Pony & Panda at Wimbledon

Inclusion: Expected standard

Leaders have high expectations for every child. This includes those with special educational needs and/or disabilities (SEND) or those who have other barriers to their learning and development. Leaders confidently discuss how they would support children facing learning barriers. They understand the importance of accurate assessment of children's needs. They assess children's learning on a regular basis and identify next steps that are appropriate for their age and stage of development. Those responsible for SEND have participated in relevant training. They share their knowledge and skills with staff through training, coaching and guidance. Staff feel confident and equipped to support children, through structured teaching and adaptations. Leaders collaborate with parents and other professionals to achieve positive outcomes. They ensure that children's and parents' views are included in decision-making about support for children. The setting holds regular parenting events to talk about children's learning and development.

Curriculum and teaching: Expected standard

Leaders plan and sequence the curriculum with careful consideration of what children already know, can do and what their interests are. Children gain knowledge and skills that they need to achieve and thrive. Leaders regularly monitor the impact of their curriculum by observing and assessing children's learning and development. Leaders have created an inclusive curriculum. Children can access their own resources as they wish and are free to be creative and imaginative. Adaptations ensure that all children are included. Staff use visual sequences of a caterpillar's life cycle. This helps children understand what happens next. They use real objects to create sensory experiences. This helps children understand the world around them.

Younger children enjoy exploring herbs and vegetables, such as basil and spinach. They discover that they smell, look and taste differently and yet they share the same colour. Younger children generally enjoy these experiences but become slightly unfocused and disinterested sitting at the table. Leaders and staff do not yet consistently plan opportunities for younger children to develop their core strength and coordination. As a result, younger children's concentration levels and focus varies. Older children enjoy learning about the importance of bees and explore essential texts that enhance their understanding. They learn key words such as 'pollination', 'pupa' and 'larvae'. Clear teaching of mathematics occurs for all age ranges. Children uncover dinosaurs in the sand tray with excitement. Staff skilfully teach older children that the last number they reach when counting the dinosaurs shows how many there are in total.

Children have autonomy over the curriculum. Children create their own 'restaurant' and use menus to fuel their imagination and role play. Most children are persistent in completing activities that interest them. They use their imagination to create a variety of healthy meals in their restaurant. They use vocabulary and expand their knowledge of a range of food and its preparation.

Achievement: Expected standard

Children develop the skills and knowledge they need for future learning and school readiness. Children make progress in their language, communication and personal, social and emotional development. They speak in Mandarin, English and their home language. Children achieve well by engaging with visual gestures and cues, such as signing. This helps children express themselves to peers and adults. As a result, they can access the curriculum.

Children express how they are feeling and begin to recognise different emotions. Older children manage routines without help. They pour their own cereal, tidy up resources and place their coats on their pegs. They are confident in their play choices and when talking to staff and other children. Older children focus their attention well. They listen to others and respond. Children enjoy participating in talk and play. Generally, children are prepared well for the next stages in their learning and development.

Behaviour, attitudes and establishing routines: Expected standard

Leaders focus on positive behaviour and attitudes. They create an inclusive culture and set up routines that benefit all children. Children are familiar with key routines, such as mealtimes and nap time. Children typically transition well from one activity to the next. Staff show children real objects that represent what is coming next in their routine. Children know that when they hear the piano playing, they must sit down ready for song time. When younger children and babies catch sight of their bibs, they know that mealtime is on its way. These cues enable children to move smoothly to the next part of their routine. Children respond well to the praise that adults provide. Staff use specific praise to celebrate children's successful achievements, for example, 'Well done, for washing your hands with great care,' and, 'Your hands will be nice and clean.' Leaders have clear expectations of behaviour. Staff remind children of the expectations through gentle reminders and by modelling the behaviour that they would like to see. They get down to the level of children and talk to them about making positive choices in their learning. As a result, children form positive attitudes and treat each other with kindness. Leaders track children's attendance and follow up to ensure that all children are safe. They partner with parents to help create healthy attendance patterns.

Children's welfare and wellbeing: Expected standard

Leaders have built an inclusive nursery that meets all children's wellbeing needs. Children who speak English as an additional language join the setting and make progress in all areas of learning. Leaders create a thoughtful and responsive settling-in process to ensure that children and families transition into the setting with success. Leaders get important information from families when settling in. This helps them ensure that everything is in place to support continuity of care. Key persons establish warm and positive relationships with babies and children. Consequently, babies and children form secure attachments and are well cared for. Parents say the setting is 'attentive to their child's needs'. They also receive 'personalised feedback' on their child's learning and development. Leaders help children understand how to maintain physical health. Staff plan opportunities for children to experience a healthy diet. Children take part in various cooking and sensory activities. These experiences introduce them to many healthy foods. Leaders create a nurturing environment. They give regard to routines for babies' sleeping, eating and feeding. For example, sleep routines are responsive to each child. Children nap when they are ready to.

Older children wash their hands on their own. They select their breakfast and pour their cereal and milk. They tidy away their bowls and spoons after they have finished. Younger children do not yet have consistent opportunities to practise their self-care skills as independently as they could. This is because staff occasionally do too much for them and do not consistently encourage independence.

Leadership and governance: Expected standard

Leaders know staff, children and families well. Leaders know the strengths and weaknesses of the setting. Recently, they improved the curriculum, and these changes are now taking root. They are positively affecting children's outcomes. Leaders are rightly focused on building the staff team. Leaders are building a culture of ongoing improvement. They have implemented a cycle of training, supervision and observations to enhance staff practice effectively. Leaders offer staff opportunities to develop their existing knowledge and skills. This happens through mandatory training and specific development programmes. Leaders consider the workload and wellbeing of their staff. They ask staff about their wellbeing during supervisions on a regular basis. Staff report that their wellbeing is a priority for leaders. Those responsible for governance are knowledgeable about their statutory duties and carry them out effectively. They meet regularly with leaders and are gaining a clear understanding of what works well and what needs improvement for further development. There is thoughtful and positive engagement with parents. Parents are actively involved and make positive contributions to their child's development. They partner with the setting and get help and advice to support their child's learning and development at home. The setting helps parents prepare children for transitions and important milestones, such as toileting and transitioning to school. Parents describe the quality of care as 'attentive', 'personalised' and 'nurturing'.