing. They make adaptations through responsive interactions and clear routines that help children feel secure. For example, staff use familiar visual cues and predictable routines to help children settle and join group activities, supporting confidence and engagement. Staff use what they know about children's interests, such as a preference for messy and creative play, to shape experiences and encourage participation. Leaders work with external professionals and advisory services, so children receive targeted support that meets their individual needs and helps them to make good progress.

Staff work closely with families to review children's progress and shape support. Children requiring additional help have individual plans that are monitored through observations and review meetings to ensure that actions are implemented and progress is tracked. There are currently no disadvantaged children and no children known, or previously known, to children's social care. Leaders remain vigilant in identifying any children who may face barriers to learning or wellbeing, and they act promptly so that children continue to feel safe, included and able to learn.

Curriculum and teaching: Expected standard

Leaders have a clear overview of the curriculum and how it is implemented. The curriculum reflects the 7 areas of learning and is shaped around children's interests, curiosity and developmental needs. Staff know children well and use this knowledge to plan experiences that help them explore, learn and develop independence.

Children benefit from a balance of indoor and outdoor learning. They take part in mark making, creative experiences and investigating natural materials. Staff build on these opportunities to support early language and mathematical understanding. Everyday routines promote communication, early mathematics and personal development. Mathematical learning is woven into interactions, such as when staff count shoes during transitions and children begin to copy the number words, or when staff count objects as children stack and build.

Staff interact warmly with children through play, songs, books and sensory experiences to build vocabulary. They introduce language linked to children's actions and interests. For example, when a child chooses 'Baa Baa Black Sheep', staff sing the rhyme, add further songs and share a book, repeating key words so the child can copy them. These interactions help children stay involved and develop early communication skills. Leaders need to ensure that all staff implement the curriculum intention consistently. On occasion, learning intentions are not always clearly understood, and learning experiences do not always have the intended impact on children's progress.

Staff prioritise children's personal, social and emotional development through calm routines and responsive relationships. Physical development is promoted through opportunities to ride bikes, balance, use tools and explore movement, helping children to develop coordination, strength and independence.

Achievement: Expected standard

Children make steady progress from their individual starting points. They learn new words linked to their play, such as 'drop', 'splash' and 'scrub', and begin to use these during everyday routines and activities. Warm, responsive interactions help children to engage, explore and communicate with growing confidence. Children join in with familiar songs and rhymes and use number words during play, showing progress in communication and early mathematical understanding.

Children with special educational needs and/or disabilities take part in routines and activities with reassurance that helps them to stay involved. When children find it difficult to remain at an activity, staff use calm prompts and familiar routines to help them stay focused and complete the task. This helps them to achieve alongside their peers.

Children show increasing independence. They take off their shoes when moving between indoor and outdoor areas, count them with staff and help tidy resources after play. They explore different environments with confidence, showing that they are becoming self-assured learners who are well prepared for the next stage of their education.

Behaviour, attitudes and establishing routines: Expected standard

Leaders establish a calm and positive environment. They support staff to set age-appropriate behavioural expectations that children understand and respond to. Leaders need to strengthen how they check that staff use the same behaviour strategies, so that all children experience clear and consistent guidance.

Children are settled, comfortable and confident in their surroundings. Warm, responsive relationships between staff and children underpin this. Staff offer reassurance, narrate routines and support children to join activities at their own pace. These interactions help children feel secure and ready to explore.

Routines, such as transitions, mealtimes, getting dressed and nappy changing, are well embedded. Staff talk children through what is happening, helping them to understand the sequence of the day. Children move smoothly between activities and show a growing awareness of what is expected. Staff model turn taking and encourage children to join shared experiences, such as water play and painting. They ask simple questions, like "What's this?" and "What colour?", which help children stay involved and begin to cooperate with others.

Leaders promote the importance of attendance and punctuality. They communicate effectively with families and support consistent daily routines. Staff know children well and respond sensitively when children need reassurance or time to settle. For example, staff use familiar comforters to support children who are still developing confidence during transitions. Children experience a nurturing environment that supports their emotional security and readiness for the next stage of their education.

Children's welfare and wellbeing: Expected standard

Staff implement effective care practices that meet children's individual needs. They offer calm explanations during nappy changing, support children to wash their hands and help them settle for sleep using familiar routines and soothing resources, such as a sensory sound machine. Children respond positively to these routines. They remain calm and show growing confidence in what happens next. Staff know children well and respond sensitively to their cues, offering reassurance, gentle guidance and consistent routines that help children feel secure.

Children are settled, comfortable and confident in their surroundings. They demonstrate secure attachments with familiar members of staff. Babies lean in for cuddles when they need comfort, and toddlers hold their key person's hand before joining activities. Staff's warm interactions support children's emotional security and help them to participate at their own pace.

Children move smoothly between activities and show a growing awareness of expectations. Staff consider children's age, stage of development and individual circumstances when offering guidance. Children practise self-care skills, such as taking off their shoes during transitions and helping to tidy resources. They explore different environments with confidence, showing progress in their physical, personal, social and emotional development.

Children with emerging needs or special educational needs and/or disabilities receive sensitive support, appropriate care and reassurance. This helps them to participate confidently and feel safe, secure and included.

Leadership and governance: Expected standard

Leaders have a clear understanding of the setting's strengths and demonstrate thoughtful oversight of practice. They make decisions that reflect the best interests of children, including those with special educational needs and/or disabilities. For example, they adapt routines and ensure that staff have appropriate guidance to support individual children.

Staff maintain positive communication with families and external professionals, helping to ensure children receive support that meets their needs and promotes continuity between home and the setting. Staff speak positively about the guidance they receive from leaders. They feel listened to and valued, which promotes their wellbeing. This has a direct impact on practice, as staff are confident in sharing concerns, seeking advice and implementing agreed approaches.

Leaders establish warm relationships with parents. They greet families positively at drop off and collection and discuss children's individual needs. This promotes continuity between home and the setting, and helps parents feel informed and confident in the care their children receive. Staff create a welcoming atmosphere and supportive relationships for parents and their children, which has a positive impact.

Leaders ensure that safer recruitment checks, first-aid arrangements and safeguarding procedures are in place. They are also developing the setting's presence within the local community, strengthening partnerships and enriching children's learning through access to local resources and shared events. This helps children to feel part of their community and supports their confidence, curiosity and understanding of the world around them.