Kiddi Caru Nursery

Inclusion: Expected standard

Leaders and staff promote an inclusive environment where children are valued and supported. Children with special educational needs and/or disabilities (SEND) are identified in a timely way. Staff undertake relevant training and work with parents and carers and external professionals to provide appropriate support. As a result, children with SEND receive support to access the curriculum and make progress from their starting points.

Staff use a range of strategies to support children's communication and understanding. They use visual cues throughout the day to help children follow routines, understand what will happen next and develop independence. Quiet spaces are also available, giving children opportunities to regulate their emotions, reflect and take a break when needed. These approaches help children to engage in daily experiences and feel more secure within the setting.

However, the support for children who speak English as an additional language is not consistently effective. Some children who speak English as an additional language receive support. For example, staff learn basic words in some children's first language. However, this support is not consistent for all children. As a result, some children do not make the progress they are capable of in developing their understanding, vocabulary and communication skills. Systems for identifying and supporting children who are eligible for additional funding, including the early years pupil premium, are not consistently effective.

Curriculum and teaching: Expected standard

Leaders provide an ambitious and well-designed curriculum that builds on what children already know and can do. Planning links to children's current interests and next steps, supporting their ongoing development. Staff use termly assessments, alongside ongoing observations, to identify children's starting points and monitor their progress. This helps to inform teaching and ensures that children make progress and are prepared for the next stage of learning, including school.

There is a focus on early mathematics, including for babies. Older children develop counting skills and begin to understand number through everyday activities and routines. Staff use opportunities during children's play and routines to extend their thinking and encourage children to recall prior learning. Children receive support to develop independence and self-care skills. Staff model language and communication skills by narrating babies' babbles, describing toddlers' play and introducing new words, such as colours, or with the use of a net.

Children are guided to behave considerately and are developing confidence in expressing their feelings and ideas. Staff support children's physical development indoors and outdoors, where babies and older children practise balance, coordination and control.

Staff identify and support children with special educational needs and/or disabilities to access activities. However, the support for children who speak English as an additional language is not consistent. This limits these children's progress in communication and understanding.

Achievement: Expected standard

Children make steady progress from their starting points and confidently explore, experiment and problem-solve. Older children engage in imaginative group play, such as caring for toy babies or playing with toy fire engines, working together to put out a pretend fire. Babies develop core strength through tummy play and begin to develop walking skills, building their perseverance and mobility. In the main, toddlers are socially confident, inviting others to join them as they explore moulding scented dough.

Children develop independence in their personal care, including toilet training and hygiene routines. Pre-school children confidently access tissues to wipe their noses before putting the rubbish in the correct bin. Toddlers explore early mathematics, counting numbers and working out early addition as they sing nursery rhymes. Older children are confident communicators and enjoy explaining what they know and can do. Pre-school children eagerly listen to staff read stories and take turns speaking in group situations. Children are generally well prepared for the next stage of learning, including school.

Behaviour, attitudes and establishing routines: Strong standard

Children and babies demonstrate very positive behaviour, curiosity and a secure understanding of daily routines. They engage enthusiastically in activities, showing sustained concentration and perseverance for their age. Leaders have established a warm, respectful and inclusive culture. Children are consistently kind to others. They manage their feelings and behaviour with growing independence and confidence.

Staff reinforce positive behaviour through clear expectations and purposeful guidance. Children understand what will happen next and reflect on routines. This gives them confidence and security in their daily experiences. Children develop advanced social skills through group and cooperative play. They eagerly share resources, take turns without adult prompting and listening attentively to their peers. Highly secure key-person relationships provide consistency and emotional support, helping babies and children to develop a deep sense of belonging. Predictable routines encourage children's independence in tasks, such as tidying toys, serving meals and managing personal care. Children eagerly cooperate, discussing together which toys they will pack away next.

Leaders and staff teach routines clearly, helping all children, including those with special educational needs and/or disabilities, follow daily patterns and understand expectations, including attendance and punctuality. This approach supports children to develop notable levels of resilience and self-regulation and have a highly positive attitude to learning. This prepares them very well to move confidently to the next stage of their education.

Children's welfare and wellbeing: Expected standard

Leaders prioritise children's welfare and wellbeing. There are clear policies and routines in place to keep children safe. The setting provides a welcoming environment where children and babies feel secure and confident to explore, play and engage with others. Staff embed daily outdoor play in practice to support children's physical development, curiosity and overall wellbeing. This helps children to build confidence and coordination.

Babies' sleep routines and weaning are managed in line with their individual needs, supporting their health and development. Children form trusting relationships with staff, which underpins their sense of security and belonging. Staff know children well and respond to their needs appropriately. They support children to recognise and understand their emotions. For example, staff help children to identify when guinea pigs may feel scared and guide children to respond with care. This helps children begin to understand empathy and emotional awareness.

Routines encourage children to develop independence, self-care skills and healthy habits. This includes making choices about food and engaging in physical activity. Children with special educational needs and/or disabilities receive support to access activities and take part in daily experiences. Children benefit from nurturing relationships, consistent routines and emotional support.

Leadership and governance: Expected standard

Leaders evaluate the effectiveness of the setting and respond to emerging needs. They support staff during difficulties, such as unexpected absences. While staffing issues are currently evident, leaders manage these appropriately to maintain the quality of care. Leaders are aware of areas that need improvement and have made some adjustments, although these have not yet fully addressed the issues.

Staff take part in professional development courses, including mathematics training. This helps staff to support children's early mathematical skills. Staff contribute to children's learning and care and follow the expectations set by leaders. Staff report feeling happy in their role and valued within the team. Leaders prioritise staff's wellbeing and celebrate staff's achievements.

Leaders have a focus on ongoing improvement and a relevant action plan. They engage with parents and carers to support children's learning. Leaders make links with local schools to help children further prepare for the next stage of learning.

However, the systems for identifying and supporting children who are eligible for additional funding, including the early years pupil premium, are not consistently effective. Although leaders have implemented some strategies to address this, these have not yet been effective. As a result, not all children receive the additional support they need and are entitled to, to fully access the curriculum and reduce gaps in their learning.