Memorable Moments Nursery & Preschool

Inclusion: Strong standard

Leaders and staff create a highly inclusive environment where every child feels welcomed, valued and supported to succeed. They know children and their families well. Staff use accurate assessment to identify barriers to children's learning at the earliest opportunity. They adapt teaching, routines and resources to meet children's individual needs. This enables children with special educational needs and/or disabilities (SEND), children who speak English as an additional language and disadvantaged children to participate fully alongside their peers. Staff follow professional advice and work closely with parents and carers and other agencies to ensure children receive appropriate support.

Leaders ensure staff develop their knowledge through targeted professional development, including training that strengthens their understanding of local processes to support children with SEND. Staff make timely referrals and use additional funding purposefully. They monitor children's progress carefully to ensure support remains effective. Staff regularly share information with other settings and schools, providing consistency for children who attend more than one provision and supporting smooth transitions. Staff celebrate children's home languages and cultures. For example, children proudly bring books from home to share with staff and their friends. Staff use familiar words, signs and visual prompts during story time to support all children's understanding and participation. As a result, all children access the ambitious curriculum, make progress from their starting points and develop the confidence and skills they need for the next stage of their learning.

Curriculum and teaching: Strong standard

Leaders have designed an ambitious, inclusive and carefully sequenced curriculum that enables children to build their knowledge and skills progressively across all areas of learning. The curriculum places a focus on children's communication, personal, social and emotional development. This helps children to develop confidence, resilience and positive attitudes towards their learning. Staff know children well, and use regular assessment and monitoring to identify gaps, plan next steps and adapt teaching effectively. This ensures that all children, including those with special educational needs and/or disabilities, or additional barriers to learning, can access the curriculum successfully. Staff carefully consider the needs of every child, including younger children. For example, babies sit at the same height as their peers during mealtimes, ensuring they are fully included in social interactions and shared experiences.

Staff deliver the curriculum through consistently positive and purposeful interactions. They use open-ended questions to encourage children to explain their ideas, develop vocabulary and think deeply. For example, when children discuss acorns growing into oak trees, staff extend their understanding by exploring seasons, different types of trees and how seeds grow. Staff prioritise children's communication and language development throughout the day. They use sign language to support understanding and ensure that all children can express their needs, preferences and ideas. Staff naturally incorporate mathematics into everyday routines. For instance, during registration, children count chairs, cups and plates as they prepare for breakfast. Staff encourage children to notice when quantities do not match. They ask children questions, such as how many more items are needed, helping them to develop reasoning and problem-solving skills.

Staff provide engaging and meaningful experiences that inspire children's curiosity and enjoyment. Children develop a love of books as staff read expressively, using props, actions and questions to involve them in stories. During a jungle adventure story, children learn about explorers, jungles and jeeps. They pretend to drive the jeep, move forwards and backwards, and wave to imaginary animals. Younger children receive support to join in by making binoculars with their hands and counting as animals eat 5 bananas one by one. Children also benefit from experiences, such as cooking, baking, trips to the beach, park and local care home. Staff use these opportunities to consistently support children to develop the knowledge, skills and confidence they need for the future.

Achievement: Strong standard

All children make rapid progress from their individual starting points. They develop the knowledge, skills and attitudes they need for their next stage of learning. Babies develop independence as they feed themselves with spoons, begin to wipe their own hands and faces after meals and move with increasing coordination. They build secure attachments with staff, communicate their needs and explore their environment with curiosity and increasing mobility.

Older children confidently manage familiar routines, pour their own drinks and help to prepare the breakfast table. They sustain conversations with their friends, listen carefully and respond thoughtfully. During imaginative play, children use an increasingly rich vocabulary as they recreate experiences from stories and take on different roles. Children explain that bananas give them energy, talk about healthy choices, count accurately and solve simple mathematical problems. They recall previous learning, such as the months of the year and changes in the weather. All children develop the confidence, resilience and the skills they need for school.

Behaviour, attitudes and establishing routines: Strong standard

Children behave with kindness, respect and consideration for others. Staff have high expectations and embed clear routines and boundaries that children confidently follow throughout the day, often without reminders. Children eagerly gather for the morning welcome circle. They respond with excitement when it is time to find out who is attending. Children show pride in taking responsibility for their environment. For example, they push-in their chairs and use positive manners naturally during everyday routines. Staff recognise and celebrate children's efforts, helping them to understand the positive impact of their actions.

Staff establish expectations through calm and consistent practice and positive role modelling. They explain what will happen next, helping children to understand routines and move confidently between activities. The purposeful learning experiences that staff provide keep children motivated and engaged. During music and movement sessions, children listen carefully, follow instructions and enthusiastically clap, stomp, stretch and move in different ways. Staff encourage younger children to join in by modelling actions and offering reassurance, ensuring all children participate successfully.

Staff successfully support children to make thoughtful choices in their play, cooperate well with others and sustain their attention during activities. Staff teach children how to share resources, take turns and show kindness towards their friends. Children respond positively to simple responsibilities, such as passing fruit to their friends at mealtimes. As a result, children develop positive attitudes towards learning, increasing independence and the self-regulation skills they need for school and beyond. Leaders and staff work closely with parents and carers to promote regular attendance and punctuality. This helps children to fully benefit from the experiences available.

Children's welfare and wellbeing: Strong standard

Staff place children's safety and welfare at the centre of their practice. They supervise children effectively, while encouraging their independence and confidence. For example, in the garden, children climb large tractor tyres to reach the basketball hoop. Staff remind children to give each other space. They allow them to take managed risks when they show they can complete the challenge safely.

Staff provide calm and responsive care that reflects each child's individual needs. They work closely with parents and carers to understand their children's sleep routines, dietary requirements and weaning. Key persons recognise when babies are tired and follow familiar routines, offering milk, cuddles and reassurance to help them settle. Care routines promote secure relationships. For instance, during nappy changes, staff sing and talk to babies, helping them to feel valued. When babies become wet during water play, staff quickly wrap them in towels and support them to change into dry clothes.

Staff respond sensitively to children's emotions. Children confidently seek comfort, support and encouragement from familiar adults. Staff promote healthy lifestyles by discussing sun safety, applying sun cream, wearing hats and drinking water. Mealtimes are calm social experiences where children develop independence. Children enjoy daily physical activity, including babies learning to walk who are supported to cruise with a guiding hand. Staff use regular yoga sessions to help to children develop confidence, self-esteem and strategies to regulate their emotions.

Leadership and governance: Strong standard

Leaders place children at the heart of every decision. They understand children, families and the local community well. Leaders use this knowledge to create an inclusive environment where every child feels valued and supported. They identify barriers to children's learning quickly, and take effective action to ensure that children receive the support they need to make progress. Leaders are highly reflective. They have an accurate understanding of the setting's strengths and areas for development. They use feedback from staff, parents and carers and professionals to improve outcomes.

Leaders provide targeted training and professional development to strengthen staff knowledge and skills. They identify priorities for improvement and use these to enhance teaching. For example, a recent mathematics focus supported staff to explore new and engaging ways to extend children's understanding of number. Staff continue to build their knowledge through online training linked to this focus. Staff say leaders support their workload and wellbeing well, and they feel valued as part of the team.

Leaders create a supportive culture where staff feel valued and listened to. Regular supervision sessions support staff wellbeing and development. Effective partnerships with parents and the wider community promote positive transitions and consistency. Parents value the feedback they receive and feel involved in their child's learning. Leaders use additional funding effectively to remove barriers and support every child to access the curriculum and make progress.