Kiddi Caru Nursery

Inclusion: Strong standard

Staff place a clear and sustained emphasis on identifying children's barriers to learning, including for children with special educational needs and/or disabilities (SEND). They maintain consistently ambitious expectations for every child and draw upon their secure and precise understanding of child development to recognise emerging needs at the earliest opportunity. Through timely and accurate identification, staff implement carefully tailored strategies that enable all children to participate fully and successfully in every aspect of the curriculum. As a result, children access rich learning experiences alongside their peers, such as engaging confidently in exploratory play in the garden and developing meaningful interactions and relationships with others.

A precisely planned and highly effective small-steps approach is used to build children's knowledge, skills and confidence over time. Staff thoughtfully adapt learning experiences to meet children's developmental needs, ensuring support is purposeful and progressive. For example, younger children develop early communication and language skills through carefully chosen songs, rhymes and repeated interactions, while older children strengthen phonics and mathematical understanding through well-sequenced, engaging activities. This consistent and responsive practice enables children to make strong progress from their individual starting points.

Staff work in close partnership with a range of professionals to strengthen practice and ensure children's needs are met with precision and care. This collaboration enhances staff expertise, builds confidence and ensures targeted support is well informed and embedded within daily provision.

Leaders of SEND are highly knowledgeable, proactive and influential in driving inclusive practice. Staff working with children who face barriers to learning receive expert guidance, enabling them to gather purposeful information, identify emerging needs accurately and implement well-matched interventions. This well-coordinated approach is embedded across all age groups, ensuring children receive the right support at the right time and are enabled to thrive and achieve their potential.

Curriculum and teaching: Strong standard

Staff have a secure and developing understanding of children's individual needs and provide carefully tailored support that helps every child make progress. Staff have a clear view of what they want children to learn and achieve, and they use this knowledge to shape activities that reflect children's developmental stages and interests. As a result, learning is purposeful, engaging and well matched to what children need for their next stage in learning.

Children show sustained engagement in their play. They concentrate for long periods during activities that support their thinking and problem-solving skills. For example, children work together to create a fire engine from boxes and independently follow play dough recipes, adapting their method to achieve the right consistency. Across the nursery, the curriculum is carefully sequenced so that children build on the skills they have already learned.

Older children are supported effectively to develop independence in readiness for school. They serve themselves at mealtimes, wash their plates and take part in school role play, including dressing up in school uniforms. This supports their transition to school and helps them understand what to expect. Leaders promote learning at home by offering a range of resources for families to borrow, including books from the lending library and activity sacks that support the teaching of oral hygiene.

Diversity is embedded throughout the environment. Children explore different cultures through stories and resources. Children who speak English as an additional language are well supported, with staff learning key words in home languages to support communication. High-quality teaching and positive interactions are evident across the nursery, supporting positive outcomes for all children.

Achievement: Strong standard

All children make secure and sustained progress from their starting points, including those with special educational needs and/or disabilities and those with other barriers to their learning. They learn the knowledge and skills they need for their next stage in learning and build on what they already know and can do. The youngest children strengthen their physical skills as they learn to sit, crawl and pull themselves to standing. Older children begin to learn about colours, animals and the wider world. They develop early counting skills and confidently use this knowledge in measuring activities. Children develop a love for reading, exploring a wide variety of books that link to the learning they are doing at the time.

Children gain increasing independence as they move through the nursery. The youngest children form positive attachments with their carers and quickly develop the confidence to explore more independently. Older children begin to manage simple self-care tasks, such as taking of their own shoes before getting into the sandpit. The oldest children show high levels of independence in their play. They work collaboratively to build dens, explore the allotment area and identify plants, independently choosing to water them. Across all age groups, children develop the skills, confidence and attitudes that prepare them well for future learning.

Behaviour, attitudes and establishing routines: Strong standard

Children consistently behave well. Staff provide praise and encouragement throughout all activities, reinforcing expectations and helping children to understand what is expected of their behaviour. Staff have high expectations of all children and adapt their approaches for those with special educational needs and/or disabilities, implementing strategies that help them to follow routines and understand appropriate behavioural boundaries. Staff support children effectively to develop self-regulation skills. They are highly attentive to early signs that a child is struggling and respond promptly. They adjust activities and routines or offer a calm and quiet space to help children to regain control over their emotions. As a result, children feel safe and supported.

Children show positive attitudes to learning. They are curious, they ask questions and show a genuine desire to know more. They build positive relationships with their peers and play cooperatively. For example, children work together to build sandcastles, share ideas and help one another, demonstrating empathy and teamwork.

Leaders manage attendance well. They engage parents in meaningful discussions that help them to understand the reasons behind changes in attendance. They use this information to support parents and offer help that supports children to attend consistently.

Children's welfare and wellbeing: Expected standard

Staff are responsive to children's needs and provide appropriate support. They adapt their approaches for children with special educational needs and/or disabilities as well as those who face barriers to learning, ensuring they are able to take part in routines and activities. Staff working with babies adjust their practice sensitively when children are new to the nursery, helping to establish secure and nurturing relationships. This supports babies to begin to separate from their key person, when they are ready.

Independence skills are promoted appropriately in the older rooms, particularly during mealtimes. However, younger children do not always yet have the skills or understanding needed for these tasks. As a result, they require additional support, which means children sometimes wait longer for their food. Meals provided are healthy and nutritious, and children enjoy them, although opportunities to strengthen staff interactions by discussing what children are eating to promote healthy choices are not yet consistently developed.

Sleeping arrangements are suitable for children's ages and needs. Children are gently soothed to sleep with calming music, and key persons remain close by to support them to settle. This helps children feel safe, relaxed and well cared for.

Leadership and governance: Strong standard

Leaders use detailed analysis of the setting's strengths and priorities for improvement to develop a thorough understanding of what the nursery needs to do to improve further. They share these findings with the staff team, and together they work towards shared goals. For example, leaders and staff are collaborating to develop resources that support children when transitioning between rooms, helping to ensure a consistent and reassuring experience for children.

Leaders identify staff training needs effectively and provide a range of opportunities for professional development. Staff are supported to gain formal qualifications alongside ongoing professional development, which helps to strengthen practice across the nursery.

Regular supervision sessions take place and are used effectively to support staff to reflect on and improve their practice. These meetings also provide a safe space for staff to raise any concerns. This contributes to a positive culture of professionalism and continuous improvement. Staff report that they feel well supported in their roles and wellbeing. Leaders recognise staff efforts through praise and reward schemes and support them to maintain a positive work-life balance.

Leaders ensure communication with parents is effective. They use an application to share information and provide daily verbal feedback, helping families stay informed and involved in their child's experiences.