Nanny Bears The Cottage

Inclusion: Expected standard

In the main, leaders and staff form close links with parents and carers from the start to build a full picture of all aspects of children's needs. They gather information from parents, and use assessments and ongoing observations to identify potential barriers to children's learning. Close and ongoing partnerships with parents ensure that information is shared effectively. Children with special educational needs and/or disabilities benefit from targeted support that is tailored to their individual needs.

Leaders and staff work closely with external professionals. They implement agreed strategies and targets throughout the day. For example, staff use visual supports and objects of reference to help children understand routines and communicate their needs. This helps all children to develop their communication and language and independence skills. Typically, leaders and staff work closely together to review children's individual care and education plans. They closely monitor children's progress to ensure any support in place remains effective. Leaders use additional funding effectively. For example, they use funding to support focused time between children and their key person.

Typically, children who speak English as an additional language receive effective support. For instance, families provide key words to staff, and the nursery provides books and resources for the children when they start. This helps to promote children's communication and sense of belonging.

Curriculum and teaching: Strong standard

Leaders support staff to plan a curriculum that builds on what children know and can do. They have created an impressive and flexible curriculum, specific to the needs and interests of children. For example, staff encourage children who need to expend energy to throw beanbags at targets. This develops children's hand-eye coordination and gross motor control. Staff provide play-based experiences to encourage children to expand their mathematical thinking. For instance, they enhance activities skilfully to include simple mathematical problem-solving. This fosters children's confidence and curiosity about early mathematics.

Staff read books with enthusiasm and bring facts to life. This means children understand and learn from information books, such as around the importance of dental hygiene. Babies are exposed to real-world vocabulary through hands-on exploration of everyday items. Staff plan thoughtful activities that effectively support the development of babies' physical skills and build their attention. This means even the youngest children show sustained focus.

Leaders and staff have a secure understanding of children's individual starting points. Teaching is consistently of a high quality across all rooms. Activities are calm, purposeful and inclusive. Staff's interactions with all children demonstrate an understanding of how each child learns. Children with barriers to learning receive consistent support through these interactions. This means all children, including those with special educational needs and/or disabilities, make superb progress from their starting points.

Achievement: Strong standard

Children make highly effective and sustained progress across the curriculum. They develop the knowledge and skills needed for their next stage of learning. Children demonstrate extremely positive attitudes to learning. They show kindness and patience. Children willingly share equipment and take turns when taking part in group activities. They show excitement and enthusiasm while engaging in activities of their choosing. Children have great fun as they become deeply engaged in activities that interest them. For example, they create potions from water and flowers to pretend to make themselves bigger.

Children join in with songs and have access to books, with many opportunities to share stories with staff. All children, from the youngest to the oldest, enjoy warm and positive interactions with staff. Children communicate confidently with staff and their friends. During play, children respond to thoughtful questions that extend ideas and build new vocabulary. They develop increasing independence as they serve their own food and pour their own drinks. Children confidently access resources throughout the environment. Children with barriers to learning are fully included. They participate confidently alongside their peers.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff create a calm, caring and inclusive environment and have high expectations of children. Babies form secure attachments with staff, who are attentive to their needs. This helps them to develop positive bonds with staff. Babies play alongside their peers and show early social interaction. Young children respond to instructions and are respectful towards their friends. Older children display positive attitudes to learning and are confident to share their thoughts and ideas.

Children listen well to others and play collaboratively together, taking turns and sharing resources. For example, children happily share their flowers to place on top of their sandcastles. Children are polite, saying 'please' and 'thank you'. They demonstrate respect for staff and each other. Leaders work closely with families where concerns arise. This helps all children who attend, including those with special educational needs and/or disabilities, to benefit from the opportunities available to them. Children typically respond well to familiar routines throughout the day. However, staff do not consistently organise some routines as effectively as possible to support children's wellbeing. For example, transitions into mealtimes are not always calm and well managed. As a result, some children experience unnecessary waiting, and mealtimes are not consistently positive and enjoyable occasions. Leaders promote regular attendance to prepare families and children for the expectations of school.

Children's welfare and wellbeing: Expected standard

Staff work closely with parents and carers and other professionals to ensure consistency in care routines. Babies closely follow their routines from home, which helps them to feel safe and secure. Staff understand children's individual care, health and wellbeing needs, and support these effectively. Children readily approach familiar staff for cuddles and comfort when needing reassurance. They form secure relationships with key persons, who respond sensitively to their needs. These positive relationships help children to develop confidence and emotional security. However, for some children, changes in staffing mean systems are not yet fully embedded to ensure children continue to receive consistent support for their wellbeing. For example, older children were less settled during transitions than younger children who had established relationships with their key persons.

Systems are in place to support children's needs, including allergy plans, colour-coded plates and supervision by senior practitioners. Staff understand the importance of ensuring that children are closely supervised to keep them safe. Leaders and staff have an understanding of any potential barriers children may face. They make sensitive adaptations to help meet children's individual needs. For example, children who do not wish to eat at lunchtime are offered an alternative later in the day. Staff follow hygiene routines throughout the nursery. The environment is clean and well maintained. Even the youngest children enjoy helping staff to sweep the floor. Staff demonstrate a secure knowledge of safer sleep practices.

Leadership and governance: Expected standard

Leaders and managers are ambitious for all children, including those with special educational needs and/or disabilities or barriers to learning. Partnerships with parents and carers are highly effective. Leaders receive a wealth of information about children before they start. They work in partnership with other professionals, drawing on guidance from external agencies. This enables all children to receive the support they need to succeed. Leaders work closely with teachers as children prepare to leave for school. This helps transitions to be smooth. Leaders place a high priority on staff's wellbeing across the setting. Staff describe feeling valued, well supported and genuinely cared for. Training is purposeful and tailored to the needs of children and the professional development needs and interests of staff. Leaders are reflective and recognise effective practices they have introduced. For example, they recently provided staff training on communication and language strategies for babies and have seen demonstrable progress. Leaders actively welcome the views of staff in determining how to meet priorities for improvement. They generally have a clear understanding of the setting's strengths and areas for development. During the inspection, leaders identified clear priorities to strengthen transitions. However, these have not yet been embedded in practice.