Adventure Awaits Day Nursery

Inclusion: Expected standard

Leaders and staff identify children's needs quickly. Typically, they ensure children, including those with special educational needs and/or disabilities, disadvantaged children, those known to social care and those who face other barriers to their learning and/or wellbeing, receive effective support. Leaders ensure a graduated approach helps children receive appropriate level of strategic support. They work closely with external agencies, such as speech and language therapists, and inclusion teams, to ensure teaching is responsive and focused on each child's emerging needs. Close working with families and other professionals ensure all children's needs are met effectively. Staff communicate effectively with parents during hand over times to reflect on each child's individual needs and ensure they are following children's unique routines from home.

Leaders use the early years pupil premium funding to develop children's outdoor play spaces in the nursery. They purchase resources, such as bikes, to promote children's physical development and promote active lifestyles. Leaders aim to provide experiences that children might not receive elsewhere and help close gaps in their learning.

Curriculum and teaching: Expected standard

Leaders have designed an ambitious, well-sequenced curriculum across all 7 areas of learning. A love of books is woven through the curriculum, ensuring stories sit at the heart of children's experiences to support their communication and language development. Typically, staff introduce new vocabulary, such as 'tall' and 'spiky'. They build on children's growing vocabulary through songs, rhymes and stories, engaging children in back-and-forth conversations. Staff comment and narrate as children play. Babies delight in joining in with songs and rhymes, while older children listen attentively to stories. However, at times, staff interactions are not consistent across the nursery. For example, when younger children engage in play, staff do not always support children to extend their learning further.

Children are building on their growing personal, social and emotional skills. Older children are independent in feeding themselves and getting their own drinks at mealtimes. Children enjoy chatting to their peers as they are supported and encouraged by staff to share their ideas and build positive social skills.

Staff promote early physical development. They provide regular opportunities for babies to crawl, climb and practise rolling. This builds their strength and coordination. Sensory experiences are carefully planned to stimulate curiosity and encourage babbling, supporting the development of communication skills.

Staff introduce early mathematical concepts. They help children to count through familiar rhymes and model vocabulary, such as, 'tall' and 'more'. This helps children develop secure foundations in early mathematics and prepares them well for the next steps in their learning.

Achievement: Expected standard

Typically, children including disadvantaged children, those known to social care and children facing barriers to their learning and/or wellbeing, make progress across all areas of learning and development. Children benefit from a wide range of purposeful experiences that strengthen their physical development and confidence. Babies learn to jump in puddles, developing their balance. They are curious and explore the sounds they create with instruments, exploring supporting their sensory development.

Older children learn to throw and catch balls, building on their coordination and control. They enjoy digging and filling containers with mud, strengthening their muscles. Children begin to understand that the tools they select have a purpose, demonstrating early problem-solving skills. Furthermore, children engage in back-and-forth conversations, join in with action songs and listen attentively to stories. They show good listening skills as they can confidently retell familiar stories. These experiences help children to be prepared for the next stage of their learning.

Behaviour, attitudes and establishing routines: Expected standard

Children build warm relationships with staff and other children. They are encouraged to work together and get along as they play and learn. Staff model expectations for behaviour and use effective strategies that support children to manage their emotions. For example, leaders and staff have introduced a purposeful 'stomping station', providing children with a safe and organised space to regulate their feelings. As a result, children behave well and demonstrate positive attitudes to learning. Collaboration with parents ensure these approaches are shared beyond the setting to help children self-regulate at home.

Older children develop independence in their self-care routines. They wash their hands, use the toilet confidently, pour their own drinks and clean their faces after meals. Children access resources independently and get on well with one another as they play. Staff do not always encourage younger children to take part in simple routines and tasks, such as tidying up, to help strengthen their independence even further.

Attendance is rigorously monitored. Leaders promote punctuality and regular attendance to help families establish good habits that support children's learning.

Children's welfare and wellbeing: Expected standard

Leaders and staff create a safe, welcoming environment for children. Babies and children typically form secure attachments with staff. Babies wave and say hello, choose resources independently and show a sense of belonging through the nurturing relationships they have developed with staff. Children are supported to talk about their feelings and manage their emotions, using props to help them. This helps children to feel safe, connected and ready to learn.

Staff understand children's individual needs well. Care routines are implemented appropriately. Staff maintain good hygiene and respond promptly to babies' emerging needs. Older children use the toilet independently and wash their hands. Staff support babies safely as they climb and explore, while older children are encouraged to take appropriate risks to develop their understanding of how to keep themselves safe.

Staff have not yet implemented an effective routine for preparing and serving meals in a timely manner, children sometimes wait too long for their meals, leading to restlessness. Children benefit from nutritious meals and snacks. Mealtimes are sociable, and staff support children well, modelling how to cut food and use cutlery. Older children serve themselves, while younger children feed themselves independently using spoons and forks. Staff talk to children about the foods they eat, helping them learn about different fruits, such as the differences between a pineapple and a melon.

Leadership and governance: Expected standard

Since the last inspection, leaders and those responsible for governance have prioritised improvement. They have implemented clear plans to drive progress, ensuring that timely and effective actions place the education and care of all children and families at the centre of the setting's work.

Leaders are dedicated and passionate about their role. Typically, they provide regular supervision for staff. Overall, staff feel valued and well supported by leaders. This helps staff to reflect and consider how to develop their practice further. However, support for new staff is not yet embedded effectively and staff interactions to build on children's learning are not yet consistent.

Parent partnerships are effective. Parents comment positively on their children's progress and appreciate the support they receive from leaders and staff. They enjoy receiving photos and updates about their children's learning and say that the strategies used in the setting are making a difference at home.

Leaders work effectively with other agencies and professionals, such as the local authority inclusion team. Transitions for children moving on to school are well planned, helping them move on confidently. Leaders also provide settling-in sessions for all babies and children, including visits to their next rooms, as they prepare for the next stage of their education.