Smiley Happy People Trethorne

Inclusion: Expected standard

Leaders and managers work closely with families and external professionals to offer tailored support to children. Staff identify children's individual needs and targeted strategies are implemented. Policies and procedures demonstrate the setting's commitment to inclusive practice and removing any barriers to learning. Staff have regular meetings that provide valuable opportunities to discuss their key children, any updates needed to individual learning plans, and any staff training or development needs.

Informed decisions are made about how best to spend children's additional funding to support their next steps and their progress over time. For example, leaders spend funding on extra staff to enhance staff-to-child ratios and extra training in interventions such as 'emotion coaching'. Leaders monitor the curriculum carefully to ensure it meets the needs of all children, including those with special educational needs and/or disabilities (SEND), so that every child achieves the best possible start in education. Staff are attuned to children's needs, meaning children are included and can participate fully. Staff have high expectations for all children. Children with SEND are included in all aspects of nursery life and make good progress from their individual starting points. Leaders and managers create a tailored and flexible curriculum and thoughtfully design the space to meet children's individual needs.

Curriculum and teaching: Expected standard

Leaders design a flexible curriculum based on children's individual needs. Staff know all children well and adapt activities to meet the needs of children with special educational needs and/or disabilities. In the baby room, the focus is on building attachments and providing a nurturing environment. Staff use rich, descriptive language to enhance older children's expressive vocabulary, such as 'mighty paws' when engaging in role play. Younger children are exposed to real-world vocabulary through hands-on exploration of everyday items. However, not all staff adapt their teaching in the moment consistently well to build on children's prior learning in a way that helps them to excel in their learning and development.

Staff provide enriching experiences for children. For example, local choirs visit to do 'sing and sign'. Residents from a local care home visit every fortnight, joining in with craft activities with the children. Staff plan meaningful opportunities for children to engage in mathematics, for example adult-led activities focus on measure, while children role play dialling numbers to phone Christmas characters. Physical development is prioritised from the youngest age with opportunities for all children to develop their fine and gross motor skills. For instance, children develop their hand-eye coordination as they play with accessible toys, such as different-sized balls.

Achievement: Expected standard

Babies and children make pleasing progress from starting points, including children with special educational needs and/or disabilities. Children develop good hand-eye coordination and physical skills through a range of purposeful activities, showing increasing expertise in using tools for mark making. Children show confidence in their gross physical development. For example, toddlers develop these physical skills by climbing and balancing on a climbing frame. Children develop a love of books and reading from a young age and enjoy sharing familiar stories with adults and each other. Mathematics is weaved into children's daily play experiences, ensuring that from the youngest age children are exposed to number and shape, space and measure. Children's listening skills are well developed; they listen attentively and follow instructions carefully during adult-led activities. Children are confident in communicating their wants and needs and approach adults for help when they need it. However, children's communication and language could be further enhanced by quality interactions with staff.

Behaviour, attitudes and establishing routines: Expected standard

Children and babies transition well from parents and settle quickly when they arrive. Staff are responsive to the needs of children, offering comfort and consistent routines that support secure attachments. Staff use individualised planning and timely interventions to remove any barriers to learning for those children in receipt of additional funding or those that have special educational needs and/or disabilities (SEND). As a result, children form trusting relationships with familiar adults who understand their unique needs. Leaders and managers work with families and offer supportive packages to ensure the best attendance for each child. Children show good attitudes to learning and are engaged in all their activities. Children are supported in learning how to play and learn cooperatively. They listen carefully, share and take turns, playing together respectfully. Leaders and managers are trained in 'emotion coaching' to support children with their behaviour and communication and language needs. However, not all staff consistently support children to manage their own feelings and behaviour, to help them learn to manage these for themselves. Staff use objects of reference and communication boards to support children with SEND. Overall, children are confident in communicating their wants and needs.

Children's welfare and wellbeing: Expected standard

All children benefit from healthy eating routines. They learn good hygiene practices, such as knowing to wash their hands before meals. Children are provided with nutritious, healthy foods. Staff encourage them to try new foods and build confidence at mealtimes. Children with special educational needs and/or disabilities are given choice and are supported to eat well. During mealtimes, staff positively interact with children, supporting them when they need help. Babies are offered a warm nurturing cuddle to drift off to sleep, while older children are encouraged to rest after lunch. This helps children develop healthy routines and become attuned to their bodies. Staff support children with their self-care needs, such as putting on outdoor shoes and coats. Key workers discuss babies' and young children's sleep routines with parents and follow these at the setting. Parents state that they are very happy with the care their children receive. Leaders and managers have regular communication with parents at drop-off and pick-up times, or via an app. Parents are pleased with the information they receive about their children's day and their ongoing progress. During monthly staff meetings, leaders ensure that staff receive the training and support needed to meet the diverse needs of children effectively.

Leadership and governance: Expected standard

Staff benefit from regular staff meetings where they can discuss key children, any concerns and opportunities for training. This helps to ensure up-to-date support for children with their ongoing learning and developmental needs. Leaders and managers support staff wellbeing and have dedicated staff meetings and training to share good mental health practices and self-care. Leaders understand the importance of emotional regulation for children and are investing in 'emotion coaching' to further train staff. Leaders and managers identify where staff are best deployed according to children's needs. This helps to ensure all children are given effective support. The management team is ambitious and strives to promote the best outcomes for all children by working collaboratively with families. Partnerships with parents are effective. Parents state the setting provides a safe and caring environment where children are stimulated and engaged throughout the day. Leaders have an honest and accurate understanding of the strengths and areas for development within the nursery. Leaders know the children and families well and use this knowledge to shape an inclusive and ambitious curriculum that responds to children's changing needs. The curriculum is flexible and focuses on supporting children to be confident and enthusiastic learners.