Alba - Early Years Day Nursery

Inclusion: Expected standard

Staff support children with special educational needs and/or disabilities (SEND) well. They understand the importance of early identification and intervention. For example, staff focus on observing and monitoring children when they first start at nursery. This helps to identify any gaps in learning and development swiftly. Staff work in partnership with parents and other professionals to make timely referrals where needed. Staff undertake SEND training to develop their knowledge and understanding to provide more targeted support for children. The setting receives a range of additional funding to support children's individual needs. It puts targeted plans in place to support children's development and learning and ensure that activities are suitably differentiated for these children who require additional support. This ensures it is fully inclusive and able to adapt activities and the environment to meet the needs of all children, including those who may be known to children's social care.

Curriculum and teaching: Needs attention

There are inconsistencies in implementing some elements of the curriculum, such as mathematics and language comprehension. Staff are not always clear on what they want children to learn from an activity, which means children do not always receive the full support needed to build on and make secure progress in their learning. However, leaders are reflective, and they have made considerable improvements since the last inspection. Staff benefit from professional development, regular coaching and constructive support to improve practice. Although there is more to do, this support for staff has led to improvements in the curriculum design and quality of teaching.

Children enjoy regular access to the outdoor area, benefiting from fresh air and physical activity. Staff help children to make good progress in their personal, social and emotional development. They support children to learn to share and take turns. This helps children to build positive relationships with their peers.

Staff and leaders are aware of barriers to children's learning and work with parents and carers to ensure children are supported with home learning. Children, including those who speak English as an additional language and those with special educational needs and/or disabilities, make progress from their starting points in learning. Staff monitor children's progress carefully. They identify aspects of children's development where they need additional help and implement targeted support. Staff work closely with parents to make referrals if needed, seeking support from other professionals.

Achievement: Needs attention

Children do make progress from their starting points in learning and development. However, during some activities, there is insufficient focus on the teaching and learning for individual children to achieve. This limits the progress children make to develop the skills needed for their next stage of learning or move on to school. Children's communication and language are generally supported well, although exposing children to a range of interesting language could capture children's attention and focus even more. Children who have delays in their development and those with special educational needs and/or disabilities receive appropriate care and support. Effective systems ensure they are swiftly identified and fully supported to make progress from their starting points alongside their peers. All children are developing confidence and independence.

Behaviour, attitudes and establishing routines: Expected standard

Staff are positive role models, build positive relationships with children, and have high expectations for behaviour. They remind children of the key rules, such as being kind to others and walking when indoors. On occasions when children struggle with their behaviour, staff take time to help them manage their emotions. This helps children to understand what is expected of them and supports positive behaviour. Leaders focus on monitoring children's attendance. They work closely with parents and carers to promote punctuality and place importance on children's welfare.

Since the last inspection, leaders and staff have worked hard to improve transition times for children. Staff set clear routines so that children understand expectations. Children understand the routines, listen carefully and respond well. They help to tidy away toys and confidently sit and take part in activities and stories. This helps children to develop the skills they need for life and as they move on in their education.

Children's welfare and wellbeing: Expected standard

Staff create a warm environment, where children settle well. Staff are nurturing and responsive to the needs of children. The key-person system is established, and children build connections. Key staff engage children in their play and offer reassurance when needed. The secure emotional bonds children develop with their key person help them to flourish. Children who have delays in their development and those with special educational needs and/or disabilities receive appropriate care and support. Children are supported to develop key personal skills and learn to become independent. For example, during mealtimes, younger children learn to feed themselves, and older children help to set up the tables, serve themselves and pour their own drinks. Staff promote skills in table manners and teach children how to be safe when eating, such as by staying seated at the table until they have finished.

Leadership and governance: Expected standard

Leaders are committed to improvement. Following the last inspection, they have implemented required changes to raise the quality of care. Leaders have worked hard to overcome staffing issues so that children receive consistent care. They follow safer recruitment procedures to ensure that staff are suitable to work with children. Leaders work closely with the team to make significant improvements. Staff are deployed effectively to ensure all children are safe and well supported.

Leaders evaluate practice, and training helps staff to develop their knowledge and skills. This has a positive impact on the quality of care and learning for all children. Leaders continue to monitor the quality of all aspects of the provision, including through effective staff coaching. They identify areas to work on and have further training planned for staff to improve their understanding of teaching and the curriculum. Leaders seek advice from the local authority to source training for staff and to target support for children. Children with special educational needs and/or disabilities are appropriately supported.