REPORT - 29TH JUNE 2026

Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible forgovernance and oversight fulfil their specific responsibilities and have established an openculture in which safeguarding is everyone's responsibility and concerns are activelyidentified, acted upon and managed. As a result, children are made safer and feel safe.

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Leadership and governance - Strong standard

Leaders are committed to reflecting on and improving the service they provide. They accurately identify children's needs and recognise that communication and language and special educational needs and/or disabilities (SEND), is a key priority. Leaders provide training so staff can strengthen their support for children's communication and language development. Specialist speech and language training is completed and this knowledge is shared with the staff team. Leaders also involve parents, helping them understand how to support children's communication at home and through small communication groups in the setting. Consequently, all children make lots of progress in their communication and language development, which is also recognised by parents.

Staff report superb wellbeing and workload is manageable and monitored diligently. Staff appreciate regular check-ins and feedback on their teaching. They say continuous training opportunities offered to them, builds their confidence and knowledge of how to provide children with the best care and education possible. They are looking forward to training coming up to further extend their knowledge of supporting children with SEND to ensure they can support them to thrive and achieve their best outcomes. Leaders have a detailed understanding of the setting's strengths and areas for improvement. They accurately identify where staff practice needs to become more consistent, including in supporting children's emotional development, behaviour and independence. Leaders have responded through targeted training, coaching and professional development to address these priorities.

Parents are highly satisfied with the service and praise the nurturing staff team. They feel listened to and involved in their children's learning. Parents value clear communication, thorough assessments and flexible parents' evenings, which help them understand their children's progress and next steps.

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Achievement - Expected standard

Children develop age- and stage-appropriate knowledge and skills across the 7 areas of learning as they move through the curriculum. Children are well prepared for the next stage of their learning, including school where relevant.

Children build secure and caring attachments with staff, which helps them feel safe, comfortable and ready to learn. They seek reassurance from trusted adults when they need it and are supported through settling-in sessions that are adapted to their individual needs. For example, Makaton and visual 'now' and 'next' boards help all children to communicate and make informed choices. Children achieve very well in communication and language.

Children respond well to meaningful praise and encouragement, which helps them persevere and keep trying. Children have the time and space to practise new skills in a calm environment. This particularly benefits children with special educational needs and/or disabilities, who may find it harder to sustain concentration. Children follow their interests as they explore resources and activities, such as bricks, and when throwing and catching feathers. This supports their attention, creativity and learning.

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Behaviour, attitudes and establishing routines - Expected standard

Children typically learn what is expected of them through familiar routines, clear guidance and repeated opportunities to practise. For example, children learn safe and healthy routines, such as washing their hands before eating and sitting safely at mealtimes. Staff model routines for new children. As children grow in confidence, they begin to follow routines independently and demonstrate they are prepared for when they start school.

Children, including those with special educational needs and/or disabilities (SEND), develop routines well when adults use clear strategies, such as visual 'now and next' boards and Makaton. Children use these approaches to understand expectations, express themselves and use positive manners, such as signing or saying 'please', 'thank you' and 'more please'.

Children generally play cooperatively and are learning to share and take turns. Sand timers and turn-taking games help children begin to manage minor disagreements over popular toys. At times, children with SEND, or those who find it difficult to play alongside others, do not benefit from enough support when other children join their play. When peers move too close, take resources without warning or do not recognise a child's need for personal space, this can affect how children with SEND feel and respond. Despite this, children show kindness to one another, such as helping each other pour drinks at snack time.

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Children's welfare and wellbeing - Expected standard

Children are happy and show a love of learning as they engage in stimulating and inviting activities. Bespoke settling-in arrangements help children settle smoothly, feel safe and become ready to play and learn. Staff respond sensitively to children's individual needs and personalities. For example, children take part in child-friendly yoga activities that help them channel their energy into calm movements. This supports children's wellbeing when they have lots of energy indoors and it is too hot to be active outside.

Children are supported to stay safe through daily risk assessments and simple rules, such as using the slide one at a time. This helps children understand how to protect themselves and others. Staff respond quickly when children find it difficult to manage their emotions or behaviour, such as during disagreements over popular toys. However, staff do not always use strategies consistently, such as visual emotion prompts or discussions, to help children understand their feelings and actions. This limits children's opportunities to develop selfregulation skills and strengthen their emotional wellbeing.

