Tiny Tots Nursery at Rugrats and Half Pints

Inclusion: Expected standard

Leaders typically create an inclusive culture where children feel valued, respected and able to participate fully. They identify children's individual needs accurately through assessments, observation and discussions with parents and carers. Staff understand children's individual developmental levels and reduce barriers to learning and wellbeing through targeted support. All children access a fully adaptive and inclusive curriculum that supports their learning and development. For example, children with sensory needs explore shaving foam beneath cling film, enabling them to engage safely with textures and gradually increase their sensory tolerance. As a result, children access purposeful learning opportunities and make progress from their individual starting points.

Leaders and staff receive relevant training in inclusive practice to help them best support children. Leaders and staff work closely with parents and external professionals to identify needs, share information and coordinate support that improves children's experiences and outcomes. Leaders seek advice and guidance from external agencies to gather evidence, inform support strategies and make timely referrals when required, helping children and families access appropriate support at the earliest opportunity.

Leaders use additional funding purposefully to meet the needs of children and families. For example, they provide sensory resources and books that children can also use at home, promoting continuity in their learning and development. Leaders also work effectively with partner agencies to support children known, or previously known, to children's social care, helping them remain safe, thrive and make good progress.

Curriculum and teaching: Expected standard

Leaders typically have a clear understanding of the quality of the curriculum and use monitoring, supervision and reflection to drive continuous improvement. They design an ambitious curriculum that builds progressively on what children know and can do, helping children develop the knowledge and skills they need for future learning. However, the quality of interactions in the toddler room are not yet as effective as in other areas of the setting. Leaders have begun to identify appropriate actions to improve practice.

Staff prioritise children's communication and language development throughout the curriculum. They read stories with babies to develop their attention, listening and early communication skills. Toddlers enjoy group activities, such as 'What's in the Bag?', which promote curiosity, turn-taking and communication. Older children make ice creams using different-coloured shaving foams and discuss colours, quantities and mixtures during play. These experiences support children's development and readiness for their next stages in learning.

Leaders and staff promote children's physical, social and emotional development. All children access the newly designed garden daily and benefit from regular soft-play opportunities that support their balance, coordination and physical confidence. Staff build nurturing relationships and encourage children to develop independence, resilience and self-confidence through a range of play opportunities.

Staff use assessment effectively to identify children's starting points, monitor progress and tailor experiences to meet individual needs. They adapt the curriculum appropriately for disadvantaged children, children with special educational needs and/or disabilities, children known or previously known to children's social care and children facing other barriers to learning and wellbeing. As a result, children typically engage positively in learning and make secure progress from their starting points.

Achievement: Expected standard

Children generally make secure progress from their starting points and develop the knowledge and skills identified within the curriculum. They make positive progress in communication and language. Babies respond to familiar interactions. Toddlers join in with group activities and discussions. Older children use an increasingly broad vocabulary to share ideas, ask questions and express their thoughts.

Children access a typically well-sequenced curriculum that supports their development across all areas of learning. Babies develop large-muscle skills as they cruise around low-level furniture in preparation for walking. Toddlers develop confidence and independence as they use the stairs to access the garden. Older children strengthen their hand-eye coordination as they colour with purpose and care.

Disadvantaged children, children with special educational needs and/or disabilities, children known or previously known to children's social care and children facing other barriers to learning generally access the support they need to participate fully. Children are confident to engage in activities and seek staff for reassurance and support where needed. As a result, children typically make progress that reflects their individual starting points, needs and abilities. They are generally well prepared for their next stage of learning and, where appropriate, for school.

Behaviour, attitudes and establishing routines: Expected standard

Leaders typically create a positive and welcoming environment where staff share a clear understanding of behaviour expectations. An effective key-person system ensures that staff know children and their families well. They understand children's individual needs, stages of development and circumstances, enabling them to provide tailored support and maintain expectations sensitively. Disadvantaged children, children with special educational needs and/or disabilities, children known or previously known to children's social care and children facing other barriers to learning receive appropriate support to help them engage fully in routines, develop positive behaviours and access learning opportunities. Children form warm and trusting relationships with staff, who act as positive role models. Staff use praise and encouragement to promote children's confidence and self-esteem. As a result, children generally behave well and respond positively to guidance and support.

