Smiley Happy People Egloskerry

Inclusion: Strong standard

Leaders and staff are committed to creating an inclusive environment where every child is valued and supported to succeed. Children with special educational needs and/or disabilities (SEND) are at the heart of the setting's vision. Their needs are identified swiftly and accurately. Staff work closely with parents and external professionals to ensure timely and effective intervention. The effective use of additional funding improves outcomes for children with SEND and those who are disadvantaged. Barriers to learning are reduced and children make noteworthy progress from their individual starting points.

Staff implement targeted strategies consistently. The extensive and consistent use of sign language across the setting enables all children to communicate their needs effectively, including those with SEND and emerging speech and language skills. Staff model signs alongside spoken language, creating an inclusive communication-rich environment where every child can express themselves and feel understood. As a result, children develop confidence in communicating and experience reduced frustration.

Visual cues are habitually used throughout the day, particularly during discussions about daily events and routines. Visual prompts help children to understand what will happen next and support them to follow routines independently. This consistent approach strengthens children's sense of security and enables them to engage fully in the life of the setting. Children demonstrate a deep sense of belonging in a culture of respect and acceptance.

Curriculum and teaching: Strong standard

Leaders have a precise understanding of the quality of the curriculum and teaching. The curriculum is coherently sequenced, fully meets the early years foundation stage requirements, and is inclusive, highly ambitious and consistently delivered. Staff have high expectations for all children, including those with special educational needs and/or disabilities (SEND). Care needs are embedded in daily routines. Children help to prepare snacks and tidy away toys, promoting their independence, responsibility and a secure sense of belonging. Practitioners prioritise children's personal, social and emotional development, supporting them to express feelings and build resilience. Extensive physical play, including dance, animal movement sessions and outdoor activities, strengthens children's coordination and confidence.

Staff interactions are consistently high quality. Babies benefit from attentive one-to-one time, with nursery rhymes and language modelling to support early communication. Older children engage in rich conversations, with staff adapting teaching to children's emerging interests. For example, discussions about illness are extended to explain vaccines, deepening children's vocabulary and understanding. Mathematical understanding is woven purposefully throughout daily routines and play, strengthening children's number sense and problem-solving skills.

Assessment is robust and used effectively to identify children's starting points, spot gaps and tailor teaching. Children, including those with SEND or facing other barriers to learning, receive timely support and adjustments, ensuring they achieve sustained progress.

Achievement: Strong standard

Children make secure progress from their starting points and confidently explore, experiment and problem-solve. Older children develop imaginative group games. For example, they mix water, foam and sand to create a 'potion', which links to a favourite book, or build a castle from chairs and mats, demonstrating collaboration, curiosity and early scientific understanding. Babies strengthen their core muscles through tummy play, supporting early physical development. They are encouraged to feed themselves with spoons, developing perseverance and fine motor skills.

Children show a high level of independence and personal care. Many begin toilet training early and manage hygiene routines confidently. Pre-school children develop advanced mathematical understanding, confidently measuring, counting to 24, and recognising numerals and their meanings. They speak in extended sentences using an impressive vocabulary, including words such as 'injection' and 'vaccine'. Before story time, older children explain the roles of authors and illustrators, demonstrating an understanding of literary concepts. Across all areas, children achieve highly, develop independence and are very well prepared for the next stage of learning.

Behaviour, attitudes and establishing routines: Strong standard

Children demonstrate excellent behaviour, positive attitudes to learning and a secure understanding of routines. They are curious, engaged and show high levels of concentration for their age, approaching activities with enthusiasm and persistence. Leaders have established a harmonious and respectful culture where children are kind to others and increasingly manage their feelings and behaviour independently.

Staff consistently reinforce positive behaviour through clear expectations and purposeful teaching. Children understand what will happen next and reflect on routines, giving them confidence and security in their daily experiences. They show exceptional social skills in group and cooperative play, sharing resources, taking turns and listening attentively to peers.

Secure key-person relationships underpin children's sense of belonging, providing consistency and emotional support. Staff ensure that routines are predictable, yet flexible, enabling children to develop independence in tasks such as tidying away toys or preparing snacks.

Leaders and staff model and teach routines explicitly. They help all children, including those with special educational needs or who are disadvantaged, to follow daily patterns and expectations, including the importance of attendance and punctuality. This structured approach ensures that children develop resilience, self-regulation and a positive approach to learning. They leave the setting confident, capable and ready for the next stage of their education.

Children's welfare and wellbeing: Strong standard

Leaders consistently prioritise children's welfare and wellbeing. They ensure that policies, procedures and practices are regularly reviewed, updated and implemented effectively. The setting provides a welcoming, home-from-home environment. Children feel safe, secure and confident to explore and engage in play, learning and social activities. Daily outdoor play supports children's physical development, curiosity and emotional health.

Children form trusting and positive relationships with staff, which underpin their sense of security and belonging. Staff know the children in their care very well and respond quickly to their individual needs. Those children with special educational needs and/or disabilities (SEND) receive carefully tailored support, ensuring that they are fully included in all activities and able to access the curriculum. Leaders and staff work closely with families and external agencies to provide personalised support. They adapt routines and teaching to meet children's needs effectively.

Routines promote independence and healthy habits, helping children to manage self-care, make positive choices and develop emotional resilience. Children confidently select books, care for their teeth and follow daily routines, demonstrating responsibility and agency. Nurturing relationships, thoughtful routines and targeted SEND support ensure that all children feel valued, are emotionally secure and thrive in a safe, inclusive environment.

Leadership and governance: Strong standard

Leaders use detailed and insightful analysis of the settings to evaluate the effectiveness of provision and work closely with the nominated individual. They are highly adaptive and responsive to emerging needs. They support staff and leaders in their roles, including during periods of change, such as unexpected absences. Their focus on securing high-quality outcomes for all children is consistent and well embedded.

Staff benefit from regular, relevant and targeted professional development opportunities, which strengthen practice and expertise. A culture of high expectations and professionalism is evident across the setting. Staff consistently make a positive contribution to children's learning and care. Additional funding is used effectively to support children who are disadvantaged, ensuring that barriers to learning are minimised. Staff report feeling supported, valued and confident in their roles, with workloads managed appropriately and wellbeing prioritised.

Continuous improvement is central to the setting. Staff actively seek, accept and provide feedback to enhance provision. Recent behaviour training has had a positive impact in staff supporting children to manage their feelings, understand the consequences of their actions and develop self-regulation. Thoughtful engagement with parents ensures secure partnerships. Established links with the local school, including participation in a literacy programme, enable children to thrive and be very well prepared for transitions to school.