Nic and Tim Childcare

Inclusion: Strong standard

Staff complete baseline assessments of children's prior knowledge and use regular assessments in collaboration with parents to monitor children's learning. Children's needs are appropriately shared across the staff team and with parents to provide the best possible support for their learning and development. The provider and their team are dedicated to identifying and removing barriers to learning, and work with perseverance to ensure that children with special educational needs and/or disabilities (SEND) are supported effectively so that they can access the full curriculum offer. Staff work alongside parents and other professionals to achieve this aim. Children with SEND make rapid progress towards their individual learning targets as a result.

Staff embrace ongoing professional development with regular training and opportunities to collaborate with specialists. Staff share training with the whole staff team, ensuring that consistent practice is in place when supporting children. The provider is determined for all children to succeed and seeks out expertise from others to improve outcomes for children. Staff implement targeted plans that are carefully thought through and reviewed regularly to monitor children's progress. Additional funding received is purposefully targeted to close gaps in learning and achieve the best possible outcomes for all children.

Curriculum and teaching: Expected standard

Children are consistently encouraged to make independent choices and solve problems, which effectively promotes resilience and autonomy. This contributes positively to their personal development and readiness for future learning. Staff promote children's integration into routines and activities. As a result, all children benefit from the learning experiences. Staff support children's communication and language skills well. Staff engage older children in conversations, where they repeat words and model language. This, along with the use of visual signs and symbols, effectively supports children's development.

Babies are supported to build trusting relationships with staff and other children as they play with the many familiar and engaging activities. Staff plan accessible environments where babies can be independent. Staff use a range of strategies, such as listening and repeating what babies say and providing running commentaries, to extend vocabulary as babies' language skills progress. Staff plan carefully for each child, using their starting points and interests. They discuss children's learning needs in detail at every stage of the child's transition through the nursery. Staff recognise that children come to the nursery with different starting points and the importance of working in close partnership with outside agencies and parents or carers. This helps to create individualised plans that provide tailored goals.

The provider observes and accurately assesses staff practice, providing constructive feedback and support to promote their professional development. However, for some new staff, the learning from this support and training is not consistently applied to their teaching and their interactions with children. This means not all staff are highly effective in supporting children to excel in their learning and development.

Achievement: Expected standard

Children gain confidence in their physical abilities, understand risks and develop self-care skills that prepare them for school. Babies crawl, pull themselves up and practise early climbing skills. Children understand that what they have to say is valued by staff. They share their preferences and opinions in meaningful ways. Communication and language development has a clear focus across the setting. Children have daily opportunities to practise singing, and they enjoy a wide range of stories that connect with their interests. During storytelling with older children, they confidently finish familiar sentences. Children engage in conversations about past experiences, which helps strengthen their memory and recall skills. Conversation and lively chatter can be heard in all areas of the nursery. As a result, children are becoming confident communicators and are well prepared for the next stage of learning. Children with special educational needs and/or disabilities, or those who may be disadvantaged are well supported and make progress in their learning.

Behaviour, attitudes and establishing routines: Strong standard

Staff share consistently high expectations for children's behaviour. They quickly and calmly provide appropriate support to help children to manage their emotions. This is particularly supportive for children who are learning how to regulate how they feel and behave. Children demonstrate exemplary behaviour throughout the nursery. This is a direct result of staff nurturing them and providing dedicated guidance. Children willingly share toys and speak kindly to their friends, all of which contribute to a harmonious environment.

Children are happy, settled and eager to attend, which is indicative of strong emotional security and positive relationships with staff. Parents value the strong relationships which staff build from the outset and the personalised support each child receives. Older children learn to negotiate disagreements and play together without the need for adult intervention. Babies and toddlers have daily opportunities to play together and form close emotional bonds. The close bonds shared by children and staff are obvious as they laugh and play together. Children cooperate well and show consideration for others. Staff model positive language and celebrate children's achievements.

Children have a mature understanding of the rules and boundaries. For example, during forest school, they discuss the risks around the campfire. Staff work with parents to promote children's attendance. They communicate the value of consistent attendance on children's learning and progress. This has a positive impact on children's attendance and helps prepare them for when they start school.

Children's welfare and wellbeing: Strong standard

A well-established key-person system helps children form secure attachments and promotes their well-being and independence. Staff skilfully use care routines to help children form secure relationships. During nappy changes, mealtimes and getting dressed, staff talk gently and explain what they are doing. These routines allow children to feel secure and become more willing to explore and interact with others.

Children relish being in the outdoors and are becoming confident in their physical abilities. Forest school sessions support children's confidence, resilience and understanding of the world around them and allow children to take safe, supervised 'risks'. The environment is well planned to support babies to take risks safely as they practise a range of physical skills, such as crawling along and pulling themselves up on furniture or equipment. Staff support children to understand the importance of following hygiene practices and support children to make healthy choices. They provide a daily healthy snack to all children and have regular discussions about healthy foods. Staff collaborate with parents to make sure that children's packed lunches are healthy and balanced.

Children are well supervised and remain engaged in safe and well-organised learning environments. Staff check on sleeping children to ensure their safety and well-being. They diligently check food brought from home to identify any allergens or food that could pose a risk of choking. Staff support children's emotional literacy well, using a range of strategies to help them name and understand their feelings. Staff support children's emotional well-being and self-control by modelling and explaining the cause and effect of actions.

Leadership and governance: Expected standard

The provider has a secure understanding of the strengths and areas for development of the nursery. They accurately identify strengths and areas for development in staff's practice. They have systems in place to provide effective oversight and governance of the nursery and are passionate about this inclusive nursery. Together with their team, they strive to always deliver high-quality care and education to all children.

The provider and staff have fostered an inclusive culture where all children are supported and feel valued. Effective systems ensure that children with special educational needs and/or disabilities, or those who may have other barriers to their learning are swiftly identified. As a result, all children benefit from an inclusive environment and make progress from their starting points alongside their peers. The provider is mindful of workload pressures and has regular discussions and supervision sessions that check on the well-being of staff and are alert to workload issues.

The provider ensures that staff complete all mandatory training and participate in regular supervision meetings. The provider is passionate about providing high-quality learning and care for the children who attend. The staff attend training which helps develop their skills. For example, training on how babies develop and how to manage sleeping children and babies safely. Support for new staff and apprentices to help enhance their teaching and interactions with children is still being embedded. Partnerships with parents are effective. Staff regularly update parents about their children's progress and share ideas on how parents can support their children at home. Parents comment on the nurturing environment, where their children are happy and excited to attend.