Kiddos Day Nursery

Inclusion: Expected standard

Leaders and staff have a thorough understanding of the needs of children and families in their community. They respond quickly when emerging needs are identified and have created an inclusive culture where every child is valued. Robust assessment processes, alongside ongoing observations, enable staff to identify concerns early and work closely with parents and other professionals to provide coordinated support. This joined-up approach reduces barriers to learning and promotes positive outcomes for all children. Leaders monitor children's progress closely and review interventions to ensure that support remains in place.

Leaders ensure that staff receive regular training. This enables practitioners to identify needs quickly, implement appropriate strategies and review the impact of support. Screening tools are used effectively to identify gaps in learning at the earliest opportunity. Staff use assessment information to plan targeted interventions and adapt experiences to meet children's individual needs. Staff consistently model language, introduce and reinforce new vocabulary and celebrate children's communication attempts. For example, children confidently repeat newly modelled words during play and benefit as they receive immediate praise and encouragement. This builds confidence, extends vocabulary and strengthens communication skills.

Leaders demonstrate a clear commitment to inclusion through strong partnerships with families and professionals. Adaptations to routines, activities and learning experiences ensure that children, including those with emerging or identified special educational needs and/or disabilities, access the curriculum successfully. As a result, children make good progress from their individual starting points and develop the knowledge, skills and confidence needed for their next stage of learning.

Curriculum and teaching: Expected standard

Staff create a calm and purposeful learning environment where children remain engaged and motivated to learn. Staff use open-ended questions and allow children time to think and respond. Staff typically adapt teaching effectively for children with special educational needs and/or disabilities and those facing barriers to learning, ensuring they access the same ambitious curriculum while promoting communication, social development and cooperation.

Leaders regularly monitor the quality of teaching and use their findings to strengthen practice. They identified opportunities to develop staff questioning and increase the level of challenge provided during adult-led activities, ensuring that children consistently deepen their thinking and extend their learning. Leaders responded by providing professional guidance and monitoring practice to improve consistency in teaching.

Leaders prioritise communication and language across the setting. Staff carefully model vocabulary that matches children's stages of development. For example, babies hear words such as 'splash' and 'roll', while older children respond to questions, including, 'How big is your tower?' Staff embed mathematical language throughout routines, games and songs, strengthening children's early mathematical understanding.

Leaders continue to develop the outdoor environment so that it reflects the quality and breadth of learning opportunities available indoors. This work will further strengthen children's learning and ensure that they benefit from ambitious experiences across all areas of the curriculum.

Achievement: Expected standard

Children make good progress from their individual starting points and develop the knowledge, skills and confidence needed for the next stage of learning. They communicate confidently with adults and their peers, using an increasing range of vocabulary during play.

Children confidently explore the environment and seek out their friends to join in with imaginative play. For example, children take on roles such as 'mum' while pretending to make tea. This develops communication, cooperation and social skills. Toddlers demonstrate sustained concentration as they explore water play and make marks in sand, showing pride in their achievements. Older children develop independence by serving their own lunch, pouring drinks and talking about the food they are eating.

Children with special educational needs and/or disabilities, and those facing barriers to learning, make good progress because they receive support that meets their individual needs. They participate alongside their peers, develop confidence and independence and are well prepared for their next stage of learning through a broad curriculum that promotes communication, curiosity and resilience.

Behaviour, attitudes and establishing routines: Expected standard

Children are kind, caring and respectful towards one another. They show empathy when others are upset or hurt. For example, children comfort their friends and show genuine concern when a child hurts themselves. Children with special educational needs and/or disabilities, and those facing barriers to learning, receive effective support. Staff adapt routines and activities to meet individual needs. As a result, children participate confidently alongside their peers and manage transitions throughout the day successfully.

Leaders and staff have created a calm and nurturing environment. Children understand routines and behave well. They arrive happily, separate confidently from their parents and quickly engage in purposeful play. Secure relationships with staff help children feel safe and ready to learn. Consistent routines and personalised support promote positive attitudes to learning. Mealtimes are calm and well organised. Older children independently serve their lunch, pour drinks and use good manners. Younger children are encouraged to feed themselves, helping to develop independence and confidence.

Leaders have a clear understanding of the importance of good attendance. They work closely with families to identify barriers and provide tailored support when needed. This proactive approach helps children attend regularly and benefit from consistent learning experiences. It also strengthens safeguarding practices and promotes children's wellbeing. As a result, children develop the confidence, resilience and skills needed for their next stage of learning.

Children's welfare and wellbeing: Expected standard

Leaders and staff place children's welfare and wellbeing at the heart of practice, ensuring children feel safe, secure and valued. Secure attachments are evident throughout the setting, with children confidently seeking staff to show their achievements. Children's individual care needs, including sleeping, feeding and personal care routines, are well understood and consistently met. This helps children feel emotionally secure and ready to learn. Children develop physically from a young age and are encouraged to walk, explore and move freely. They enjoy outdoor experiences, such as playing games of hide and seek and exploring sensory activities linked to stories, promoting their physical development and wellbeing.

Older children are generally supported to recognise and express their feelings through circle times, visual prompts and stories. These experiences help children develop empathy and positive relationships. Calm interactions, praise and consistent reminders, such as around using 'kind hands' and 'being kind to our friends', help children understand expectations and develop positive behaviour. Leaders should further develop opportunities for younger children and those with special educational needs and/or disabilities to recognise, understand and express their emotions.

Leadership and governance: Expected standard

Leaders have a clear vision for the setting and place children's learning, welfare and wellbeing at the centre of their decision-making. They have a secure understanding of the setting's strengths and are committed to continuous improvement. Leaders regularly review practice, using monitoring and reflective discussions to identify areas for development. This ensures that the curriculum continues to meet the needs of all children, especially those with special educational needs and/or disabilities. Leaders prioritise staff wellbeing and manage change carefully to maintain continuity for children. A positive and supportive culture helps staff feel valued, enabling them to provide consistent, high-quality care and education. Professional development is valued, and recent training has strengthened staff practice, particularly in supporting high-quality interactions. This supports continuous improvement and ensures that staff remain confident in their roles.

Strong partnerships with families are evident. Parents are well informed about their children's care and daily experiences, creating trusting relationships that support children's wellbeing and development. However, leaders and staff do not always share children's individual learning priorities and next steps with parents. This does not consistently support families to extend their children's learning at home.

Leaders work effectively with external professionals and agencies to secure timely support for children with additional needs. Children benefit from a range of meaningful experiences beyond the nursery, including outdoor learning and community activities. These experiences broaden children's understanding of the world, promote physical development and enrich the curriculum through first-hand learning opportunities.