Kiddicare Nursery

Inclusion: Strong standard

Leaders have established an inclusive culture where all children are valued and supported to access the curriculum. They identify children's individual needs effectively through careful assessment of children's starting points, ongoing observation and close communication with parents and carers. This enables staff to recognise children's emerging needs early and take timely action to reduce barriers to learning. For example, staff use visual prompts, such as 'Now and Next' boards, and structured routines to help children understand expectations and manage transitions. They adapt activities so that all children can take part, including those with special educational needs and/or disabilities (SEND) and those who speak English as an additional language. These approaches help children to engage alongside their peers and build confidence.

Leaders monitor children's progress closely and review the impact of support regularly. Case sampling and discussions with staff show that children, including those with SEND, make clear progress from their starting points. Staff benefit from ongoing training and guidance, which develops their understanding of how support can be structured for children with SEND. Leaders work effectively with families and external professionals, including speech and language therapists and multi-agency teams. The setting is a showcase partner for the local authority inclusion team. Leaders maintain regular communication with professionals and implement shared strategies to support children's communication and emotional development. This helps to ensure that support is consistent and meets children's needs.

Curriculum and teaching: Expected standard

The curriculum is coherently designed and meets the requirements of the early years foundation stage. Staff sequence children's learning effectively, with clear progression from their prior experiences. For example, when teaching children about shapes, they move from two-dimensional to three-dimensional shapes. Activities are purposeful and support multiple areas of learning. This ensures that children build knowledge and skills over time.

Staff prioritise children's communication and language development. They model vocabulary clearly and introduce and repeat key words during play. Staff create meaningful opportunities for children to use language across all areas. However, opportunities to extend mathematical understanding are not always maximised. For example, opportunities to count, compare, measure, recognise patterns or use mathematical language are sometimes missed. As a result, children's understanding of early mathematics is not consistently strengthened or applied across different contexts.

Staff place an emphasis on children's physical development and personal, social and emotional development. They plan movement activities and routines that support children to regulate their behaviour and develop independence.

Staff know children well and adapt teaching appropriately, particularly for those children with special educational needs and/or disabilities and those who speak English as an additional language. Staff use assessment effectively to identify children's starting points and inform their next steps in learning. This enables staff to tailor support and ensure that all children can access the curriculum and make progress.

Achievement: Strong standard

Children make secure progress through the curriculum, particularly in communication and language. For example, during circle time, children listen attentively, respond to prompts and confidently join in with familiar songs and actions. They demonstrate increasing understanding and expressive language. In the toddler room, children hear and practise key vocabulary, such as 'squash' and 'squeeze', during water play. This helps them to link words to actions and use language with greater confidence. Children also show developing social skills as they take turns and cooperate during group activities.

Children with special educational needs and/or disabilities achieve well from their starting points. For instance, children who initially found it difficult to settle are now able to engage in activities and follow routines due to the consistent use of visual prompts and structured support. They understand expectations, manage transitions and increasingly participate alongside their peers. Although opportunities to consistently extend and embed learning in early mathematical understanding are not always maximised, this does not prevent children from making progress. Children benefit from clear routines, repeated experiences and targeted support, which help them to develop secure foundations in communication, behaviour and independence.

Behaviour, attitudes and establishing routines: Strong standard

Leaders have established a positive and consistent environment where children clearly understand expectations for their behaviour. Staff use well-embedded routines and visual supports, such as 'Now and Next' boards, to help children understand what is happening and what is expected of them. This creates a calm and predictable environment where children feel secure. Leaders promote the importance of regular attendance and punctuality. As a result, children arrive settled and ready to engage in learning from the start of the day.

Relationships between staff and children are warm and respectful. Staff provide calm reassurance and clear explanations, helping children to understand and manage their feelings. For example, when children need to wait for a turn, staff use sand timers to support their understanding of time. Children respond positively and wait patiently, showing increasing self-control.

Children develop positive attitudes to their learning and to each other. They engage well in activities, listen attentively during group times and cooperate with their peers. For example, children take turns when choosing songs and share resources during play. They accept when it is not their turn and understand that they will have another opportunity. This supports children to build positive relationships and work together effectively.

Staff adapt their approaches to meet children's individual needs. They respond flexibly when a strategy is less effective, for example by offering reassurance or adjusting activities. This helps children to regulate their behaviour and remain engaged in learning. As a result, children increasingly manage their own feelings and behaviour and participate positively in the routines of the setting.

Children's welfare and wellbeing: Expected standard

Care practices meet children's individual needs effectively. Staff know children well and adapt support accordingly, particularly for those with special educational needs and/or disabilities or emerging needs. For example, children who find transitions difficult receive support through consistent routines, enabling them to remain engaged alongside their peers.

Secure and responsive relationships are evident. Key persons provide calm and consistent support. For instance, they comfort children through familiar songs and reassurance when they become distressed. This helps children to settle and feel safe.

Children are supported to develop their understanding of health and self-care. For example, children in the pre-school room independently wash their hands before and after meals and use the toilet with minimal support. Staff encourage children to manage their own self-care, such as wiping their noses and disposing of tissues hygienically. Routines, including mealtimes, are well organised. Children serve themselves, use cutlery and engage in social interactions, supporting their independence and wellbeing.

Leaders have established clear policies and procedures, which staff understand and follow in practice. However, the policy for managing unknown absences does not fully consider potential risks to children's welfare. During inspection, it was identified that action is only taken after 3 consecutive days of absence. As a result, there is a risk that some children who may need support are not identified early enough. Leaders need to review how this policy operates in practice so that potential risks to children's welfare are identified promptly.

Leadership and governance: Strong standard

Leaders actively support staff's wellbeing and workload. Staff report feeling valued and supported through regular supervision, clear guidance and a structured induction process. They benefit from ongoing professional development, including inset days and access to online training platforms. Recent safeguarding training has strengthened staff's confidence in identifying and reporting concerns. As a result, staff apply policies and procedures consistently in their day-to-day practice.

Leaders have established effective systems to support the quality of provision. They monitor practice and provide guidance to staff, ensuring that expectations are clear and understood. Staff demonstrate a secure understanding of key policies, including safeguarding. Parents speak positively about the setting. They describe it as warm and welcoming and value the regular communication they receive, including updates through an online system. This helps them to feel informed and involved in their children's learning.

Leaders recognise that there is always more to improve and demonstrate a proactive approach to refining practice. They build on existing strengths while identifying areas that can be developed further. For example, leaders act on feedback and incorporate advice from the local authority inclusion team. They are exploring opportunities to gain recognition for their work on children's nutrition and are developing plans to enhance the outdoor provision. As a result, children benefit from a setting that continues to evolve and improve their experiences over time.