Kiddisafe Day Nursery

Inclusion: Strong standard

Leaders have established a positive culture of inclusion, where every child's needs are recognised and valued. Staff receive targeted training to help them provide high levels of support for the children in their care. They promptly identify when children need additional support and make swift referrals to appropriate professionals. They work closely with children's families and external agencies to ensure that plans are in place for children with special educational needs and/or disabilities, and children who speak English as an additional language.

Leaders make purposeful use of additional funding to provide targeted support that helps children make steady progress and close gaps in their learning and development quickly. For example, they provide extra staff for children who may need more targeted support. Staff are skilled at using strategies such as sign language and visual cues to successfully strengthen children's communication and language development.

Staff rigorously monitor and evaluate children's progress. They hold termly meetings with parents to share detailed information about their child's progress and next steps. Staff offer ideas for activities that can be done at home to further support children's learning. Additionally, staff share resources with parents to take home. This ensures that targets are focused and helps children to make swift progress.

Curriculum and teaching: Strong standard

Leaders have designed and implemented an ambitious curriculum that promotes children's curiosity, exploration and progress across all areas of learning. Staff provide consistently high-quality teaching opportunities that support children's learning, including children with special educational needs and/or disabilities, and those who face other barriers to learning and/or wellbeing.

Staff know the children remarkably well and are skilled at challenging and extending their learning. All children, including babies, are developing the resilience and skills to do things for themselves. This prepares them for their next transition.

Staff weave mathematical language into activities during children's play, such as introducing shapes, counting and comparing different-sized objects. They plan focused mathematical activities for children. For example, children take turns choosing a numbered beanbag and bang a drum to match the number they have selected. This helps children count in sequence, recognise numerals and develop confidence and enjoyment in mathematics.

Staff provide experiences to support children's creativity. For example, they are introduced to different artists. Children learn facts about the artist and how they use colours and patterns in their designs. They make their own creations using new techniques. For example, children mix different-coloured paints in spray bottles and spray them onto a range of materials to create their own unique artwork. Furthermore, children strengthen their finger muscles when using the spray bottles in readiness for using a pencil.

Achievement: Strong standard

All children, including those with special educational needs and/or disabilities, and those who face other barriers to learning, make excellent progress from their starting points. Children who speak English as an additional language are consistently supported to use sign language, visual prompts and words from their home language to communicate. As a result, children rapidly develop the communication skills needed to thrive across all areas of learning.

Children have access to an effective curriculum. Activities and experiences provided are closely linked to their interests and next stages of learning, building on what children know and can do. Children are motivated to learn and confident when trying new things. They demonstrate a sense of pride in their achievements. Transition arrangements are thoughtfully planned and implemented to ensure that children are well prepared for each stage of their learning, including their move on to school.

Behaviour, attitudes and establishing routines: Strong standard

Staff build extremely warm and trusting relationships with children through kind, responsive interactions. These help children to settle quickly and feel emotionally safe. Staff encourage children to express how they are feeling through discussions, stories and the use of props. This helps children to begin to recognise and understand their emotions.

Leaders and staff are excellent role models for children and have high expectations. Children thrive in an environment where behaviour expectations are understood. Babies start to recognise and follow visual cues for expected behaviours, such as sitting down and listening. Older children are extremely kind and respectful. Without prompting, they will tidy away resources, share and take turns during activities. Furthermore, they are very considerate of their peers, helping them clear the table after snack and offering support to engage in group activities.

Staff ensure that the learning environment is varied and stimulating. This supports children to remain highly engaged and focused on their learning. Children show positive attitudes to learning because routines are embedded and consistent. Leaders promote the importance of punctuality and attendance thoroughly. They work with parents to remove any barriers to attending.

Children's welfare and wellbeing: Strong standard

Leaders and staff ensure that all children and their families feel supported, valued and welcomed. Children who are new to the setting benefit from carefully planned settling-in sessions. Staff work closely with parents to gradually build on children's time spent at the setting. They adapt arrival procedures and provide activities linked to their interests, helping them feel safe and secure. The same level of care and planning helps children to transition through the setting's classrooms and then to school.

Staff successfully encourage all children to develop their independence skills. They help them to gain high levels of confidence in managing their own care needs. For example, children as young as 2 years old confidently pour drinks from jugs, serve themselves meals, wash their hands and hang up their coats. Staff also provide babies with spoons in the sand tray to help develop the skills needed for independent feeding.

Staff support children to develop healthy lifestyles. They ensure that children have regular opportunities to be active and build their physical skills through daily movement sessions. For example, children twirl and dance with lightweight scarves, helping to strengthen their gross motor skills and coordination. They toss and catch the scarves, building on their hand-eye coordination. Staff support children to brush their teeth at the setting, helping them practise effective brushing techniques. In addition, leaders run workshops for parents on oral hygiene and nutrition, providing guidance and support to promote healthy lifestyles at home.

Leadership and governance: Strong standard

Leaders have made remarkable progress since their last inspection. They have designed and implemented an ambitious curriculum that builds on each child's starting points. The quality of teaching is excellent. Staff are highly knowledgeable and reflective, regularly sharing ideas and discussing ways to further strengthen children's learning and experiences. The action taken has positively impacted children's learning and development, particularly their communication and language skills.

Leaders have a clear understanding of the setting's strengths, and they successfully embed a culture of continuous improvement. They empower staff through quality supervisions and bespoke training. Staff use training opportunities to help enhance the curriculum for children. For example, staff recently attended baby training. They improved sensory-play experiences for babies and provided more physical challenges outdoors.

Staff report that leaders consider their wellbeing and workload, making adaptations to meet their needs. This makes them feel valued and respected. Leaders continually monitor practice across all areas of the setting. They work collaboratively with staff, parents and professionals to reduce any barriers to children's learning. Leaders and staff carefully consider any additional funding children receive to support their development. For instance, funding is used to secure additional staffing to provide highly effective one-to-one interactions.

Leaders and staff work very closely with parents to establish a firm partnership. Parents praise how the setting is managed and comment that their children are making incredible progress in their learning and development. Staff regularly share children's progress reports, which helps parents to feel included in their children's care and education.