Ab Day Nursery

Inclusion: Expected standard

Children with special educational needs and/or disabilities (SEND) receive effective and swift targeted support from staff. Information gathered from parents, starting points obtained when children begin and ongoing assessments are successful at identifying children who may need additional support. Staff work in collaboration with parents and professionals to put in place strategies to help bridge gaps in development and to gather the necessary information and evidence needed for referrals. Staff and parents regularly review the impact that interventions are having on the outcomes for children with SEND, and they are adapted as needed. Staff effectively and consistently use agreed strategies to support children. This ensures that children with SEND, as well as those who face barriers to their learning, succeed alongside their peers. Additional funding is used effectively to assist eligible children. For instance, they have purchased tents to create comfortable and secure environments that support children in managing their behaviours and self-regulation. Staff have noticed the positive impact this has had on the children and how they are now using this resource independently when required. However, while targeted support is effective, inconsistencies in the quality of teaching across the setting mean that children with SEND do not yet consistently benefit from high-quality interactions throughout the day.

Curriculum and teaching: Needs attention

The quality of teaching across the setting is not consistent. Staff working with the older children tend to observe and see to routine tasks rather than ensuring that the environment is enriching and meeting the needs of the children. Children typically engage with things they are familiar with and capable of and spend periods of time lacking engagement. This impacts on the overall development of children, particularly those who have special educational needs and/or disabilities. However, the curriculum is well designed and has a clear focus on developing children's speech and language and personal, social and emotional development. It builds progressively in preparation for children to transition across the setting, as well as their eventual move to school. Staff know the needs of the children well and adapt the environment and activities to suit. However, inconsistencies need to be addressed by leaders to ensure that all children are provided with the same high-quality teaching.

Staff support children's communication and language development well. They introduce new vocabulary as they play alongside children. For example, when babies explore the blocks on the train, staff introduce mathematical language linking to shape and size. They encourage children to use trial and error when finding the correct pieces and use vocabulary to support this, such as 'That is too big.' Children's physical development is encouraged as they spend time exploring the garden, taking trips in the local community and practising their fine motor skills through building and throwing balls into hoops.

Achievement: Expected standard

Overall, children are making positive progress from their starting points. Children with special educational needs and/or disabilities or barriers to their learning are identified swiftly, and strategies are put in place to support. Effective ongoing assessments and key-person knowledge of children and their individual needs mean that children are provided with the support required to make progress. For example, children who were highlighted as needing extra support with their speech and language received effective interventions and strategies from staff, which were shared with parents and carers. Due to the swift and effective identification process, children are able to bridge the gaps in their development. With the successful strategies in place, children are making appropriate progress from their starting points. However, it is essential for leaders to concentrate more on ensuring that routines and high-quality teaching are consistently provided for each child.

Children are well prepared for their transitions to school. Children learn to work with others and communicate effectively, and they become increasingly independent. Leaders reach out to local schools that children are due to attend and plan visits and opportunities for teachers to come and see the children at the setting. This supports children's social and emotional development as they learn their teachers' names and start to gain an understanding of what to expect.

Behaviour, attitudes and establishing routines: Needs attention

The routines of the day impact on the older children's levels of engagement, which directly impacts on their behaviour and attitudes to learning. For instance, when children first arrive, the environment and interactions from staff do not engage children and they spend periods of time waiting for their friends to arrive before the day begins. At other times during the day, when children are showing high levels of involvement and learning, staff do not adapt the routines accordingly to meet the children's needs and, instead, call them to circle time where their engagement drops.

However, leaders and staff create a positive and welcoming environment where there are clear expectations for children's behaviour. Staff act as positive role models and provide consistent support for children in managing their own behaviours. Extra funding has supported this as children are provided with cosy spaces to be able to take themselves away when they need time to themselves. Children enjoy playing together, especially role play, where they take on characters such as police officers and fire fighters and mirror customs at home as they use pretend kitchen appliances to make toast and drinks. When children do have minor disagreements, staff are on hand to support and provide consistent messages to children about what is expected in an age- and stage-appropriate way. For example, with babies, staff model, whereas with other children, staff introduce vocabulary related to feelings and how their behaviour may make others feel. Leaders work collaboratively with parents to help them understand the importance of attendance. This has had a positive effect, and children have good levels of attendance.

Children's welfare and wellbeing: Expected standard

Care practices are generally effective. However, the inconsistency in daily routines means that children's wellbeing is not yet consistently supported throughout the day. Leaders, children, staff and parents form respectful and effective relationships. Children show that they have developed good connections to their key person and feel safe. For example, when children arrive, staff welcome them with open arms and children happily embrace them in cuddles. Babies have their needs met incredibly well. They settle down to sleep with ease, which shows they are aware of the routines and feel comfortable in the setting. Children learn to express their emotions and are supported by staff to understand how their actions could make others feel. Children learn how to be independent, such as wiping their hands when they have finished eating and changing into their slippers when they arrive. During lunchtime, babies sit with the older children, who act as excellent role models. They are provided with ample opportunities to learn about healthy eating and the effects that food and exercise have on their bodies. Children have daily occasions to develop their physical skills, and they attend trips to local shops where they learn about healthy foods and how to keep themselves safe when out of the setting. Furthermore, children learn about themselves and others in their setting. For example, parents come in to share home customs and teach the children about Diwali, and they have cultural days where children share things from home, which helps promote a sense of belonging.

Leadership and governance: Expected standard

Leaders have taken great strides to improve since their last inspection. They have ensured that all safeguarding requirements are met and that children are safe. Leaders have identified weaknesses, have clear action plans in place and are taking appropriate steps to address them. However, these actions are at an early stage and the impact is not yet embedded.

Leaders have linked with local settings to learn about how to embed an effective curriculum, and they have acted on feedback from outside agencies. They have also recently joined a collaboration of local providers to continue to share best practice. Leaders have a good understanding of what is happening across the setting and provide effective and regular feedback to staff to help inform their practice and teaching. Leaders prioritise training and wellbeing for staff. They ensure that staff complete relevant training to help them understand their roles and responsibilities and to enhance their practice, such as undertaking professional qualifications. Staff speak highly about their experience of working at the setting and the support they receive. Leaders and staff consider how they can meet children's individual needs, including children with special educational needs and/or disabilities or children who have barriers to their learning. For instance, they have effective relationships with parents and ensure that they are included in all decisions for their children.