KiddiCove Day Nursery Limited

Inclusion: Strong standard

Leaders and staff swiftly and consistently identify if children require additional support in their learning. Highly effective communication between staff ensures that children's progress is continually monitored. Staff identify and address any barriers to children's learning at the earliest opportunity. They carefully tailor early intervention to meet children's individual needs, enabling them to thrive. Leaders and staff work seamlessly together to devise and implement ambitious and targeted support plans that are consistently reviewed and refined.

Children receive consistency and are confident in knowing what is expected of them. Children with special educational needs and/or disabilities or who may be known to children's social care are involved in all aspects of learning. Staff quickly adapt practice and ensure resources and adaptations are in place to support all children. The special educational needs coordinators work closely with staff and families to strengthen children's communication and language. Recent initiatives, such as a 'rhyme time' challenge, have led to parents and carers reporting noticeable improvements in their children's confidence and speech.

Leaders have a clear and well-structured approach for using additional funding, such as the early years pupil premium. Although no children currently receive this funding, leaders and staff openly engage with parents and families to enable secure partnerships for decision-making. This is tailored to individual children's interests and areas of development. This ensures children in receipt of additional funding access opportunities to support their development even further.

Curriculum and teaching: Strong standard

Leaders have created a well-sequenced and meaningful curriculum that is highly ambitious and carefully designed to meet the needs of all children. Staff understand this curriculum thoroughly and embed it consistently in their practice. They skilfully adapt learning experiences so that progression is appropriate for each child's stage of development. For example, babies delight in joining in with familiar nursery rhymes, while older children begin to identify the number of syllables in their names. These experiences help all children to develop secure communication skills that underpin their future learning.

Staff recognise that every interaction is a teaching opportunity. For example, children explore the concept of weather during their interactive story sessions. Children learn about life cycles, confidently sharing their knowledge. For example, children explain that caterpillars 'sleep in a cocoon' before becoming butterflies. Staff consistently use open-ended questions that prompt children to think more deeply and build on their existing knowledge. This supports children to become confident and inquisitive learners who are well prepared for their next stage of education.

Staff promote children's physical development well. For example, staff support babies to walk around the garden while holding hands with enthusiasm. Older children like to climb on the large outdoor play equipment with confidence. Children express themselves through water play. For instance, children create their own coffee shop, serving pretend 'frothy coffees' and 'hot chocolate' to their friends. Staff link these opportunities to real-world experiences.

Achievement: Strong standard

All children thrive and make excellent progress in their development. They think deeply, explore ideas and solve problems independently. For example, older children notice when numbers on the till have worn away and take the initiative to create new ones. Children write the missing numbers, cut them out and attach them to the till.

Children with special educational needs and/or disabilities benefit from being considered in all aspects of practice. For example, turn-taking wheels have been introduced to support children's social skills. Children learn to share their play with their peers and play well alongside others. Children observe similarities and differences between animals, showing a growing understanding of the world. They take pride in their achievements. For example, younger children delight when bubbles pop. They excitedly say, 'It is raining' as they explore cause and effect.

Behaviour, attitudes and establishing routines: Strong standard

Leaders and staff set high expectations for children's behaviour and promote this through positive role modelling. Children are extremely well behaved, show respect to each other and offer support when needed. Relationships between staff and children are warm and trusting. Babies who have recently started are already extremely settled. They confidently seek out their key person for comfort or support, demonstrating close attachments and emotional security. Leaders promote children's regular attendance through conversations with parents and carers and monitoring attendance. Staff and leaders act swiftly regarding any non-attendance.

Children demonstrate positive attitudes to their learning. They take pride in contributing to the nursery community. Children work together with enthusiasm to tidy the garden and carry planks, demonstrating determination and teamwork. Staff guide them sensitively, helping children to stay focused, persevere and successfully complete the tasks they begin. Unwanted behaviours are dealt with by calm staff in a sensitive manner. Staff work closely with parents to ensure consistency at the setting and at home. Children are kind and learn how to collaborate and play alongside their peers. Staff praise children explicitly, such as for helping to tidy up. This helps children to understand why they are being praised and helps to develop self-esteem.

Children's welfare and wellbeing: Strong standard

Leaders and staff provide a warm, safe and welcoming space where children enjoy their play and learning. Children have regular access to outdoor learning, where they enjoy opportunities to be active and explore. Older children take pride in caring for the garden, watering the seeds they have planted and observing how the vegetables grow over time. These experiences help children to develop responsibility, curiosity and a deep connection to the natural world.

Children learn about healthy lifestyles through daily routines and activities. The nursery provides balanced and healthy meals. Staff promote discussions with children around healthy eating, exercise, rest and their importance. For example, children learn that certain foods give them energy and help them to grow strong. Babies and younger children benefit from age-appropriate language around food and health, which helps them begin to build early awareness of healthy choices. Children receive support to manage their personal needs well. They understand the importance of washing their hands before eating to wash away any germs.

Staff support children to recognise and understand their emotions through age-appropriate strategies. For example, toddlers learn to identify how they are feeling using colour prompts, while older children confidently talk about their emotions using descriptive language.

Leadership and governance: Strong standard

Leaders are clear and focused on the setting's strengths and areas that may require improvement. They consistently share their vision of an inclusive curriculum that supports all children, including those with barriers to their learning and/or wellbeing, to thrive. Leaders prioritise staff training, offering regular opportunities for professional development that build on their knowledge and skills. Leaders monitor practice closely and use this information to shape ongoing improvement. For example, staff have recently completed training to enhance children's wellbeing and engagement. Staff report feeling well supported in relation to their workload, welfare and wellbeing. This enables them to carry out their roles confidently and effectively.

Leaders with responsibility for supporting children with special educational needs and/or disabilities have secure knowledge and skills. They establish close links with a wide range of experts so that all children can access support. Their skilful and effective practice is recognised within the local authority. For instance, staff have been invited to share their successful approaches at local network meetings, contributing positively to the wider community.

Leaders arrange regular celebration meetings and hold frequent events for parents and carers. Parents speak extremely positively about the setting. They comment that the care, dedication and encouragement shown by the team have clearly had a positive influence on their children's development, wellbeing and independence.