Stripy Horse Day Nursery

Inclusion: Strong standard

Inclusion is very well embedded across the setting and is a clear priority for leaders. Leaders work closely with families to understand children's needs from the start and put support in place quickly. They listen carefully to parents' and carers' views and use observation to identify emerging needs early. For example, when some children become unsettled or anxious, staff use simple counting strategies to help them regulate their emotions and calm themselves. These strategies are used consistently to ensure continuity of care between home and the nursery. Leaders direct additional funding carefully to reduce barriers for disadvantaged children and monitor progress to refine support where needed. This ensures children who need additional help feel well supported.

Staff use a well-established graduated approach consistently. Leaders provide regular training and guidance on special educational needs and/or disabilities (SEND), including how to assess needs, plan targeted support and review impact. Staff apply this confidently in daily practice. They use visual prompts, small-step targets and tailored routines to support communication and engagement, and they work effectively with external professionals, including speech and language therapists. As a result, children with SEND receive timely, well-matched support that helps them engage and learn alongside their peers.

Curriculum and teaching: Expected standard

Leaders plan a sequenced curriculum that helps children to build their understanding over time. Younger children develop early knowledge through everyday play and routines, such as recognising colours and familiar objects, while also learning to manage routines and develop independence. As children's understanding develops, staff introduce more complex language linked to the environment around them. For example, staff use words such as 'imaginarium'. Children show they understand the meaning by explaining how the room is used for imaginative play. This supports children to make sense of their surroundings and develop language in meaningful and familiar contexts, while strengthening their confidence to share ideas.

Staff support children's mathematical understanding through everyday routines and play that reflect their age and stage of development. Younger children begin to develop early counting skills as they join in number songs, such as 'Five Little Ducks', using actions and repetition to support understanding and coordination. Older children build on this by exploring shape and space during play. They confidently name shapes, such as cylinders, as they construct models and select resources, negotiating roles and sharing ideas with their peers. These experiences help children apply mathematical language and develop cooperation and persistence. However, the quality of staff interactions is not yet consistent. At times, particularly for toddlers, staff focus mainly on supervising play rather than extending learning. At these times, children's learning is not consistently supported.

Achievement: Expected standard

Children make steady progress from their starting points and develop confidence, independence and positive attitudes to learning. They show curiosity and motivation as they take part in activities, sustain their attention and complete tasks that interest them.

Children show increasing independence as they manage routines, make choices about their play and take responsibility for simple tasks. They develop communication and social skills as they play alongside others, share ideas and explain what they are doing. Children persist during activities, remain engaged for appropriate periods and show pride in their achievements. Children with special educational needs and/or disabilities also make progress, as support is well matched to their individual needs. This enables them to take part fully and build securely on what they already know.

Children develop the self-care, social and learning skills they need for their next stage. They adapt well to change, manage transitions within the nursery confidently and are appropriately prepared for the move on to school. However, because interactions are not yet consistently strong across all parts of the day, children's learning is not always extended as fully as it could be.

Behaviour, attitudes and establishing routines: Expected standard

Children behave well and enjoy their time in the nursery. They play happily alongside one another and readily join in with play. For example, children work together to solve problems, such as building a train using loose parts. They talk about their ideas, take turns, share resources and try different approaches when something does not work. This helps children develop teamwork, problem-solving skills and sustained attention while learning to manage their behaviour during play.

Relationships between staff and children are warm and respectful. Staff model calm language and clear expectations, helping children understand what is expected of them. They take account of children's age and stage of development when supporting behaviour. For example, younger children are given simple explanations and gentle reminders, while older children are encouraged to reflect on their choices and consider the impact on others. Children respond positively to this guidance and show increasing self-control.

Clear routines support children to manage daily transitions. When getting ready to go outdoors, children put on coats and shoes with minimal support. Older children naturally help younger children, showing patience and care. Leaders monitor children's attendance closely and follow up absences promptly with families. This helps to maintain consistency in children's routines and supports their positive attitudes to the nursery.

Children's welfare and wellbeing: Expected standard

Staff support children's wellbeing through responsive care routines that promote comfort, safety and emotional security. Staff tailor babies' sleep, feeding and personal care routines to their individual needs. This helps them to feel settled and secure. As children grow, they become more independent. Older children manage self-care tasks, such as toileting, confidently, which supports their sense of responsibility and growing independence.

Children of all ages show curiosity, confidence and a strong sense of belonging in the nursery. Even the youngest babies respond positively to visitors, babbling, smiling and waving, which reflects their secure attachments and confidence in familiar adults. Older children engage confidently, proudly showing visitors their toys and creations and asking questions about who they are and why they are there. This demonstrates children's growing confidence in communication and their curiosity about the wider world.

Children generally benefit from a healthy and nurturing environment. Mealtimes are relaxed and sociable, encouraging children's independence and positive attitudes towards food. The nursery is safe and well organised. Children receive support to explore and manage age-appropriate risks during outdoor play. For example, older children confidently climb trees under supervision, learning to assess risk, make safe choices and develop physical confidence. However, children's understanding of hygiene in relation to germs is not yet fully secure. Although staff support hygiene routines, they do not support children consistently to understand why handwashing and personal care are important for keeping themselves and others healthy.

Leadership and governance: Expected standard

Leaders know the nursery well and demonstrate an accurate understanding of its strengths and areas for development. They regularly review practice and make changes where needed. For example, leaders have reviewed how equality and diversity are promoted and have introduced a revised menu. Children enjoy foods from around the world, which staff use to help them to learn about different cultures.

Leaders focus on reducing barriers to learning for children, particularly those who face challenges with attendance. When children are unable to attend the nursery, leaders provide home learning packs so children can continue to engage with learning at home. This helps children to maintain connections with their learning and supports them to make progress, despite periods of absence.

Staff morale is high, and staff report that they feel supported in their roles. Leaders manage workloads carefully and provide regular supervision sessions. They give staff time to reflect on their practice and discuss day-to-day challenges. However, professional development beyond essential training is not yet sufficiently individualised or targeted to staff roles and experience. As a result, professional development is not yet fully effective in strengthening staff practice further to consistently support children's progress.

Partnerships with parents and carers are constructive. Parents speak positively about the nursery and say they feel listened to and involved. They describe positive communication with leaders and staff, who respond flexibly to children's needs and keep them informed about routines and learning. This supports smooth transitions, inclusion and secure progress for children.