The Baby Cottage

Inclusion: Strong standard

Leaders have created a highly inclusive culture where every family is valued and every child is cherished. Leaders have an excellent understanding of children's individual circumstances. They understand how additional funding should be used to support the needs of individual children. Leaders use a well-established graduated approach to identify, assess and review emerging needs. Clear-assessment approaches enable staff to monitor children's progress, identify gaps in learning and evaluate the impact of support. Leaders are rigorous in reducing barriers to learning and wellbeing. They introduce thoughtful adaptations, such as the use of children's home languages and visual prompts. These strategies enable every child to participate fully.

Leaders are highly knowledgeable about supporting children with special educational needs and/or disabilities. They work relentlessly to secure the support that children need. Leaders seek timely advice from external professionals. They make referrals quickly when needed, such as to the speech and language team. Leaders go above and beyond to help families access additional support. This includes signposting families to the local family hub. Leaders carefully plan transitions, ensuring children's needs continue to be met at the next stage of their learning.

Leaders have a commitment to inclusion for all. Families receive practical and discreet support, such as care packages and home-learning resources. Parents and carers speak highly of the compassionate support they receive during times when they need it most. Children who experience disadvantage, including children who are known to social care, thrive at the nursery. They develop secure attachments with the nurturing staff and are supported to have the best possible start in life.

Curriculum and teaching: Expected standard

Leaders have an accurate understanding of the quality of the curriculum and teaching across the nursery. They reflect on practice and identify where improvements can be made. The curriculum is clear across all areas of learning and development. Leaders and practitioners know what children need to know and be able to do. Knowledge and skills are sequenced to support children's ages and stages. Practitioners prioritise children's communication and language. They model language, sing songs and read stories. A borrowing library provides the opportunity for families to share book at home. Leaders are planning on visiting the local library. These experiences develop a love for reading.

The curriculum is an entitlement for every child. Practitioners adapt their teaching effectively to meet children's individual needs, and address barriers to learning and wellbeing, including for children with special educational needs and/or disabilities. Assessment is used well to identify gaps in learning, inform next steps and ensure that children receive appropriate support and challenge. Practitioners provide resources that reflect different families and cultures. However, leaders do not provide opportunities for children to learn about a wider range of cultures, religions and traditions, beyond those currently represented in the nursery. This means that children do not develop a secure understanding of similarities, differences and what makes people unique.

Achievement: Expected standard

Children develop the age-and-stage appropriate knowledge and skills they need for their next stage of learning. All children make typical progress from their starting points, including children with special educational needs and/or disabilities, children who speak English as an additional language and those known to children's social care.

Children develop increasing confidence in their communication and language. For example, children who speak English as an additional language use new vocabulary, such as naming colours during a mark-making activity. Children enjoy snuggling up with familiar adults to share stories in the cosy book areas. They point to pictures, help to turn the pages and listen intently.

Children develop their mathematical understanding through purposeful play. For example, children work together to build a sandcastle outside. Children join in counting as they tap the bucket. They are exposed to mathematical language, such as 'empty' and 'full'. Children also remind one another to 'take turns'. These experiences help children to develop positive relationships as they share resources and play collaboratively.

Babies develop increasing strength and coordination as they explore sensory resources. They are supported by enthusiastic adults to pull, twist and push the buttons. Children climb and balance over large outdoor equipment with growing confidence. Parents and carers recognise the progress their children make. They describe the team's 'genuine excitement and pride' when celebrating new milestones.

Behaviour, attitudes and establishing routines: Expected standard

Leaders have established expectations for children's behaviour and attitudes. Practitioners understand children's individual needs. They use familiar routines to help develop positive attitudes to learning. They adapt their approaches so that children of different ages and stages are supported to participate fully. This includes children with special educational needs and/or disabilities, and those who experience barriers to learning. However, agreed approaches are not consistently applied by all adults. For example, these include routines such as transition cues, tidy-up time and reinforcing good manners. This means children do not always receive the clear teaching of routines and expectations needed to develop their independence and understanding of positive behaviour.

Children develop warm, trusting relationships with familiar adults. They confidently seek reassurance when needed and receive nurturing support that helps them regulate their emotions and feel secure. Practitioners model kindness, respect and positive interactions with each other. This creates a calm and respectful environment where children feel safe. Adults are positive role models, supporting children to learn how to treat others with care and consideration. As a result, children develop positive relationships and develop their social skills. Adults use lots of praise for positive behaviour. Children are encouraged to share, take turns and show kindness towards others. Leaders promote the importance of attendance. They work sensitively with families to establish routines that prepare children for their next stage in learning.

Children's welfare and wellbeing: Expected standard

Children are cared for in a safe and welcoming environment. Leaders have policies and procedures in place to support children's health, safety and care. Children are typically supported to develop self-care routines, such as washing their hands and feeding themselves at mealtimes. Staff generally understand their responsibilities and leaders share key expectations with the team. However, leaders do not rigorously monitor how well these procedures are reflected in everyday practice. As a result, some expectations are not always reinforced in the same way. This does not consistently support children to develop long lasting, healthy habits.

Leaders promote the importance of healthy eating with families. They actively reduce barriers by providing a variety of nutritious snacks. Children have daily opportunities for outdoor learning, which supports their physical health and wellbeing. Children who experience additional barriers to wellbeing receive thoughtful support. Leaders provide care packages, a discreet food bank and a lending library to support families and children at home.

Children receive gentle, caring and responsive support from adults who know them well. Practitioners provide nurturing care and encourage children to develop independence. Personal care routines are handled sensitively. Sleep routines are carefully considered. Babies and children rest in safe, cosy and calm spaces. This supports their wellbeing and helps them to feel safe. Children develop secure relationships with familiar adults and seek comfort when needed. Adults support children's emotional wellbeing through cuddles, warm facial expressions and calm voices. As a result, children feel secure, valued and loved.

Leadership and governance: Expected standard

Leaders understand the nursery's strengths. They use self-evaluation to identify areas for development, including sustainability across the provision. Leaders understand the needs of the children who attend and the local community. They are ambitious for children and have created a welcoming environment where families feel valued. Leaders have made thoughtful and strategic decisions about the nursery's provision. They have recently focused on a smaller age range to provide experiences that are well matched to children's ages and stages of development. Parents speak highly of the care, communication and support they receive. Leaders work closely with families and other professionals to ensure that children receive the help they need. Transitions are planned carefully, with information shared effectively to support children's next stages of learning. Leaders also place importance on staff wellbeing. There is an open culture, where practitioners feel supported to ask questions and seek advice.

Leaders provide opportunities for professional development and ensure that staff complete statutory training. They have expertise in supporting children with special educational needs and/or disabilities, enabling staff to meet children's individual needs effectively. However, leaders do not evaluate practice sharply enough to identify the areas where professional development will have the greatest impact. As a result, leaders do not always identify and address smaller inconsistencies in practice. This means that children do not always benefit from consistent high-quality practice. Leaders demonstrate the passion and commitment to build on the nursery's many strengths and continue improving the quality of provision.