Adorable Nurseries

Inclusion: Expected standard

Staff accurately assess children's development and recognise if this does not meet expected patterns. When this is the case, staff take steps to observe children and develop plans of support. They liaise with parents and professionals to ensure that there is a common focus, and children's next steps are known and understood by all. Staff recognise when children might experience barriers that affect their ability to take part in and enjoy activities. With this in mind, they have used funding with good effect to encourage children to sustain their attention, and this has had a positive impact on children's behaviour. For example, staff have purchased toys that encourage children to keep their hands busy and distract them during times when they need to wait. This has a calming effect on them and they tolerate waiting much better. Because of this, children are able to join in and play sociably with others, which promotes their sense of belonging at the nursery.

Curriculum and teaching: Expected standard

The nursery has developed a broad and well-organised curriculum that is logically sequenced to reflect children's ages and stages of development. This supports children to build effectively on what they already know and can do. This promotes their growing confidence, capability and independence. However, staff do not always implement the curriculum consistently. At times, activities become over complicated, with too many intended learning outcomes. As a result, children do not always benefit fully from staff's teaching. Leaders are currently reviewing the curriculum and supporting staff with its implementation to understand how effective it is.

Across the nursery, staff promote babies' and children's communication and language skills effectively. They routinely sing songs, read stories and encourage conversations. Children who speak English as an additional language make particularly steady progress because staff have the necessary expertise to support their emerging language skills. Children with special educational needs and/or disabilities receive targeted intervention that helps to promote their development well.

The curriculum for physical development is a strength of the nursery. Staff offer a range of opportunities for children to be physically active, which supports their strength, balance and coordination. Children gain confidence in exploring what their bodies can do. Staff introduce children to early mathematical concepts, including counting, sorting and recognising numbers. Planned activities help children to begin to use these skills with increasing confidence. Staff have a secure understanding of children's interests and use this knowledge to shape engaging learning experiences. For example, when children show an interest in 'spies', staff create a string 'laser beam' assault course. Children eagerly climb under and over the string. They successfully use their developing body awareness and physical control as they move through the course.

Achievement: Expected standard

Children are settled, confident and secure in the nursery. They settle quickly and appear happy and content. Babies move with increasing coordination as they climb and pull themselves up on equipment. Older children sustain focus at activities and demonstrate curiosity in their learning. Children develop into confident communicators who express themselves clearly and fluently. They talk to each other and staff with increasing fluency. Those who speak English as an additional language quickly recognise the distinction between their home language and English, enabling them to become competent speakers of both. Children with special educational needs and/or disabilities make significant and well-targeted progress from their individual starting points. Any gaps in their learning are starting to close. Across the nursery, children are developing important life skills that prepare them well for the next stage in their education. They get along well together, are becoming independent and show positive attitudes towards learning.

Behaviour, attitudes and establishing routines: Expected standard

Staff provide effective support for children's behaviour. They use consistent, developmentally appropriate strategies that help children to understand expectations and manage their own behaviour positively. For example, when choosing songs to sing, children take turns to roll a large dice that displays different nursery rhymes. This promotes fairness and ensures that all children have an equal opportunity to choose a song. Staff are positive role models who interact warmly with children. As children become older, they start to understand expectations and follow rules themselves, particularly when playing group games or on climbing equipment outdoors. This helps them to keep themselves safe.

Staff skilfully teach children to wait calmly. At mealtimes, children use 'fiddle boards', stretching plastic strings over pegs while they wait for their pudding. These activities keep children engaged and support their developing concentration. Leaders understand the importance of regular attendance in supporting children's progress and promote this effectively with families, helping children to benefit fully from the learning on offer.

Children's welfare and wellbeing: Expected standard

Leaders are developing routines in the baby room to ensure that children's need for consistent engagement and support is met. After snack time, some children are left waiting for staff's direction. At these times, teaching is not highly effective as children are eager to play outdoors and this distracts them and their desire to engage. Previously, frequent changes in staffing disrupted the relationships that children formed with their key person. However, the recent improvement in the stability of a consistent staff team is having a significant, positive impact on children's wellbeing. Children are now building secure attachments with their key person, and parents know who their child's key person is. Staff promote children's independence effectively. Very young children are beginning to develop confidence in using the bathroom independently. Older children recognise and respond to their personal needs well, such as helping themselves during mealtimes and dressing appropriately for outdoor play.

Children with special educational needs and/or disabilities make good progress because assessment, planning and tailored support begins promptly. Staff have a clear understanding of the physical and emotional challenges that some children face and take swift steps to support them. For example, they adapt the environment to ensure that children can move around freely and provide daily opportunities to support their emotional wellbeing.

Children benefit from healthy, well-balanced meals and can access fresh drinking water throughout the day. Babies and young children are sensitively encouraged to sleep and rest when they need to. This ensures that they wake refreshed, ready to engage in further learning and play.

Leadership and governance: Expected standard

Leaders are committed and highly motivated. They review all aspects of the nursery with rigour and demonstrate a clear willingness to implement improvements. Their ability to identify where practice needs to be strengthened has enabled them to address weaker areas effectively, to promote children's sense of security. Although staff are still developing their understanding of how to embed the newly introduced curriculum, they benefit from purposeful support and guidance from leaders to enhance their practice. Staff enjoy their work, and experience wellbeing support from leaders. Staff build positive and professional relationships with parents. They share meaningful information about children's learning and invite parents into the setting for special events, such as Valentine's Day and Christmas activities. These opportunities help to foster strong partnerships that contribute positively to children's progress.

Staff receive effective supervision and support that help them to understand their strengths and areas for development. They engage in relevant professional development and training to further enhance their existing skills. Staff are proactive in identifying any developmental delays. They take swift action to ensure that teaching is responsive and well matched to children's needs. For example, they understand what might contribute to children's strong emotions and take decisive action to redirect their attention. By working in partnership with external professionals, staff ensure that individual support plans are tailored and specific to each child's requirements.