The Snug Childcare

Inclusion: Strong standard

Staff are consistently highly attuned to children's needs across the setting. This means children are included and can participate fully. Leaders have a strong focus on inclusion. The nursery has robust policies and procedures in place. Staff complete highly effective observations and assessments on children. They identify gaps in children's learning and development to inform planning and target support. They work closely with advisory professionals to create individual plans and meet children's needs. Children benefit from this targeted support, including those with special educational needs and/ or disabilities. Leaders create a tailored curriculum and thoughtfully design the space to meet children's needs. Staff make effective adaptations, providing the resources children need to support their wellbeing, for example special chairs and tables for their comfort. This enables children to feel safe and secure and confident to learn in the environment. Staff consistently recognise when children need additional support with activities. For example, staff will work individually with children to engage them in small-group activities. This is highly effective in supporting children's developmental needs across all rooms.

Leaders recognise and understand which children are entitled to additional funding. They identify where staff are best deployed to support children. Leaders support staff to share information when key persons change and, as a result, transitions between all rooms are exceptionally smooth. The strong leadership ensures consistency, supports staff's knowledge and promotes high expectations for all.

Curriculum and teaching: Expected standard

Leaders know the children and families well. They use this knowledge to shape an ambitious curriculum that responds to children's individual needs. The nurturing environment enables children to feel safe and secure. This supports their personal, social and emotional development. Staff adapt activities effectively to ensure that all children, including those with special educational needs and/or disabilities, can participate successfully. For instance, children are offered manageable, sensory experiences alongside their peers. Learning is linked and consolidated through core books. Children experience the story through repetition and in different ways over time. Overall, staff engage children in their learning, although not all staff, across the nursery and use high-quality interactions and questioning to maximise learning opportunities. For example, some staff did not enrich children's learning through encouraging them to think and explain their ideas.

Staff embed early mathematics well, providing play-based experiences to develop mathematical vocabulary. For example, children create 'long' and 'short' worms with play dough. Younger children are given the opportunity to count objects as they play. However, not all staff maximise learning opportunities to further children's understanding of mathematical reasoning and problem-solving. For example, children were not consistently provided with opportunities during group activities to combine groups and compare amounts or size. Staff provide activities that support children's dexterity alongside their creativity, such as using paintbrushes and rolling dough in their hands. In general, staff develop children's communication and language skills. They ask thoughtful questions to extend ideas and share new vocabulary.

Achievement: Expected standard

Children thrive in the purposeful and well-planned environment. Children work well with others. Older children share resources with babies and younger children. They work and learn together. This strengthens their cooperation, patience and kindness. Children typically achieve well. However, opportunities to further learning, particularly in mathematics, are sometimes missed. For example, younger children's problem-solving skills are not developed, such as deciding how to sort objects by colour, size or shape. Those who face barriers to their learning or those with special educational needs and/or disabilities are fully included in all aspects of the curriculum. As a result, all children reach their potential from their individual starting points. Children confidently recall their learning from core books. For example, they remember key phrases and talk about what happens next with enthusiasm. Children throughout the setting develop a love of books. Overall, babies listen and respond to simple instructions, and older children engage in small-group times. This develops their listening and attention skills. Children learn about the world around them and what makes them special and unique through events such as 'Snugfest'. The setting has a positive relationship with local schools. Children have a well-planned series of transition opportunities.

Behaviour, attitudes and establishing routines: Strong standard

Leaders have established consistent expectations for behaviour. Staff develop warm, supportive and attentive relationships with children. Even the youngest children settle well, readily approaching staff to join in activities. Leaders ensure that staff are positive role models, gently supporting children to take turns, share and be mindful of others. For example, older children learn the importance of turn-taking and being aware of younger children as they play together. Staff have consistently high expectations for children's behaviour and attitudes to learning. They provide motivation and encourage children to solve their own problems during play. For example, children work together to create fishing rods that reach the pond. All children demonstrate positive attitudes to their learning. For instance, they demonstrate high levels of confidence in making choices and exploring their environment. Staff consistently embed routines well. For example, children wait patiently holding a custom-made rope as they prepare to walk to the nursery's forest school area. Staff adapt the routines to support children's individual age/ stage of development or those with special educational needs and/ or disabilities. For example, children who need a calming environment spend time in the sensory room. During the settling-in period, staff follow routines from home. Babies and younger children sleep when they need to, while other children play, and others enjoy their snack. Staff work with parents to help them understand how regular attendance helps their children to develop emotionally and academically.

Children's welfare and wellbeing: Strong standard

Staff are highly responsive to the needs of children, offering calm and affectionate interactions. This helps all children feel safe, settled and emotionally secure. Leaders have established an effective and inclusive key-person approach. Effective transitions are in place when children move between rooms. This ensures that all children, including those with special educational needs and/ or disabilities, form secure attachments to their key person and to other staff in the room.

Staff support children to develop independent self-care and hygiene habits. Each room has portable handwashing stations for children to wash their hands independently. Children learn good hygiene practises, such as knowing to wash their hands after playing outside or before meals. Children enjoy a range of healthy meals and snacks. Staff are vigilant, and they supervise children closely to ensure their safety. Staff provide a calm and comfortable environment for children who need to sleep. Leaders consider the adaptations they can make to rooms to support safe sleep. For example, babies now sleep in a separated area within the room to ensure that they can be monitored regularly during children's nap times.

Staff provide meaningful opportunities for children to embrace a healthy, active lifestyle. Leaders are passionate about children learning outdoors. Children enjoy exploring both the indoor and outdoor areas. Outdoors, children follow staff's instructions to walk safely.

Leadership and governance: Strong standard

Leaders have created a highly ambitious vision for the nursery. They work collaboratively with staff, children and families to promote the best outcomes for children. They recognise their strengths and priorities for improvement. Leaders are very reflective with clear plans of how to implement their vision. They provide support and guidance to staff. They are highly committed to embedding high-quality care and education across the nursery. They provide supportive and thorough supervision sessions for staff.

Staff feel valued and appreciate the collaborative environment that encourages teamwork. They attend regular supervision meetings and are provided with high-quality training . This means they are well-equipped to meet the needs of all children, including those with special educational needs and/or disabilities (SEND). Partnerships with other professionals are meaningful. Leaders work closely with advisers to support the needs of children with SEND. Leaders encourage staff to pursue higher qualifications and develop expertise. Staff attend meetings and incorporate ideas from professionals to support all children's learning.

Leaders are proactive and passionate about providing a setting where children and families can thrive. Leaders and staff build very trusting relationships with parents. Parents who have children with SEND appreciate the extensive support the nursery provides.