The Cradle Nursery

Inclusion: Expected standard

Leaders have established effective systems to identify children's emerging needs at an early stage. They hold regular, purposeful discussions with staff members to review children's progress and identify next steps, particularly for children with special educational needs and/or disabilities (SEND). This ensures leaders and staff have an in-depth understanding of children's progress and can respond by embedding strategies within their everyday practice. For example, staff implement simple turn-taking games such as rolling a ball back and forth to support children's social skills.

Leaders continue to develop their understanding of SEND and share updated information through regular team meetings. They work collaboratively with external professionals and secure additional funding where required to ensure children receive timely support. Leaders implement a communication and language intervention tool to assess where children may require further support.

Leaders have been proactive to ensure all children who are eligible receive their entitlement to early years pupil premium funding. They have provided families with advice and support to consider if they are eligible. Leaders recognise there is further scope to strengthen how this funding is used to maximise outcomes for children.

Curriculum and teaching: Expected standard

Leaders design a sequenced curriculum that prioritises children's communication, language and social skills. Leaders understand what children need to learn to be prepared for school. Staff work collaboratively with parents to identify children's starting points. They continuously assess children's progress to determine if any additional support is required. Staff know children well. Staff model and extend vocabulary, including words such as 'squeeze' 'squash' 'pull' and 'roll' as children explore play dough. Staff adapt teaching to support children with special educational needs and/or disabilities. For example, they use simple signs and gestures to develop communication and social skills.

Leaders and staff incorporate mathematical language into everyday interactions, which enables children to be introduced to mathematical concepts from the earliest stage. For example, staff encourage children to count slices of fruit as they prepare this to eat. Children join in enthusiastically with singing and rhyme sessions. They ask for their favourite songs.

Staff understand the importance of supporting children's personal, social and emotional development. They interact with children in a warm and gentle way as children regularly check in with their key person for reassurance and support.

Staff provide opportunities for children to explore large play equipment, which promotes their physical development. However, on occasion, staff do not consider how they could further develop children's fine motor skills. For example, children sit down while accessing the sand tray, which restricts their movement.

Achievement: Expected standard

Children access a range of experiences that cover all 7 areas of learning. They are confident to make independent choices, such as voting for their favourite stories to be read.

Children are confident communicators. For example, children who initially use single words at the setting begin to develop wider vocabulary as they hear new language. They engage in singing and story time sessions.

Children join in and listen to instructions well. They are familiar with all parts of the routine. For example, at tidy-up time children help to place all of the play dough cutters in the correct box. Children build their confidence and independence as they engage with a variety of learning experiences. They maintain their focus and attention for prolonged periods. For example, children repeatedly fill and empty buckets in the sand tray using different tools.

Children with special educational needs and/or disabilities and those who face barriers to learning make progress from their starting points. Children gain the skills they need for the next stage of their education.

Behaviour, attitudes and establishing routines: Expected standard

Staff interact with children in a warm and reassuring manner. These positive interactions help children feel safe and build confidence. Staff provide lots of time and support for children to complete simple tasks, such as washing and drying their hands. Staff have designed a clear, consistent routine that allows children to anticipate what comes next. For example, children enthusiastically help to tidy up as they listen to a tidy-up song. Staff praise children as they are given the responsibility to carry out small tasks, which encourages their independence.

Children typically behave well and stay focused on activities for sustained periods. Children invite staff to join in with their play. Staff calmly and sensitively set children clear age-appropriate rules and boundaries, such as using 'kind hands'. This enables children to understand what is expected of them and supports respectful behaviour.

Leaders identify when changes to routines are needed, especially to support children with special educational needs and/or disabilities, to support each child's individual needs. For example, leaders provide more focused support activities to promote children's social and communication and language skills.

Leaders support children to attend the setting regularly. They keep records of the reasons for children's absences. Leaders talk to parents and carers about the benefits of attending the setting regularly.

Children's welfare and wellbeing: Needs attention

Risk assessment processes are not robust enough and lack detail. Leaders and staff can identify potential hazards for children and staff. However, they do not take sufficient action to reduce risks. For example, plastic aprons and soiled toilet brushes are stored at children's level in the bathroom. Their accessibility increases the risk of children becoming unwell.

Staff discuss what should be included as part of the garden risk assessment, but leaders do not ensure this is completed. For example, an outdoor maintenance cupboard is left unlocked with the locking mechanism at child's height. This increases the risks children are exposed to.

Hygiene practices at mealtimes are not yet well embedded. For instance, a heavily stained cloth is repeatedly used to clean tables between meals and is not stored appropriately. This practice does not support good infection control. Children's oral health is also impacted. Toothbrushes and toothpaste are stored in a way that increases the risk of cross-contamination.

Leaders plan to introduce a healthy lifestyle programme, which aims to promote a positive sense of wellbeing for children. Children are provided with regular opportunities to develop their independence. At mealtimes, staff interact with children to promote their communication and social skills.

Leadership and governance: Needs attention

Overall, leaders take an evaluative approach by celebrating the setting's strengths and identifying some areas for improvement. However, leaders do not take reasonable steps to identify hazards in the environment and take action to minimise risks to children's health, safety and welfare.

Leaders do not embed consistent hygiene practices for children. They allow mealtimes to operate with low hygiene standards and do not take prompt action to address the cleanliness and condition of the kitchen facilities, despite concerns being raised by environmental health professionals.

Leaders support staff to make progress in their professional development. They provide opportunities for staff to work towards additional qualifications and access mandatory training. Staff said that leaders offer support, which contributes positively to their overall wellbeing. Leaders hold monthly supervision meetings, which enables staff to identify training needs and consider ways to develop their practice. Leaders interact with staff in a calm, respectful and considered way, with staff's wellbeing always prioritised. This supports both leaders and staff to act as positive role models for children. Leaders also coach and mentor one another to strengthen their leadership skills.

Leaders prioritise obtaining timely support for children with special educational needs and/or disabilities. Leaders work collaboratively with other professionals to secure targeted support that meets children's individual needs.