Staff support children to develop positive relationships with others and learn how to cooperate successfully. Babies show emerging empathy and kindness. For example, they recognise when another child is upset and offer a toy for comfort. Toddlers engage in conversations with staff and peers during mealtimes, recalling events and discussing experiences such as birthday celebrations and cakes. Older children demonstrate increasing confidence in managing social situations. When they want a toy that another child is using, they typically negotiate, take turns and respect each other's wishes. As a result, children generally collaborate well and show consideration for others.

Leaders promote good attendance and punctuality through effective partnerships with families, helping children benefit from consistent routines and relationships.

Children's welfare and wellbeing: Expected standard

Leaders and staff generally provide effective care that meets children's individual needs. Staff work closely with parents to gather information about children's routines and care needs. They use this information support children's welfare. Disadvantaged children, children with special educational needs and/or disabilities, children known or previously known to children's social care and children facing other barriers to learning and wellbeing receive appropriate support. For example, those children that are quieter are given time to respond and take part in small group activities. This helps ensure that all children access opportunities, feel included and develop a positive sense of self.

Children develop secure relationships with staff. Babies and children seek adults for reassurance, comfort and support. Babies enjoy cuddles with familiar staff when they need reassurance. Older children also look to trusted staff for guidance, encouragement and emotional support when they face new experiences or challenges. Staff respond warmly to children's needs. They help children recognise, express and manage their emotions, supporting positive emotional wellbeing and resilience. As a result, children demonstrate a strong sense of belonging.

Staff support children to develop an understanding of healthy lifestyles, physical development, hygiene and personal safety. Children build independence as they pour their own drinks and collect their own food at mealtimes. Staff change babies' nappies respectfully and provide a narrative throughout care routines. Older children wash their hands independently and understand the importance of keeping themselves clean.

Staff use their knowledge of the children to tailor sleeping, feeding and personal care routines to meet individual needs. Staff adhere to safer sleep and safer eating guidance to promote children's safety and wellbeing. As a result, children feel secure, engage confidently in daily experiences and are ready to learn.

Leadership and governance: Expected standard

Leaders typically have a secure understanding of the nursery's strengths and areas for development. They use monitoring and self-evaluation to identify priorities and improve the quality of the provision. Recent changes in leadership have been managed effectively. Leaders and those responsible for governance have adapted their oversight arrangements well. This has helped to ensure continuity for children, families and staff. Leaders review practice regularly and use their findings to inform improvement plans and support ongoing development.

Leaders place a priority on staff wellbeing. Staff report that they feel valued, supported and listened to. For example, staff describe the newly appointed joint manager, alongside the existing manager, as approachable, supportive and readily available to offer guidance. Staff speak positively about their roles and demonstrate commitment to the children in their care. Regular supervision meetings, coaching sessions and team discussions provide opportunities for reflection, professional discussion and support.

Leaders generally support staff to develop their knowledge and skills through training, coaching and ongoing guidance. They identify where staff require further support and provide targeted professional development to enhance interactions and children's learning. For example, leaders have recognised the need to further develop independence and interactions within some age groups, and so have introduced additional coaching and curriculum support. Leaders monitor the impact of training on practice and children's experiences.

Leaders foster positive partnerships with parents, professionals and the wider community. They share information regularly and work collaboratively with others to support children's learning, development, welfare and wellbeing. Parents are welcomed into the setting for events such as graduation parties and festive celebrations. Parents speak highly of leaders and staff, describing their support, inclusivity and kindness as meaning 'the world' to their family. As a result, children benefit from a coordinated approach to their care and education.