Woodley Kiddi-Winks

Inclusion: Strong standard

The passionate staff team ensures that all children are at the heart of everything it does. The team demonstrates a secure commitment to inclusion and warmly embraces the individuality of each child. Leaders and staff work closely with parents and external professionals to provide holistic and targeted support. Targets provided by professionals are implemented swiftly. This maintains continuity in children's learning and development.

Children with special educational needs and/or disabilities make excellent progress from their starting points. Staff are skilled in identifying needs early and recognise that children have different starting points and life experiences. Staff confidently identify barriers to learning and take swift action to address these. Additional funding is used effectively to support children's individual needs. For example, specialised equipment is provided to support children's physical development. This helps to close gaps in learning.

Leaders and staff benefit from ongoing high-quality training. Staff regularly observe and assess their key children's development and seek out training opportunities to strengthen their own practice. Recent training on supporting children's communication development has enabled staff to skilfully use visual aids, sign language and timetables to provide an inclusive approach to children's communication needs. This makes a sustained difference to children's progress.

Curriculum and teaching: Expected standard

Leaders and staff implement an ambitious and well-sequenced curriculum that builds on what children know and can do. Staff regularly observe children's development and provide meaningful activities to support children's next steps in development. Mathematics is seamlessly woven through routines and activities. Younger children learn about concepts such as big, small, heavy and empty as they build with blocks and carry buckets of water. Older children count scoops as they make 'dinosaur coffee' with their imagination. These opportunities help to build on children's mathematical skills.

Children develop a love for stories and rhymes. Babies join in with actions, sign language and key words to familiar songs. Older children explore books independently, turning the pages and making up their own stories. This enriches children's vocabulary and expressive language.

Staff prioritise social and emotional development. Children are supported with their turn-taking skills and develop an understanding of their feelings. Staff provide activities that support children to strengthen their small muscles in readiness for early mark making. For example, toddlers practise using tweezers on materials, and older children roll and manipulate clay. Children develop their fine motor skills.

Staff adapt the curriculum to meet the needs of individual children. This means children with special educational needs and/or disabilities receive the best support. Staff are highly skilled in tailoring teaching to support children's age and stage of development.

Achievement: Expected standard

Children with special educational needs and/or disabilities, disadvantaged children or those known or previously known to social care benefit from targeted next steps, which helps them to make good progress through the curriculum.

Children engage in back-and-forth conversations with their friends and staff. They develop a wide range of vocabulary. For example, babies learn single descriptive words such as soft, and toddlers match vocabulary to actions as they squeeze and mash petals into water. Older children talk about the bones in their body and how they are connected. Children are confident communicators.

Children are well prepared for their next stage in learning. They demonstrate good independence skills they will need for the future. For example, children chop their own fruit and confidently put on their own wetsuit for outdoor play. This positively shapes their future learning experiences. Children develop their physical skills. Babies practise crawling through tunnels and pulling to standing using low-level furniture. They develop good core strength.

Behaviour, attitudes and establishing routines: Expected standard

Staff are excellent role models and set high expectations for children. They are consistent in their approach to positive behaviour. On occasion, when children struggle with their behaviour, staff take time to help children to manage their emotions. They provide activities and 'calm areas' where children are supported to regulate their feelings. This helps children to understand what is expected of them and supports positive behaviour.

Staff support children to develop resilience in their learning. For example, when children struggle with taking the lid off a bottle, staff gently model how to do this. Children burst with pride when they achieve the goal. Staff offer an abundance of praise to recognise children's achievements. This helps to boost children's self-esteem, and they develop a 'can-do' attitude to learning.

The daily routine is planned well, and children show high levels of engagement and curiosity during activities. Staff support children to transition through daily activities with gentle interactions. Some parts of the routine are not organised effectively to sustain children's attention. For example, during some transitions to mealtimes, children can experience periods of waiting, which can impact their routine. During these times, children become disengaged from their learning.

Leaders promote attendance with parents. They recognise the importance of children attending the setting to help them develop friendships and become secure in their routines.

Children's welfare and wellbeing: Expected standard

All children form close, caring relationships with their key person and other staff. This helps them to feel safe, secure and happy. New children, particularly babies, settle quickly. Staff provide extra support to new children, offering cuddles when they need reassurance. Staff support children to develop understanding of emotions from an early age. They read stories about feelings and have introduced sensory rooms to create calm, quiet spaces where children can relax, self-regulate and refocus.

Children are supported to develop an understanding of their physical development, personal safety, health and wellbeing. Children learn about staying safe when using knives to chop their fruit. They enjoy helping with tasks, such as sweeping the floor before mealtime to keep the area tidy. Furthermore, children take part in physical activities with external professionals and learn about keeping their bodies healthy. Overall, staff promote children to develop healthy habits. Children benefit from healthy meals and snacks. Mealtimes are sociable. Staff typically teach children about following hygiene routines, yet this is not consistent across the setting.

Staff implement sleeping, weaning and feeding routines with sensitivity and skill. They adjust these according to each child's stage of development and changing needs. This personalised approach supports children's wellbeing and has a positive impact on their emotional security.

Leadership and governance: Expected standard

Leaders have worked hard to raise the quality of the provision and staff's practice since the last visit. They understand the strengths and areas of development for the setting. Since the last visit, leaders have taken action to improve their record keeping systems to ensure that records are easily accessible on request. Additionally, leaders have improved their supervision arrangements to ensure that all staff receive coaching and mentoring to develop their own knowledge and skills. Furthermore, leaders have provided training on assessing risks in the environment to ensure children are kept safe.

Staff speak positively about the nursery leaders and the support they receive. They say their wellbeing is supported effectively. Leaders have provided a programme of training to enhance the skills and knowledge of staff. For example, training has focused on mathematical development and outdoor learning. Furthermore, leaders ensure staff have access to training to help them support children with special educational needs and/or disabilities (SEND). Training develops new skills for staff so that they build even greater knowledge of how best to support the children in their care.

Leaders have built effective partnerships with parents and professionals. They share children's development through an online app and regularly meet with parents to ensure they receive the right support. Leaders are knowledgeable about the processes in place that help to safeguard children and support those with SEND.