Pip and Jim's

Inclusion: Strong standard

Leaders promote an extremely inclusive setting with a consistent focus on ensuring that every child can access and participate in all aspects of learning and play. Leaders and staff are extremely proactive in identifying children with special educational needs and/or disabilities (SEND) and other barriers to their learning. They promptly assess children's needs, plan appropriate interventions and regularly monitor their effectiveness. Staff have developed positive partnerships with parents and carers and relevant outside agencies to ensure children's needs are understood and addressed promptly, enabling all children to learn, develop and thrive.

Leaders and staff are passionate about identifying and removing barriers to children's learning effectively. Staff use signs and gestures with children to support their early language and communication skills. These strategies are shared with parents to further support home learning. As a result, children with SEND and/or other barriers to their learning access the same learning as their peers and take part fully and confidently. Staff liaise with shared-care providers and specialist teams, such as speech and language professionals, to ensure a consistent approach is followed and implemented when children start.

Consideration is given to children who may face additional barriers. Leaders understand how early years pupil premium funding can be used effectively to provide targeted resources, for example sensory waterfalls for the garden that reflect children's individual circumstances. Through this process, all children contribute their ideas, fostering a sense of community development and respect.

Curriculum and teaching: Expected standard

Leaders have developed a clear and ambitious curriculum that supports all children's learning across all areas of development, including those with any barriers to learning. They have a secure understanding of what they want children to learn. It is adapted effectively to meet the needs of children with special educational needs and/or disabilities and vulnerable children. Staff adapt their language using gestures, signs and simple words for babies, and longer sentences for older children.

Overall, the curriculum is designed to teach all areas of learning, and staff generally provide a range of purposeful activities based around children's interests. However, on occasion, opportunities to extend children's vocabulary, communication and thinking are not fully maximised to pursue children's interests. Consequently, children do not consistently have sufficient opportunities to lead their play and excel in their learning and development.

Staff introduce new vocabulary in meaningful contexts for children to understand, such as 'sour' or 'crunchy' at snack time. As a result, children are confident communicators and are able to explain their thinking. Staff promote reading and a love of books. This enables children to explore pictures, stories or information that supports and further enhances their play. Mathematical skills and vocabulary are taught throughout the day. For example, they teach children the names of different shapes as children use chalks while mark-making outdoors. Staff encourage children to count during routines and introduce mathematical language through play.

Achievement: Expected standard

Children typically achieve well from their starting points, including those with special educational needs and/or disabilities. Some minor weaknesses in the consistency of teaching impact some children's ability to achieve to a higher level.

All children, including those who face barriers to their learning, develop well across all areas of learning. Children engage positively with songs and a wide range of play experiences both inside the nursery and in the outdoor area. The youngest children and babies build warm bonds with their key persons, who help them to feel secure. This supports their confidence and enables them to explore the environment and develop wider skills.

Children are suitably prepared for their next stages in learning. Children develop a range of skills that help to prepare them for moving on to school or their next stage of learning. For example, they calmly move from the pre-school room to the dining table and eat their meal with lovely table manners.

Behaviour, attitudes and establishing routines: Strong standard

Children are well behaved and respond positively to the clear expectations established by staff. They are relaxed and comfortable in the provision and enjoy positive relationships with the familiar staff team. Children demonstrate positive attitudes and behaviour throughout the day, and the setting's 'Proud Values' are well embedded. Expert modelling from staff in how to communicate and collaborate well together supports children to engage with others respectfully.

Well-established routines help children to understand what is happening throughout the day and transition confidently between activities, for example, by using a visual timetable. This gives children a clear sense of what to expect and supports their sustained engagement in the varied experiences available.

Expectations are understood by children and applied consistently by all staff. Children use 'kind hands' and 'kind words'. Relationships between staff and children are warm and secure. Children work well with friends and play independently. Staff use praise, questions and clear reminders so children know what is expected and feel proud of their efforts.

Family connections are deep rooted throughout the setting. Staff know families well, and they prioritise getting to know families and build relationships significantly well, which ensures they can support children effectively and promote regular attendance.

Children's welfare and wellbeing: Expected standard

Leaders create a warm, welcoming environment that prioritises children's wellbeing. They understand each child's needs and adapt activities accordingly. Staff build strong relationships with children, helping them feel safe and secure in the nursery. Staff also help children regulate their emotions. For example, during self-registration the children discuss how they are feeling. Children confidently seek comfort and reassurance from staff.

Children enjoy regular time outdoors, where they can explore freely and take part in activities, such as riding bikes and learning to balance. However, access is limited due to current restrictions in the garden area, which impacts their physical needs. Overall, staff encourage children's independence. Children wash their hands independently and learn to put on their own shoes and coat.

Staff demonstrate a clear understanding of individual children's needs and intentionally adapt routines, including sleep and rest times, to support their wellbeing. Resources about feelings are shared and simplified by staff for the age of the children.

Staff adapt their practice for children with allergies and dietary needs. Leaders have implemented a colour-coded system to help staff instantly identify children with allergies. Each room provides a sociable mealtime environment. Parents supply appropriate, nutritious food for their children. Staff and children sit together, eat healthy food and engage in friendly conversation. However, staff do not take opportunities to consistently encourage children's independence in self-care routines to make healthy habits for themselves.

Leadership and governance: Expected standard

Leaders are ambitious for children and have a clear vision. Leaders are reflective and understand the strengths of the setting and areas of development. For example, they recognise enhancements are required in the outdoor space to improve outcomes for children's health and wellbeing.

Leaders are passionate, proactive and dedicated to improving the outcomes of all children. They ensure children with any emerging needs are identified early, and swift support is put in place. Leaders have established good links with local schools and other professionals. This supports staff to provide high-quality care and strengthen transitions for when children move on.

Leaders engage and work in partnership with parents and professionals. This impacts and supports children's education and care. This includes those with barriers to learning and special educational needs and/or disabilities. Transition within the setting is managed effectively and in partnership with parents and professionals. For example, school staff visit the setting to meet the children leaving to attend their school.

Leaders recognise the importance of staff wellbeing and workload. They typically support staff to manage this so that they feel valued and supported. Parents speak highly of leaders and the nursery. They say they are kept well informed about their children's progress and feel included in their development.