Hygiene and care practices take account of children's individual needs, including the needs of children with special educational needs and/or disabilities. Children receive extra support when they need help to follow hygiene routines, such as washing their hands. This guidance helps children become increasingly independent in their self-care, while boosting attendance by limiting time children are off due to illness.

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Curriculum and teaching - Expected standard

Children generally receive high-quality teaching. Children benefit from leaders who provide regular training for staff and remain actively involved in the setting. Children receive effective support because leaders work closely with staff to improve teaching practice and ensure that children's individual needs are consistently met.

Staff provide a flexible curriculum that reflects children's individual interests and stages of development. At times, children take part in planned activities and learning experiences that are tailored to what they need to learn next. For example, children join small communication groups where they can focus on specific learning intentions in a quieter, more supportive environment. This helps children receive targeted support and make progress towards their individual goals.

However, at times, staff step in too quickly and do things for children before giving them enough time to try for themselves. This limits opportunities for children to follow their curiosity, think through challenges and strengthen their problem-solving skills.

Children's speech and language development is supported extremely well across the setting. Children benefit from the use of robust assessments which helps staff identify any gaps in communication and language development. Tailored support is put in place quickly. Children hear clear, simple language and repeated words because staff use their knowledge of each child to support understanding. Children are also supported through 'now and next' prompts and Makaton signing, which help them express their views, make choices and have their voices heard.

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Inclusion - Expected standard

Leaders identify children's needs quickly and accurately with effective, in-depth settling-in processes. Leaders and key persons liaise effectively with any other settings children attend or other professionals working with the children, such as speech and language professionals. Working closely together ensures children, including those with special educational needs and/or disabilities (SEND), have support plans that meet their care and educational needs from the start. Regular assessments of children's progress are undertaken. This ensures any adaptations to teaching or care required are recognised early and appropriated changes implemented. This means all children continually make steady progress, including those with SEND, those who are known, or previously known, to children's social care, and those who may face other barriers to their learning and/or wellbeing.

Children benefit from inclusive practice that responds to their individual needs, routines and experiences. Staff work closely with parents to understand familiar home routines, such as babies' weaning and sleep patterns, so they can plan appropriate care, resources and spaces. Tailored settling-in sessions help babies and children settle well, feel secure and be ready to learn. Staff support children's attendance by listening to children and families and adapting sessions, where possible, to meet individual needs. Leaders plan to strengthen communication with parents of children with SEND to support children's progress even more.

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What it's like to be a child at this setting

Children feel a great sense of belonging as they confidently wave goodbye to their parents and carers at the door. They smile and happily enter the setting where their key persons greet them warmly and talk about the day ahead. Children benefit from a long-standing staff team, and babies thrive as they settle quickly and smoothly with the consistent staff. When unfamiliar visitors arrive, young children go to their keyperson for a cuddle and reassurance. This shows they feel safe and form caring and trusting attachments to them.

Children move smoothly through the day because routines are consistent and well organised. For example, children stop and listen when staff ring a tambourine. Children understand that this sound helps them prepare for a change, such as tidy-up time before lunch. Children with special educational needs and/or disabilities benefit from clear routines which supports their well-being and helps them prepare for changes. This reduces anxiety when transitions may otherwise feel overwhelming.

Children build friendships and enjoy playing and exploring in stimulating indoor and outdoor environments. The develop mathematical understanding in imaginative and fun ways. Children often count objects independently in their play and notice shapes in their environment. Children benefit from well-planned activities that interest them and provide meaningful learning opportunities. For example, children who enjoy water play develop their vocabulary through meaningful staff interactions. Children begin to use words such as 'evaporate', modelled by staff while children watch water they spray disappear on a hot day.

Children benefit from a clear curriculum that prioritises communication and language, supports their independence and prepares them for school. Children also benefit from a bespoke, gradual settling-in process. This helps parents and other professionals share important information so that children receive the right support from the start. Children face fewer barriers to learning because leaders plan carefully for their individual needs, such as ensuring enhanced staff ratios are in place where needed.

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Our grades explained

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

 

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

 

Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non‑statutory legislation and the professional standards expected of them.

 

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

 

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

 

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