The Cabin

Inclusion: Expected standard

Staff identify and assess children's individual needs effectively from the start. They attend training that helps them to have a thorough understanding of how to meet the needs of children with special educational needs and/or disabilities. They put in place targeted support that reduces barriers to learning and promotes inclusion. For example, children receive help to regulate their feelings and social skills. Staff share practical strategies with parents and carers, such as emotion cards, which parents report have a positive impact on children's personal, social and emotional development.

Leaders work closely with families and external professionals to ensure children have appropriate support. They work in close partnership with schools to support children to have smooth transitions and share information in order to meet children's needs.

Staff understand how to engage with children in different age groups, in line with their developmental stages. For example, older babies benefit from a dedicated quiet space to help focus their attention when learning in a small group. Older children learn to speak in a bigger group, telling their friends about their holidays. Occasionally, the needs of younger children who have just moved up to join pre-school are not met as well in the larger group. Some children become distracted and there are less opportunities for them to engage and interact.

Curriculum and teaching: Expected standard

Leaders are ambitious about the curriculum offered to children. Staff provide a rich and varied range of learning opportunities and consider the needs of all children. They emphasise the importance of outdoor learning and the natural world being available every day for children. In addition to the garden at the setting, staff make use of wider opportunities in the community, such as the local park. Babies thrive as they explore mixing water and sand outside, while children enjoy planting herbs in the garden.

Staff are skilled at developing interactions with the children, supporting their communication and language development. They position themselves at the children's level to join in the play. Staff engage babies in games with a repetitive song, which the children join in with happily. Older children learn to play imaginatively and cooperatively together. Occasionally, staff are less effective at ensuring younger children are as well engaged when in a larger group. Consequently, they do not provide opportunities for these children to develop their communication skills even further.

Staff support children's imaginative ideas and physical dexterity as they play with play dough. Children learn to roll a ball in their hands to make a dinosaur egg and handle cutters and tools. They learn to experiment with making marks outside with chalks on the fence. They develop confidence as they learn to move and control their bodies. Staff sensitively support younger children who are learning to walk. Older children extend their skills by balancing across stepping stones. Staff skilfully support individual children and use their knowledge of each child's development to engage them in learning.

Achievement: Expected standard

Children develop confidence, independence and positive attitudes to learning. They make positive progress from their starting points, including those with barriers to their learning. All children generally learn new words as they play. For example, children name dinosaurs as they cut out shapes with the play dough. Younger children learn to recognise signs and gestures, such as the sign for 'more', which helps them to communicate. They typically express themselves by pointing and by laughing and smiling at the staff.

Older children are well prepared for moving on to school. They can manage their own clothes, develop independence with toileting and build the social skills to play together with their friends. Younger children begin to learn these skills from the start. They sit in a circle for mealtimes with their friends and enjoy being sociable as they look at each other and learn to eat together.

Children develop social skills that help them play together. Toddlers play gently with younger babies, showing them how to stir water and sand. Older children play imaginatively with vehicles and construction toys, sharing as they make up games together. All children make positive relationships with staff, which helps to develop their confidence and social skills further.

Behaviour, attitudes and establishing routines: Strong standard

Leaders establish a very positive and well-organised environment, where children understand the expectations for their behaviour clearly and consistently. Children respond very well to routines. They confidently help to clear up after mealtimes and know where to tidy toys away. Children demonstrate growing independence. For example, they very confidently put on their own waterproofs and boots appropriately for outdoor play. Staff provide clear guidance and gentle reminders, supporting children to share resources and cooperate with others.

Relationships between staff and children are extremely warm and nurturing. Staff are constantly attentive and responsive. They create a secure environment where children feel safe and valued. As a result, children settle quickly and approach adults with confidence, knowing their needs will be met. Staff use successful strategies to support children in learning to regulate their feelings. For example, staff help children to talk about and identify feelings, which helps them to make sense of how they feel. Parents and carers settling new babies receive a warm welcomed from staff. They feel reassured to leave their babies at the setting.

Staff support children effectively to collaborate and build friendships. Children learn to be respectful. Older children help younger children, who enjoy playing together. Staff model positive interactions, and their passion for their work helps children to be motivated and excited to learn. For example, they respond warmly to children who are excited to share their ideas about what they making. This further encourages children to develop their own ideas and imaginations.

Leaders place an emphasis on attendance and punctuality. Robust systems ensure key persons carefully monitor patterns of attendance. They liaise closely with parents, who make effective use of the shared electronic system to communicate.

Children's welfare and wellbeing: Strong standard

Leaders and staff implement highly effective care practices that consistently meet children's individual needs. Key persons build deep and responsive relationships, particularly during settling-in periods. Children are warmly greeted on arrival. Staff comfort babies with reassurance, using gentle voice tones, physical closeness and praise to foster secure attachments and emotional security. Staff support children to manage their emotions effectively. They recognise cues quickly and respond with encouragement, helping children to feel confident, secure and valued.

Staff support children's developing independence well. In the baby room, staff carry out personal care routines sensitively, singing songs to create a calm and positive experience. Older children demonstrate increasing independence as they wash their hands, pour drinks and serve their own food at snack times and mealtimes. For example, they butter crackers and spoon out beans. Staff supervise attentively while encouraging children to make choices and develop self-help skills, preparing children effectively for school.

Routines are well established and tailored to children's needs. Babies sleep in a dedicated and closely monitored space. Staff maintain communication with parents and carers regarding sleep patterns. Staff stay in very regular communication with parents and are responsive to any changes in circumstances. Children learn about health and safety, such as the importance of applying sun cream and learning to stay hydrated by drinking fluids. Staff share information with parents regularly to keep them informed, for example about healthy eating.

Leadership and governance: Expected standard

Leaders have an understanding of the setting's context, strengths and areas for development. They use their knowledge of the setting effectively to identify priorities, such as strengthening the mathematics curriculum. They take appropriate steps to address these through targeted professional development. Occasionally, leaders do not consistently evaluate practice with sufficient detail to identify where practice might improve even further. For example, when children transition from one age group to the next.

Leaders have a clear commitment to providing high-quality care and education. They maintain a focus on children's wellbeing. Their vision for the setting ensures each and every child and their family are a priority. Staff ensure that partnerships with other professionals meet the needs of individual children, and they ensure there is effective communication with other settings and schools.

Leaders prioritise the importance of teamwork and are considerate of staff workloads. They take effective action to promote staff wellbeing and avoid creating unnecessary work for staff. As a result, staff are very supportive of each other and demonstrate a passion for their work. Parents and carers comment on the value they place on the consistency of staff, which supports children and their families to feel secure.