Toddler Town

Inclusion: Expected standard

Staff know children well and routinely share information about their progress with leaders and parents. This enables early identification of any emerging developmental needs. Leaders provide targeted one-to-one support where required, including for disadvantaged children, those with special educational needs and/or disabilities (SEND) and those known to children's social care. Leaders and staff follow a continuous cycle of assess, plan, do and review. This ensures that children with SEND receive an appropriate level of support. Staff prioritise communication and language development, using repetition and focused reading to strengthen children's understanding and vocabulary.

Leaders work effectively with parents, the local authority and external professionals, including educational psychologists and social workers. They use their knowledge of children's circumstances to implement tailored support, such as calm spaces to support emotional regulation and wellbeing.

Leaders have a secure understanding of disadvantaged children's needs and use early years pupil premium funding purposefully, for example to enhance outdoor provision and communication resources. They monitor and review the impact of this support termly. However, not all staff have a consistently secure understanding of how funding is used and its impact.

Leaders assess professional development. They have identified further training and support for staff responsible for special educational needs coordination to strengthen inclusive practice.

Curriculum and teaching: Strong standard

Leaders have designed an ambitious and well-sequenced curriculum that consistently builds on what children know and can do. Staff plan and deliver learning that is tailored to children's individual needs. They skilfully adapt activities in the moment, enabling all children to engage deeply in learning. Children develop physical skills at different rates. Some practise pouring and emptying water into large containers, while others refine their hand-eye coordination by pouring water into narrow tubes. Consequently, children gain increasing control and coordination in their movements.

Staff provide consistently high-quality interactions that promote children's communication and language development. They extend children's thinking through purposeful questioning and precise modelling of vocabulary. For example, children confidently describe the features of minibeasts and categorise them into 2 groups, those with wings and those without. Children with barriers to learning are supported effectively through carefully adapted teaching, enabling them to access the same curriculum and build understanding incrementally. Staff create rich opportunities for children to develop listening, attention and comprehension. For example, staff read 'Mad about minibeasts' to children in a small focus group. They encourage the children to sustain focus and listen for key information. Children engage enthusiastically, listening, thinking and acting simultaneously.

Leaders embed the teaching of mathematics across the provision. Children develop secure early mathematical understanding, including recognising numerals and applying their knowledge in meaningful contexts.

The curriculum consistently promotes children's personal, social and emotional development. Staff explicitly teach cooperation, turn-taking and positive relationships during play. As a result, children increasingly interact positively with others.

Achievement: Strong standard

Children make significant progress from their starting points and confidently apply their learning in play. For example, when drawing minibeasts, young children use mathematical language such as, 'I am going to draw a big ladybird,' showing secure understanding. Children remain highly engaged in mark making, including adding features such as spots to ladybirds.

Children demonstrate a secure understanding of the world through imaginative play. In the kitchen area, they independently use resources such as ovens to 'bake' cupcakes and eagerly share these with staff, reflecting their understanding of real-life experiences.

Children communicate confidently and use a broad range of vocabulary. When making sandcastles, they retell instructions using sequencing language such as 'first', 'then' and 'next', accurately describing each step. This shows excellent understanding and recall.

Children develop secure early mathematical and literacy skills in preparation for school. They count on their fingers and begin to recognise and write their names. Parents report that children practise these skills at home, demonstrating sustained impact of learning beyond the setting.

Behaviour, attitudes and establishing routines: Expected standard

Staff establish clear, well-embedded routines that help children understand what is happening next. Children listen and respond well to instructions, and staff provide timely support to help children share and play collaboratively. They support children effectively to regulate their behaviour and begin to manage their own actions. Leaders promote the importance of attendance and monitor patterns, putting support in place where needed.

Although leaders have high expectations for all children's behaviour, these expectations are not consistently applied. For example, when children place non-edible items in their mouths, some staff intervene promptly, while others do not. This inconsistency leads to mixed messages and limits children's understanding of boundaries.

Children form secure attachments with staff. Those who become frustrated or who are not yet able to communicate verbally, confidently seek reassurance. They use gestures and pointing to express their needs. Staff respond sensitively, showing kindness and patience, which helps children feel safe and understood. Key-person arrangements are effective. Parents know their child's key person and feel confident in these relationships. Most children enjoy the activities on offer and engage for sustained periods. They show a positive attitude to learning and are keen to involve adults in their play. For example, children pretend to go shopping, returning to the home corner to share items and talk through their experiences. Staff engage well in these moments, supporting sustained shared thinking through meaningful interactions.

Children's welfare and wellbeing: Expected standard

Staff support children's health and wellbeing effectively. Children enjoy a range of nutritious meals and snacks. Older toddlers and pre-school children are encouraged to serve themselves at mealtimes, promoting their independence from an early age. Leaders ensure that children spend plenty of time outdoors in the fresh air, supporting the development of their large- and small-muscle groups. Children also benefit from safe, clean and comfortable sleep areas where staff supervise them appropriately and follow the setting's procedures. Staff respect children's privacy during personal care routines, including nappy changing and toilet training. Children begin to learn about keeping themselves safe from an early age.

Key persons know children and their families well and engage with them regularly. Children who need additional emotional support receive comfort and access to calm spaces, helping them to regulate their feelings and emotions. As a result, children are happy, feel secure, and those who are new to the setting settle well.

Leaders understand the risks associated with digital technology. However, some staff are not yet confident in teaching children how to keep themselves safe online. This limits how effectively children develop their understanding of online safety.

Leadership and governance: Expected standard

Leaders prioritise professional development, staff support and wellbeing. Staff have a secure understanding of mandatory training and explain how this improves their day-to-day practice. For example, leaders respond appropriately to changes in the setting, such as the increasing number of babies. Staff are undertaking relevant training to strengthen their knowledge of care and development for children aged under 2. Opportunities are provided for staff to share learning, which supports consistency in practice. Staff report high levels of wellbeing, and leaders manage workload effectively so that staff feel valued and motivated

Leaders engage positively with parents. Parents speak highly of the setting and report that they are well informed about their child's experiences and development. This contributes to effective partnerships and confidence in the quality of care provided.

Leaders have an accurate understanding of the setting's strengths and areas for development. They are committed to continuous improvement and have a clear vision and strategy to enhance the environment. This includes plans to create defined areas that support children's age and stage of development and meet the needs of children with special educational needs and/or disabilities. The planned improvements to the environment aim to strengthen risk management and provide purposeful spaces that support children's learning, development and wellbeing.