Rosy Cheeks Nursery

Inclusion: Strong standard

Leaders and staff consistently identify and remove barriers to learning for all children, including those with special educational needs and/or disabilities. They adapt routines, teaching and the environment to ensure all children are fully included. For example, leaders adjust mealtime routines so children with additional needs can participate successfully alongside their peers.

Leaders work effectively with a range of external professionals and use their advice to develop bespoke support plans that are understood and implemented consistently by all staff. As a result, children receive coordinated support and make consistent progress from their starting points. Staff make effective adaptations to the environment and provide specialist equipment where needed. This enables children with complex needs to access the full curriculum. Staff incorporate recommended exercises and strategies into everyday activities. For example, physiotherapy exercises are included in yoga and movement sessions so all children can participate together.

Leaders use the early years pupil premium funding strategically to address individual barriers to learning and improve outcomes. They carefully consider children's individual circumstances when deciding how funding is used. For example, leaders provide targeted resources and experiences to support children's emotional wellbeing during significant life events, such as the birth of a sibling.

Leaders and staff use ongoing observations, accurate assessment and information shared by parents and carers to identify emerging needs quickly. They use communication and language screening tools to plan targeted interventions. They regularly review their impact and adapt support to help children make the best possible progress. As a result, children receive timely, well-coordinated support that enables them to make progress with their language skills.

Curriculum and teaching: Strong standard

Leaders and staff have high expectations for all children. They have designed an ambitious, well-sequenced curriculum that enables children to make progress across all areas of learning. Staff provide a broad range of engaging learning experiences with clear learning intentions. For example, older children use real tools to slice lemons while following a recipe to make lemonade, promoting their physical skills. Leaders ensure children of all ages receive consistent high-quality teaching.

Staff promote children's mathematical development throughout the day by embedding mathematical language into everyday interactions. For example, they encourage children to compare the size and length of fish they observe. Leaders and staff regularly review the curriculum and adapt it to address gaps in children's knowledge and experiences. For example, after identifying some children had limited understanding of litter and waste pollution, staff introduced learning experiences that helped children develop greater awareness of caring for the environment.

Staff consistently build on children's learning and communication skills through purposeful interactions. They use play effectively to support younger children's development, including simple games, such as peekaboo, to encourage communication and social interaction. Short, focused speech and language activities are woven into daily practice to ensure all children make progress. Staff recognise when younger children need reassurance to engage in new experiences and provide sensitive support. For example, they encourage children to explore a range of textures while introducing new descriptive vocabulary, helping to develop children's confidence.

Achievement: Strong standard

Children, including those with special educational needs and/or disabilities or other barriers to their learning, make significant progress from their starting points and are well prepared for the next stage of their education. Children's physical, communication and emotional development are prioritised consistently throughout the setting, supporting a successful transition to school.

Children make progress across all areas of development, building key skills and milestones as they move through different age groups. For example, babies are supported to drink from an open cup where appropriate at mealtimes, and this skill is developed further as older children are provided with increasing opportunities to develop their independence.

Children demonstrate high levels of engagement and concentration as they listen attentively to a range of stories. Children who need additional support receive the time, encouragement and support they need to access all areas of the setting. Children feel safe and secure as they develop positive relationships with staff. They confidently develop their physical skills. For example, children enthusiastically ride bikes outdoors while taking part in stop and go games.

Behaviour, attitudes and establishing routines: Strong standard

Leaders and staff are positive role models who create a respectful and nurturing environment that enables children's best possible behaviour. Children interact with each other in a kind and thoughtful way. For example, children recognise when their peers need help to remove lids from dough containers. They support them to complete the task and continue to share resources together. Where younger children need additional support to cooperate, staff provide gentle guidance and reinforce consistent boundaries to help children learn to share and take turns.

Well-established routines help children understand what is happening next throughout the day. Staff consistently use strategies, such as 'now and next', supporting children to link visual cues with key parts of the routine. As a result, children are settled, confident to access all areas of the environment and able to transition to the next part of the routine successfully. Children develop positive attitudes towards their learning as they engage in a range of experiences linked to their interests. They remain focused and involved for sustained periods of time. For example, children talk about holidays they have experienced while painting and exploring different countries.

Leaders monitor children's attendance regularly and work closely with parents and carers to identify and remove any barriers that may affect attendance. For example, leaders adjust funded session times where appropriate to support children to attend regularly. They consistently promote the importance and benefits of regular attendance with families.

Children's welfare and wellbeing: Strong standard

Leaders and staff consistently prioritise children's welfare and wellbeing, placing it at the heart of the setting. They have a detailed understanding of each child and the circumstances that may affect families. For example, they recognise when children may need additional support to feel secure and settle into the setting. Parents and carers value the support provided by leaders and staff to help their children make progress.

Leaders and staff have established an effective key-person system. Staff interact with children in a warm, caring and nurturing way, supporting children to develop secure attachments. For example, staff recognise when babies need additional reassurance to feel safe while sleeping and make appropriate adaptations, such as ensuring their key person is nearby. Leaders and staff have a clear understanding of safer sleep practices, which are consistently followed by all staff. Leaders and staff ensure routines promote children's welfare and safety. For example, staff ensure they complete frequent headcounts of children as they transition to the outdoor area. This ensures children remain safe in all areas of the building.

Leaders provide parents with regular information to support children's welfare and wellbeing. Families receive guidance on areas such as online safety, screen time and promoting children's physical health. Leaders and staff place a clear focus on oral health. Older children take part in toothbrushing activities where they learn about the importance of brushing their teeth and how to do this effectively. In addition, leaders provide families with toothbrushing packs to support children's oral health at home, which have been positively received by parents and carers.

Leadership and governance: Expected standard

Leaders have a clear understanding of the setting's context, recognising its strengths while identifying priorities for ongoing development. They are committed to ensuring that every child has the opportunity to succeed by identifying and removing barriers to learning, including for children with special educational needs and/or disabilities. Leaders work effectively with a range of external agencies to secure appropriate support and ensure children's individual needs are met. They demonstrate passion and dedication in their roles and are committed to making a positive difference to the children and families they serve.

Leaders place a high priority on developing positive partnerships with parents and carers. They provide practical and emotional support to families through initiatives, such as a parent hub, where families can access helpful information on topics including food bank services, toilet training, oral health and online safety. Leaders also provide essential items, such as nappies and toothbrushes, to families who need them. Parents speak highly of the support they receive and value the approachable and caring relationships they have with leaders.

Leaders provide a range of professional development opportunities for staff to attend. They support staff to develop their confidence and enhance their skills in areas such as teaching mathematics and promoting children's communication and language. However, the impact of professional development opportunities attended by staff is not consistently evident in practice. Leaders recognise some of the professional learning staff can complete is in the early stages of being offered, and the impact on staff practice is yet unclear. Staff feel valued and enjoy working at the setting. Staff share how leaders prioritise their wellbeing as they feel confident to discuss any concerns they may have.