Portico

Inclusion: Strong standard

Leaders have created a highly inclusive culture where staff identify and understand children's individual needs promptly and well. They gather detailed information when children join the setting. Staff use focused assessments such as the progress check when children are aged between two and three years, recognised speech and language screening tools and reviews linked to an education, health and care plans. This helps staff to build a clear and accurate picture of each child.

Staff reduce children's barriers to participation through tailored adaptations. For example, they provide individualised approaches for children who require additional support, such as sensory regulation strategies, objects of reference, simplified language and visual sequencing. This helps all children to engage meaningfully alongside their peers. Babies with emerging physical needs benefit from daily opportunities informed by physiotherapy guidance to practise rolling, sitting and strengthening their core stability. Staff share transition information very effectively so that children moving rooms experience continuity.

Leaders monitor children's progress carefully, reviewing support with staff, families and external professionals and adjusting plans when needed. Furthermore, they ensure that staff receive regular and targeted training on special educational needs and/or disabilities, and the graduated approach, so they confidently assess, plan, do and review support and understand their role in reducing barriers for children with additional needs. They use additional funding, such as early years pupil premium and disability access funding, strategically. For example, they secure additional adult support hours or sensory resources that help children to remain regulated and ready to learn. Children previously known to children's social care are supported sensitively through close communication and consistent routines. Therefore, children who may be vulnerable are included fully and make sustained progress from their starting points.

Curriculum and teaching: Expected standard

Leaders have a clear understanding of how the curriculum builds from the baby room through to pre-school room. They take appropriate action to strengthen identified priorities. For instance, recent developments include improving the use of mathematical language and enhancing provision for babies through additional sensory and physical opportunities. The curriculum meets all areas of learning and places a strong emphasis on children's communication. Staff model language purposefully. They introduce new vocabulary through play, such as when children explore warm and cold water, make movement on ramps or discuss textures in creative activities. Staff prioritise children's physical, personal, social and emotional development. They plan opportunities for turn-taking, group discussions about feelings and daily experiences that build children's coordination and confidence.

Staff adapt teaching well for children with special educational needs and/or disabilities. They use visual supports, simplified language, sensory breaks and carefully chosen roles during events to ensure children's participation without overwhelming them. When children require emotional support, staff collaborate with families to trial different approaches, such as adjusting drop-off arrangements.

Staff use assessment effectively to inform children's next steps in learning and to seek specialist input when needed. However, their expectations for promoting children's independence, such as encouraging children to attempt simple self-care tasks are not applied consistently across all rooms. When this happens, opportunities for children to develop secure independence within their personal, social and emotional development are reduced.

Achievement: Expected standard

Children make steady progress from their starting points. Babies gain physical confidence, moving from limited mobility to sitting securely and exploring resources with increasing control. Toddlers communicate with growing assurance, often using expressive vocabulary to describe familiar experiences, showing clear development in their early language.

Children with special educational needs and/or disabilities (SEND) make meaningful progress because support is closely matched to what they require. With preparation and familiar strategies, children with SEND anticipate routines confidently, manage short group times and take part in sensory experiences with increasing ease. Children who may be more vulnerable benefit from consistent approaches that help them to remain settled and regulated.

As they move through the setting, most children manage multi-step routines, show an early understanding of mathematical ideas and use language to share their thoughts. They leave as confident and sociable individuals, who are ready for the next stage of learning, including their eventual move on to school.

Behaviour, attitudes and establishing routines: Strong standard

Leaders have established a very calm and positive environment, where expectations for children's behaviour are clear and consistently applied. Children move smoothly through the day. When staff signal transitions, such as tidying up or preparing to go outdoors, children respond confidently and with familiarity. Mealtimes are warm and sociable. Children greet visitors with ease, demonstrating secure relationships. Staff build strong secure connections with children and respond sensitively to their emotional needs. When disagreements occur, staff speak calmly at children's level, helping them to understand the impact of their actions and supporting them to repair relationships. Staff use group activities, such as shared stories, songs and small-group learning, to promote children's cooperation, turn-taking and confidence to contribute.

Leaders monitor children's attendance patterns. They work constructively with families to reduce emerging barriers, using personalised strategies when needed. Staff adapt expectations to children's age and stage, giving additional reassurance to those children who find separation difficult.

Children show positive attitudes to learning. They participate with enthusiasm, recall safety routines confidently and approach new experiences with curiosity and resilience. This results in a setting where children feel very secure, behave kindly and are well prepared for their future learning.

Children's welfare and wellbeing: Expected standard

Care practices meet children's individual needs well. Babies settle quickly due to responsive interactions, and older children seek comfort confidently from familiar adults. Children with special educational needs and/or disabilities or previous social care involvement receive coordinated support. Staff share consistent strategies with families to ensure stability. Routines for sleeping, feeding and medication are well organised. Babies rest in calm and darkened spaces, and staff check them regularly and have their routines recorded for parents to view. Mealtimes promote children's understanding of health and safety. For example, children discuss allergies, serve manageable portions and learn about hydration and food choices.

Children learn to express and manage emotions through stories, discussions and familiar props. Staff help children to identify their feelings and link them to facial expressions, building their understanding of their emotions. However, opportunities to build children's independence within care routines, such as encouraging children to attempt to put their coats on for outdoor play, are not always maximised across rooms. Despite this inconsistency, children are supported to feel safe, valued and emotionally secure. They develop a growing awareness of personal wellbeing.

Leadership and governance: Expected standard

Leaders have established well-organised systems that support staffs' practice, professional growth and the smooth running of the setting. Supervision sessions follow a clear cycle, beginning with early reviews for new starters and moving into regular meetings. Staff arrange additional sessions for children when extra support is needed. Leaders also use informal check-ins and room reflections to monitor staffs' practice. They respond quickly to emerging needs.

Professional development is purposeful and reflects the setting's priorities and individual staff's needs. Recent coaching focused on strengthening interactions with babies has helped increase staffs' confidence and consistency. Staff confirm that leaders respond to requests for further learning and offer practical modelling when guidance is required. Furthermore, staffs' wellbeing is prioritised. Leaders offer flexible working where possible, maintain an open-door culture and provide access to practical support, including opportunities to discuss staffs' health and emotional wellbeing.

Leaders use funding where it will make the most difference, such as supporting attendance, increasing staff capacity and enabling children who need additional help to take part in routines. For example, they fund visitors to provide experiences children may not otherwise access.

Although leaders understand the setting's context and areas for development, expectations around promoting children's independence are not yet applied consistently across rooms. That being said, leaders' reflective approach and prompt action on feedback places them in a secure position to embed these improvements securely.