The Cottage Nursery

Inclusion: Expected standard

Leaders have prioritised staff training to strengthen curriculum delivery and improve outcomes for all children. Funding is used effectively to purchase resources, such as outdoor play equipment and sensory sacks, following consultation with staff, key persons and parents, to support children with special educational needs and/or disabilities (SEND).

Staff work collaboratively with external professionals, who provide in-setting training to further enhance provision. Staff have received targeted training to support children with SEND, resulting in increased staff confidence and improved planning and implementation of learning for these children.

Staff identify areas where children need additional support and adapt provision accordingly. For example, when children prefer to lead their own play, staff use activities based on their interests, such as sorting games. This helps to build children's confidence and social interactions. Similarly, when children struggle with transitions they are supported through the use of visual prompts, helping them understand routines and reducing anxiety.

Curriculum and teaching: Expected standard

Leaders have provided staff training and support to improve teaching and ensure the curriculum is age appropriate. Communication with parents is now more focused and tailored to each child, helping parents understand what their child is learning and their next steps. Assessment methods have been strengthened so staff know children's abilities and can plan a more sequenced, ambitious curriculum.

A new curriculum emphasises early literacy. Staff use monthly focus books linked to activities across learning areas. For example, toddlers enjoy a book which includes lessons on healthy eating and a disco activity to develop gross motor skills. Older children explore books about families to learn what makes them unique and deepen their understanding of the world. Mathematics is taught sequentially in all rooms, with staff using planned activities to embed concepts. For instance, during a 'Goldilocks and the Three Bears' activity, children practise mathematical and positional language while using bowls and scoops to build fine motor skills.

Leaders plan to introduce a universal assessment system to further improve provision, including for children with special educational needs and/or disabilities. To strengthen teaching further, staff should ensure quieter children are fully engaged in group activities.

Achievement: Expected standard

Children, including those with special educational needs and or disabilities, are making meaningful progress, particularly in communication and language. Interventions in circle time deliver targeted support, which means children's oral motor skills are improving so that they are better able to pronounce sounds. Children enjoy these targeted activities and are developing their communication skills and their confidence.

Babies benefit from hearing new words and, as a result, are starting to put 2 words together. Older children benefit from a 'run up to school programme'. This includes developing independence and having an opportunity to wear school uniforms. Children develop the skills they need next to prepare them for their next stage. Parents feel that their children are developing well because of this learning.

Behaviour, attitudes and establishing routines: Expected standard

Staff understand the behaviour management policy and communicate well with parents when issues arise. They have implemented effective strategies for helping children who need additional support. Children are praised for their successes and staff are making efforts to identify early signs and triggers for challenging behaviour so that they can intervene early on. The use of traffic light cards, meaningful conversations about emotions, the use of key books and an emotions table have been effective in supporting children to manage their feelings. Staff demonstrate an understanding of the different expectations for behaviour for different age groups, for example using distraction and cuddles for babies who are unsettled.

Typically, children are told why certain behavioural expectations are in place but sometimes these opportunities are missed, particularly at the beginning of the day before children are settled into their normal rooms. Staff have warm relationships with children and model friendly and polite behaviour, saying 'good job' and 'thank you'. Children have consistent daily routines so that they know what to expect and what comes next. This helps children to feel settled attending. Children are given jobs, such as 'tidy up champions', which gives them a sense of responsibility and encourages independence.

Children's welfare and wellbeing: Expected standard

The key-person system is effective. Children are given a key person from the outset so that they can start forming bonds with a familiar adult, meaning that they settle well and are happy. The staff know the children well so that they can support their emotional development and help them to manage their emotions and feelings. For example, children with special educational needs and/or disabilities point to prompt cards and say, 'look angry' and mimic an angry face. Routines are consistent so that children know what to expect of the day, for example at circle time they sing a song and staff lists the afternoon activity choices in the song.

Staff understand safe sleeping practice and know how to keep children safe. They encourage and support children with managing their own personal hygiene. Leaders and staff have effective risk assessments in place and record any accidents. Staff understand the importance of monitoring and acting if they notice any accident trends or re-occurrences. Children benefit from healthy, balanced and fresh meals and all children have access to fresh drinking water. Children enjoy their mealtimes and are closely supervised with staff understanding safe eating practices and allergen management.

Leadership and governance: Expected standard

Since the previous inspection, leaders have strengthened staff supervision and introduced additional training. This has improved staff confidence and knowledge in delivering the curriculum and supporting children with special educational needs and/or disabilities (SEND). Leaders have also prioritised staff wellbeing by providing mental health support, professional development opportunities and regular feedback meetings. Staff report feeling supported and confident in their roles.

Communication with parents has been enhanced. Parents now receive clear information about their child's learning and how to support this at home through meetings, videos and newsletters. The curriculum has been refined to ensure it is ambitious and well sequenced. Staff use observations and assessments effectively to plan learning, resulting in children progressing well. Leaders and staff have developed strong community links, including visits to the local library and nature reserve and hosting visitors, such as local police officers. Leaders plan to extend these links further through volunteering initiatives. Leaders have identified priorities for continued improvement, including strengthening SEND provision and embedding a new assessment system to further enhance curriculum planning.