Rocking Horse Kindergarten

Inclusion: Expected standard

Leaders demonstrate a commitment to ensure every child's individual needs are understood and effectively met. Children with special educational needs and/or disabilities are monitored closely. They are provided with individual plans for learning, and assessments are completed regularly. Staff use the knowledge gained from these assessments to adapt learning opportunities. Furthermore, leaders use additional funding according to the individual needs of each child. For example, children who are learning to speak English as an additional language and those who are learning to communicate using words are offered one-to-one time where staff use visual aids to support their developing understanding.

Leaders focus on ensuring staff get to know children and their families when they first start at the nursery. Staff are supported to share their knowledge of children's learning and care needs with their colleagues, for example, as they progress to different rooms within the nursery. This ensures that each child's move from one room to the next is managed effectively.

Children and their families benefit from timely interventions and ongoing advice, support and guidance. Leaders work closely with parents, carers and any professionals involved in children's care. They act on any advice provided and implement these suggestions into practice. As a result, all children receive support to make progress from their starting points.

Curriculum and teaching: Expected standard

Leaders and staff have developed a curriculum that is sequenced to reflect children's different ages and stages of development. Staff complete regular assessments of children's development and use this information to plan for their next steps in learning. Where there are gaps in learning, or where children have special educational needs and/or disabilities, staff implement effective strategies to help children catch up.

Across the nursery, staff generally support children's emerging communication and language skills. They routinely sing songs, read stories and engage children in purposeful conversations and discussions. However, there are times when children's listening and attention skills are not fully promoted due to distractions in the background and other avoidable interruptions.

There is a clear focus on children's physical development. Babies enjoy playing on the indoor climbing frame, where staff teach them new skills, such as climbing and balancing. Older children use cutlery with confidence and demonstrate coordination as they scrape leftover food from their plates into the bin after mealtimes. Staff introduce mathematical concepts to children as they play. This includes counting, sorting and recognising numbers and shapes. Children's personal, social and emotional skills are promoted well. Staff encourage children to play cooperatively and establish friendships with one another.

Achievement: Expected standard

Children of all ages are provided with appropriate experiences to help them build on their emerging skills across all areas of the curriculum. They gain the skills needed for future learning. Children with special educational needs and/or disabilities benefit from the use of visual prompts and one-to-one interactions to help them successfully build on their communication skills. Children carry out tasks independently throughout the day, such as washing their hands, using the toilet and feeding themselves. Older children learn to talk about their emotions and how they are feeling.

Children develop their mathematical knowledge through everyday routines and build on their physical skills while joining in with balancing games and large-movement activities, for instance. Children enjoy joining in with familiar stories. This helps them remember and use new language. However, children do not consistently have the opportunity to develop their concentration skills due to some unnecessary distractions within the environment.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff have high expectations for children. They model polite and respectful interactions with each other, families and children. Staff offer children gentle and age-appropriate guidance and reminders. For example, they remind children to use 'kind hands' and 'walking feet'. When minor conflicts arise, staff are kind and offer children explanations to help them understand how their behaviour impacts on others. Children show that they understand the nursery rules and routines. For example, toddlers help to tidy the toys away before the next activity, and older children clear the tables after mealtimes.

Children develop positive attitudes to learning. They typically engage with the activities on offer. They use resources safely and play collaboratively with friends. Staff and children form solid bonds. This helps all children, including those with special educational needs and/or disabilities, to feel safe and secure at nursery. For example, babies snuggle into a familiar adult while listening to a story. Older children call out for their friends to come and join them in their play. Leaders understand the importance of supporting families to attend, offering various different session times to ensure children's attendance is regular.

Children's welfare and wellbeing: Expected standard

Leaders are committed to ensuring they understand the different circumstances of children and their families so that they can provide individualised support. This helps children to feel valued, including those who may face barriers to their learning. Staff talk to older children about their emotions. Babies enjoy using the quiet sensory area where they explore different sounds and textures.

Staff help children to take care of their own needs and develop their independence. They support children to take off their outdoor clothes after coming in from the garden, for example. Staff remind children of the importance of washing their hands before mealtimes. However, at times, hygiene practices are not fully effective. For example, staff occasionally do not wash their hands after helping younger children wipe their nose. This does not teach children consistently about hygiene practices.

Children are provided with healthy and nutritious meals and snacks. Staff ensure food is prepared appropriately to minimise any choking hazards. Children who are eating or sleeping are supervised well to ensure their safety. Children of all ages benefit from daily fresh air and exercise.

Leadership and governance: Expected standard

Leaders are reflective and committed to providing high-quality care and learning experiences for all children attending. They are proud of the partnerships they have built with parents and carers. Parents value the daily conversations and meetings they have, which keep them up to date on all aspects of their children's time at the nursery. They say that they feel truly known and included as a family. This helps staff to continually meet the needs of the children.

Leaders maintain clear oversight of the nursery. Their knowledge of the local community and their partnerships with other agencies ensure children flourish. Leaders ensure that children who are new to the nursery benefit from gradual settling-in sessions. This also includes visits to their next room as they prepare for their next stage of learning.

Leaders follow effective procedures to ensure staff are suitable for their roles. This includes following appropriate recruitment checks and ongoing supervision and mentoring of staff. Staff receive support to continue their professional development, including attending training to help them understand how to support children with special educational needs and/or disabilities. They appreciate the support they receive from leaders. Staff express that they feel valued in their roles and that they have manageable workloads.