Ivy House, Station Road

Inclusion: Expected standard

Leaders have created an inclusive culture where every child's needs are recognised early and thoughtfully supported. They monitor children's progress closely and review support regularly to ensure it remains effective. Leaders work collaboratively with families and external professionals to shape children's experiences and secure the right help at the right time. This collaborative approach strengthens the quality of provision for all children, including those who have additional barriers to learning. Regular, meaningful communication with families helps leaders and staff to understand each child's experience and ensure important information is shared. As a result, any medical or developmental needs are identified promptly, allowing staff to make appropriate adjustments. For example, children with specific needs play and learn in smaller groups and staff implement multi-agency recommendations to secure the best possible outcomes for every child.

Staff use thoughtful observations and ongoing assessments to identify children's individual strengths and barriers to learning. This ensures that support is well matched, timely and rooted in a clear understanding of each child's experience. Early years pupil premium funding is used thoughtfully to enhance opportunities so that eligible children can access extra-curricular activities, widening their experiences and supporting their personal development, which has led to improved engagement and confidence. Staff receive appropriate training with an approach to 'assess, plan, do and review', enabling them to respond confidently and consistently to emerging needs. Leaders are early on in their improvement journey, and so, while typically these improvements are having a positive impact, it is in the process of being securely embedded consistently among the entire staff team.

Curriculum and teaching: Expected standard

The curriculum is broad and balanced, offering meaningful opportunities for babies, toddlers and children to build on what they already know and can do. Leaders have taken purposeful steps to help staff understand how to implement effective activities that promote children's positive attitudes to learning. For example, children make 'citrus soup' in the outdoor learning area, developing their small motor skills as they squeeze juice from oranges and lemons. Leaders are continuously improving the curriculum, and they recognise that further work is needed to ensure all staff share a consistent understanding of the intended learning outcomes.

Staff structure the environment thoughtfully, providing purposeful opportunities that encourage exploration, independence and curiosity. They model language, extend vocabulary and introduce early mathematical ideas through meaningful interactions woven into daily routines, from number songs to using concepts such as 'big' and 'small'.

Leaders ensure that staff plan and deliver exciting activities that engage all children, helping them show motivation and enthusiasm for learning. Staff interact warmly and responsively, narrating and extending children's utterances to create a language-rich environment that supports communication and relationships. They adapt their language, adjust the environment and make appropriate changes so all children can access the curriculum fully.

Leaders monitor teaching closely and provide guidance and training to help staff tailor learning to children's different starting points and stages of development. Leaders have worked hard to make improvements and, to strengthen the setting further, should continue supporting staff to develop the confidence and knowledge to know what they want all children to know and do.

Achievement: Expected standard

Children gain the foundational knowledge and skills they need for their next stage of learning, including going to school. Leaders prioritise development in the prime areas, ensuring children build secure communication and language, personal, social and emotional, and physical development skills. Once these foundations are established, key workers identify each child's next steps and sequence learning tailored specifically to them. As a result, children typically make expected progress across all seven areas of learning.

Children enjoy conversations with staff and friends, explore books independently to strengthen early literacy, and take part in a gardening club to support physical development and their understanding of the world. Creative activities, such as choosing a visual image from the song box during singing, help children make links and build their memory. They practise these skills in varied contexts, both with adult support and independently throughout the day, such as counting objects as they go.

Staff assess, plan and review children's achievements to ensure any gaps in learning close securely. Children engage well in focused group activities and are developing their listening, attention and engagement. With the changes put into place, leaders are working toward all staff consistently understanding the intended learning outcome for every child, which will ensure children are able to achieve, belong and thrive.

Behaviour, attitudes and establishing routines: Expected standard

Leaders have created a positive, nurturing environment where expectations for behaviour are typically understood among staff and parents. As a result, children respond well to these routines and demonstrate positive attitudes to learning. They are highly engaged in meaningful activities, such as creating 'fat balls' for birds to help them keep warm during colder periods. These experiences motivate children to explore the outdoor environment with curiosity and purpose.

