Wonder Kids Nursery LTD

Inclusion: Expected standard

Leaders know children and their families well. They identify children's emerging needs and consider the different barriers that may affect their learning or wellbeing. Staff use their observations, developmental information and knowledge of each child to adapt experiences and provide additional support. This helps children to take part and make progress from their starting points.

Leaders work closely with families and seek advice from external professionals when needed. For example, leaders adapt their usual settling-in procedures when children may need additional support. They offer extended settling-in sessions. This helps staff to build a greater knowledge of children and develop a positive relationship with families before children start. Leaders use this information to plan suitable support and adaptations.

Leaders understand how disadvantage can create barriers for children. Although no children currently receive early years pupil premium funding, leaders have previously used this funding to widen children's experiences. For example, staff make individual plans with parents and carers and consider how the funding can have the best impact for their child. Leaders have used funding to enable children to take part in trips and experiences that may otherwise have been difficult for families to access.

The special educational needs and/or disabilities coordinators work effectively with families, staff and external professionals to support children with special educational needs and/or disabilities. Staff receive appropriate support to identify and respond to children's emerging needs. Typically, staff identify children's emerging needs and adapt their approach appropriately. Leaders encourage staff to reflect on children's development and seek further advice when needed. This generally helps staff to provide appropriate support as children's needs and circumstances change.

Curriculum and teaching: Strong standard

Leaders have designed an ambitious and inclusive curriculum that reflects the ages, stages and individual needs of the children who attend. Staff know children exceptionally well. They use what they know about children's development, interests and experiences at home to decide what to teach next. Assessment is purposeful and helps staff to quickly recognise where children may need additional help or extension in their learning.

Teaching is consistently of a high quality. Staff understand that every interaction can help children learn. They encourage children to have a go, persevere and solve problems for themselves. For example, activities, such as rescuing dolls wrapped in tape, encourage children to work out how to peel, pull and unravel the tape using their fingers. Staff carefully judge when to offer a small amount of help and when to step back. Children receive praise for their efforts and show great delight when they achieve their goal independently.

Staff also respond skilfully to children's curiosity. For example, when children hear unfamiliar noises outdoors, they stop, listen carefully and try to identify what they can hear. Staff build on these spontaneous moments to encourage children to notice and explore the world around them.

Staff weave preparing children for their future throughout the curriculum. For example, children give out bowls and help to clean tables, while older children are encouraged to communicate their wants and needs, manage their own clothing and take increasing responsibility for familiar routines. These experiences build children's knowledge, curiosity, confidence and independence for their next stage of learning.

Achievement: Strong standard

Children make consistent progress from their individual starting points. They are calm, attentive and develop impressive listening skills. Even younger children recognise familiar routines and expectations. For example, during group activities, children notice when an object has fallen or something is missing. They confidently communicate this so that the activity can continue as they expect.

Children make particularly effective progress in communication and language. Those children learning more than one language find different ways to express themselves. For example, younger children who initially communicate through babbling and gestures learn signs, such as 'more', to clearly express what they want. Children also confidently use actions alongside language, such as making binoculars with their hands during familiar songs.

Children with special educational needs and/or disabilities or who face other barriers make meaningful progress from their starting points. Across the curriculum, children develop broad knowledge and skills alongside increasing confidence and independence. They are very well prepared for their next stage of learning, including school.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff have created a calm and positive environment where children know what is expected of them. Routines are familiar and predictable, while staff adapt their approach to children's age, development and individual circumstances. Children respond very well. They listen carefully, wait patiently and move calmly between different parts of their day.

Staff are warm and positive role models. They teach children to be kind, take turns and care for others. For example, older children model expectations for younger children by showing them how to place bowls and cups down, ready for snack. Staff reinforce these moments with specific praise, helping children to understand why their actions are helpful and kind. Children play happily together, collaborate well and show genuine care for their friends.

Children develop positive attitudes to learning and take increasing responsibility for familiar routines. They give out plates, tidy resources and clear away after meals. Children play and learn happily together. For example, children learn about healthy choices as they work together to make milkshakes using milk and real fruit. They receive encouragement to participate, have a go and take pride in doing things for themselves.

Leaders promote regular attendance and promptly follow up unexplained absences. However, their approach is not yet consistently systematic in anticipating and addressing potential barriers to attendance, particularly for children who may face disadvantage or other barriers to their learning and wellbeing. Strengthening this approach would help leaders to identify potential barriers earlier and provide timely support to help children maintain regular attendance.

Children's welfare and wellbeing: Strong standard

Leaders and staff place children's welfare and wellbeing at the heart of their work. Staff know children and their families very well. They respond sensitively when their needs or circumstances change. Staff thoughtfully adapt care for children who need additional support. Warm and responsive relationships mean that children feel emotionally secure. They confidently seek staff for comfort and reassurance. Staff help children to recognise and express how they feel.

Everyday routines help children to understand how to care for themselves and make healthy choices. For example, children help to prepare their own snack. They carefully cut fruit and peel their own satsumas. Staff teach them how to use utensils safely, including keeping them low and on the chopping board. Children develop independence while learning how to keep themselves safe.

Personal care is equally positive and nurturing. For example, nappy changing is a relaxed and happy experience where staff sing and talk with children. Children know what is happening and receive encouragement to participate in their own care. These sensitive interactions help children to understand their bodies and recognise what they need to feel clean and comfortable.

Children benefit from a wide variety of opportunities to be physically active, both outdoors and on regular walks in the local community. They climb, balance and explore different ways of moving. For example, children excitedly chase bubbles. They stretch, reach and use their hands and feet to pop them. Staff make physical activity joyful while encouraging children to move their bodies safely. These varied experiences develop children's strength, coordination and physical confidence.

Leadership and governance: Expected standard

Leaders have a clear understanding of their setting, the families they serve and what they do well. They are ambitious for children and reflect carefully on where provision can be improved. As a relatively new setting, leaders have established clear systems and routines and continue to develop these as the needs of children and families change. Decisions are centred on children's best interests, including those with special educational needs and/or disabilities or children who may face barriers to their learning or wellbeing.

Leaders value staff as 'family' and take account of their wellbeing and workload. Regular supervision sessions, appraisals and informal discussions provide opportunities for staff to reflect on their work, receive feedback and identify areas for development. Staff speak positively about the support they receive and work together as a close and supportive team.

Professional development is relevant and supports staff to fulfil their roles effectively. Leaders use training, quizzes, peer observations and spontaneous questions to check staff's knowledge and reinforce their expectations. Leaders reflect that they can build on these effective arrangements by developing an even more systematic approach to continually refreshing and deepening practitioners' professional knowledge as guidance evolves. For example, safe-sleep arrangements are appropriate and practitioners have received relevant information and training. Leaders identified that more regular opportunities to revisit evolving guidance would further strengthen staff's understanding of the reasons that underpin safe practice.

Leaders establish positive relationships with parents and carers and external professionals. Parents particularly value the regular communication and individual attention their families receive. Leaders seek specialist advice when appropriate and work constructively with others to ensure that children receive the support they need.