Koala Kidz Ltd - Old Buttery

Inclusion: Expected standard

Leaders and staff create an inclusive environment where all children, including those who face barriers to learning, receive effective and responsive support. They build positive relationships with children and their families and carefully observe and assess children's development to identify emerging needs at an early stage. Leaders provide regular training and guidance on special educational needs and/or disabilities, including how to assess needs, plan targeted support and review impact. Staff implement purposeful strategies to ensure all children, including those who require additional support, can participate fully and thrive. When needed, leaders work closely with families to make adjustments to children's hours to help improve attendance and establish consistent routines. Leaders and staff adapt routines, resources and teaching approaches so children can fully access the curriculum. For example, they use visual prompts to support children's understanding of daily routines and provide focused small-group teaching to strengthen key skills.

Leaders and staff collaborate effectively with parents and other professionals, including social workers and speech and language teams, to ensure children receive coordinated and consistent support. Leaders make thoughtful decisions about the use of additional funding to improve outcomes for children. For example, they purchase resources that support self-regulation and turn-taking and extend learning opportunities through engaging outdoor provision that reflects children's interests.

Curriculum and teaching: Expected standard

Leaders and staff plan an exciting curriculum that reflects children's interests. Leaders have a clear understanding of the quality of the curriculum and use this insight to make thoughtful decisions that enhance children's learning experiences. For example, they observed that some children in the baby room were ready and eager to feed themselves and provided appropriately sized seating tailored to their needs, supporting each child to develop independence and confidence during mealtimes. Leaders and staff are clear about what they want children to learn and sequence activities effectively across the setting. Teaching is adapted to meet individual needs, ensuring all children, including those who face barriers to learning, can fully participate in the curriculum. For example, staff use picture cards to support children during transition times, giving them clear visual representations of what is happening now and what will happen next.

Staff nurture children's language development through daily conversation, storytelling, reading, and singing. Babies point out and count pictures, turn pages, and hear mathematical language as they share books. Older children discuss snacks, explain why foods are healthy, and recall facts, such as how cheese "neutralises the acid" in teeth. However, opportunities to extend learning are occasionally missed. Staff do not consistently encourage children to wipe their own noses or explain why it is important. At snack time, in the baby room, children do not consistently wash their hands. These missed opportunities limit children's awareness of good hygiene practices.

Children benefit from space to run, jump and balance in the vast outdoor space. They enjoy scooping sand and filling containers which develops their fine motor skills and supports their understanding of mathematical concepts. Staff introduce words such as 'full' and 'empty' and encourage them to use different equipment to fill up containers. Independence is promoted from a young age. Children are encouraged to put on their own coats and collect appropriate footwear before exploring the outdoor area. Toddlers help each other to do up their zips and balance on beams, demonstrating teamwork and collaboration. Older children help to clear away the table after mealtimes and recognise which items can be recycled.

Achievement: Expected standard

Children make good progress from their starting points and achieve well. Younger children develop a love of books and expand their vocabulary during story time and small group activities. They show independence and resilience in the outdoor area as they climb and balance on equipment. Older children investigate and explore the natural world as they use scientific equipment to search for creatures outside. They gain an understanding that print carries meaning as they use non-fiction texts to find information linked to their discoveries. Children who face barriers to learning are provided with the resources and support that matches their understanding and development. This enables them to make progress alongside their peers.

All children make secure progress in their communication and language. They enjoy sociable mealtimes where they share their ideas and thoughts and communicate in age-appropriate ways. Younger children talk about the foods they can see and link this to their own experiences beyond the setting. Older children discuss the number of pieces they have when apples are cut into halves and quarters. Children show curiosity and engage purposefully in learning opportunities, which helps them build the skills and confidence they need for the next stage of their learning, including school.

Behaviour, attitudes and establishing routines: Strong standard

Staff set consistently high expectations for children's behaviour and model respectful interactions. They form warm and trusting relationships with children, creating a calm and positive environment. Leaders have embedded a harmonious and respectful culture, and all children, including those new to the setting, benefit from clear routines and consistent expectations. Leaders places a clear emphasis on punctuality and attendance as part of preparing children for school. They maintains accurate attendance records and follow procedures for absences or missing children, ensuring children's safety and wellbeing.

Staff understand how to manage behaviour very well. They engage in meaningful conversations with children to help them to understand what is expected of them in age-appropriate ways. Babies develop independence by knowing where to find their own shoes when preparing to go outside, building confidence in managing their own needs. Older children confidently put on their coats and often help others to do the same.

Children approach learning with enthusiasm and take pride in their achievements. They engage happily in activities and are eager to share their successes with staff. For example, babies show delight when stacking blocks. Toddlers celebrate putting on their coat and shoes independently. Older children share their success in balancing along the beam, receiving praise that strengthens their confidence, self-esteem, and motivation to take on new challenges. Children are highly motivated, participate enthusiastically in all activities, and respond positively to encouragement. Staff consistently recognise and celebrate good behaviour and address minor incidents promptly and in age-appropriate ways. This helps children understand expectations and develop effective self-regulation skills.

Children's welfare and wellbeing: Expected standard

Leaders and staff know the children and their families well. Children show a secure sense of belonging and quickly form strong attachments with their key person. Staff consider each child's individual needs. They follow personalised care routines for babies, including following their established sleep patterns. Staff demonstrate a clear understanding of safe sleep guidance. They provide babies with age-appropriate sleep spaces and check them regularly while they sleep.

Children have daily access to the garden area which supports their physical development. They delight as they complete challenges such as balancing along the wooden logs. Staff are on hand to celebrate their successes and children share these achievements with their friends. Children strengthen their core muscles as they climb trees and develop their large motor skills as they excitedly lift logs to look for creatures. However, while some areas of the outdoor space are still developing in terms of consistent preparation and maintenance, there are opportunities to further enhance how equipment is presented to fully support children's play.

Staff support children attentively to recognise and manage their emotions, which strengthens their emotional wellbeing. Younger children confidently use sand timers to help them take turns. They explain to their friends that it will be their turn next once the sand 'runs out'. Older children use visual prompts to talk about and express a range of emotions. When minor disagreements occur, children share how they are feeling and explain why, before talking about how these feelings can be resolved. As a result, children gain the skills they need to share, take turns and express their thoughts in social situations.

Leadership and governance: Expected standard

Leaders are committed to improving the learning experiences for all children. They are actively involved in the day-to-day organisation of the setting and take a positive, considered, and reflective approach to leadership and management. Leaders have an accurate view of the nursery's strengths and take action to address areas of improvement when they are identified. Some improvements have been made to the outdoor area, such as a designated toilet space that considers accessibility for all learners. Although other aspects of the environment, including the organisation of resources, still need further development to consistently support children's play and learning.

Leaders thoughtfully consider staff wellbeing and workloads. Staff speak positively about their work at the setting and the support they receive. Leaders provide training opportunities for staff to develop their skills and knowledge. For example, staff adapt the provision and the resources they provide after learning about different ways children play and learn. This has a positive impact on children's engagement and how they interact purposefully in play.

Leaders and staff work closely with parents and carers to build strong relationships, enabling them to gather detailed information about each child's individual needs, interests, and home circumstances. Parents value the setting's communication and say that they are kept up to date about what their children are doing. Leaders work effectively with other professionals so all children, including those who may face barriers to learning, receive timely help and are ready for the next stage in learning, including school.