Relationships between staff and children are warm and respectful. Staff model kindness and patience, helping children learn how to collaborate, share ideas and get along with others. Children play cooperatively, listen to one another and show growing confidence in expressing their thoughts. Younger children play calmly alongside each other, while toddlers are supported to take turns. Older children build upon each other's ideas to create and extend games.

Practitioners consider children's age, stage of development and individual needs when supporting them to meet behavioural expectations, making reasonable adjustments and targeted interventions to support all children's high levels of motivation and engagement, such as 'now and next' boards.

Leaders work closely with families to establish consistent routines, including promoting the importance of punctuality and regular attendance. They monitor attendance patterns carefully and identify any need for intervention. As a result, children feel secure, understand what is expected of them and thrive within a culture built on care, respect and high expectations. Leaders are still at an early stage in their development journey, but by continuing to monitor and support staff, they will help ensure that children experience increasing consistency as they move through the setting.

Children's welfare and wellbeing: Expected standard

Leaders have established an inclusive environment where children's welfare and wellbeing are prioritised. Individual care practices are effective and tailored to every child's needs, with thoughtful adaptations to ensure hygiene practices remain paramount. Staff know children extremely well and respond sensitively to their cues, helping them feel safe, settled and ready to engage in learning. Key persons follow children's interests and build responsive relationships, enabling children to trust them and form secure attachments.

The setting is an important part of the community, hosting the village Christmas fayre and teaching children the value of these shared experiences. Children enjoy regular visits to places such as the local library and the park, which help them develop confidence, a sense of belonging and important life skills, including road safety.

Practitioners support children to recognise and express their emotions, using resources such as 'The Colour Monster' books alongside calm reassurance and consistent routines to promote emotional wellbeing. Children also learn how to keep themselves healthy and safe, with staff discussing healthy choices at mealtimes, supporting handwashing and helping them dress appropriately for the weather. Babies benefit from well-considered sleeping, feeding and weaning routines that reflect their individual needs and home practices.

Leaders monitor and support staff to maintain high expectations for all children's welfare and wellbeing. Staff adapt their approaches sensitively, for example reading 'new sibling' books to help children explore the feelings and practicalities of welcoming a new baby. These thoughtful adjustments ensure every child receives the care, comfort and guidance needed to thrive both in the setting and beyond, and this will continue to strengthen as leaders' vision becomes fully embedded consistently among all staff.

Leadership and governance: Expected standard

Leaders demonstrate a clear commitment to improving the quality of education and care for all children. Leaders have renewed focus and direction, and although the setting is at the early stages of its improvement journey, leaders' actions are already having a positive impact on children's experiences and outcomes. Leaders have a clear understanding of the setting's strengths and areas of priority for further development. They take thoughtful action to support staff, introducing new training systems, monitoring processes and practice closely, and providing staff with constructive feedback to ensure that improvements are being embedded. They recognise the importance of maintaining this level of scrutiny and support so that consistency continues to strengthen. Leaders make decisions that prioritise the needs of all children, ensuring every child can fully access the curriculum by making appropriate adaptations, such as adjusting the language that is being used or adjusting the activities to different children's varying abilities.

Leaders give careful consideration to staff wellbeing and workload, making thoughtful adaptations that enable practitioners to be fully present and focused when working with children. They maintain positive, respectful relationships with staff and provide appropriate support to promote their wellbeing. Leaders recognise that a well-cared-for and supported team is essential for delivering high-quality, consistent early education and care for all children in the setting.

Leaders encourage professional development that is purposeful and aligned to the curriculum and teaching priorities, helping staff build confidence and improve their practice. Leaders work effectively with external partners and agencies to support children and families. Since the last inspection, they have taken appropriate steps to address identified actions and are continuing to build on these foundations to ensure consistency among all staff. They are on a positive trajectory and should continue building on this progress to sustain the expected standard.