Alders Day Nursery

Inclusion: Expected standard

Leaders create an inclusive culture that reflects the children who attend. They identify needs early through ongoing assessment. Leaders implement a graduated approach in practice. For example, where there are gaps in communication development, staff assess starting points, plan focused targets and introduce visual prompts, such as a 'bubble cloud' displaying 'ready steady go' to encourage early language. Staff reinforce key words during play and review progress regularly. They seek support from professionals such as speech and language therapists and specialist settings where required. Staff receive training to strengthen communication strategies, including the use of signing and visual teaching aids. However, this is not yet consistently embedded in practice. As a result, strategies to support communication are not always applied in the moment, which means barriers are not always reduced as effectively as they could be.

Leaders use additional funding purposefully, such as providing a lending library so families can borrow books and resources to use at home. Multilingual signs and translated information help families understand routines and key messages, particularly where literacy is a barrier. Teaching typically reduces barriers for children. However, some staff do not always provide sufficient challenge for the most able children. At these times, learning is not always extended to deepen their understanding.

Curriculum and teaching: Needs attention

Staff's understanding of the curriculum and children's next steps is not reflected consistently in practice. Teaching does not always build on what children already know and can do. Mathematical thinking is introduced but not extended beyond basic counting. During group time, staff do not consistently recognise when younger children and those with special educational needs and/or disabilities are not engaged. They continue with the activity rather than adapting it. As a result, children lose focus and learning is not sustained. Assessment information is available. However, it is not used sharply enough to adapt practice in the moment. Consequently, curriculum delivery varies across the nursery. Leaders have a secure understanding of the curriculum and what they want children to learn across communication, mathematics, physical development and personal, social and emotional development. Staff can identify children's next steps and explain how activities are intended to support learning. They use activities to encourage children's interactions. For example, children count pieces of fruit as they place them into a bowl. Outdoors, older children listen carefully to instructions such as 'stand on one leg' and navigate the obstacle course, developing balance and coordination. Opportunities are provided for children to work alongside others, negotiate and take turns in a group.

Achievement: Needs attention

Children make some progress from their starting points. Older children show increasing confidence in familiar situations and demonstrate developing independence. They communicate appropriately in known contexts and engage alongside their peers. Some children show secure knowledge in areas they experience regularly.

Progress across the nursery is uneven. Younger children and those with special educational needs and/or disabilities do not consistently secure new learning over time. In some instances, children repeat previously acquired skills rather than extending them or applying them in different contexts. The most able children are not routinely supported to deepen their knowledge and understanding. Differences in progress are evident between rooms and groups of children. While children participate and appear settled, learning is not consistently built on to ensure sustained development. As a result, not all children achieve as well as they could over time from their individual starting points.

Behaviour, attitudes and establishing routines: Expected standard

Leaders establish a positive culture with clear expectations for behaviour. Most children understand these and generally respond well to guidance. For example, older children respond well to clear routines. Staff provide a 2-minute warning before transitions and give clear instructions, such as collecting coats and lining up. Children walk safely down the stairs, holding the banister and waiting for others. They try to put on their high-visibility jackets independently, and staff offer simple guidance when needed. However, expectations are not always applied consistently for younger children. Explanations vary and are not always adapted to reflect children's age and stage. For example, during transitions, care routines are introduced immediately after children have been asked to sit together. This disrupts what children are being asked to do and creates uncertainty. As a result, engagement is not always sustained as effectively for younger children.

Relationships are warm and respectful. Younger children smile and wave at new visitors. Older children confidently introduce themselves and ask questions. When voices become loud, staff explain that this can upset others and remind children about indoor expectations. Older children respond quickly and adjust their behaviour. This supports children's developing self-regulation and awareness of others.

Leaders prioritise attendance. Absences are followed up promptly and patterns are considered carefully, particularly where there are any concerns. This promotes regular engagement and supports consistent routines for all children.

Children's welfare and wellbeing: Expected standard

Leaders and staff support children's welfare and emotional wellbeing effectively. Key persons know their children well and respond promptly when comfort or support is needed. When children become overwhelmed during transitions, staff remain calm and provide additional support. For example, children who require reassurance are supported to move first on the stairs so they feel secure. This helps children regulate and continue confidently. Those with special educational needs and/or disabilities receive appropriate adjustments to support their wellbeing and ensure they feel included.

Leaders and staff generally promote healthy lifestyles. Oral health is encouraged as staff discuss this with children and provide toothbrush packs for use at home and in the setting. Children are supported to develop positive hygiene habits, including regular handwashing. In addition, staff provide parents with guidance on healthy lunch boxes. However, occasionally, some children are not always supported to make healthy choices. For example, during breakfast, healthier options are not always encouraged. As a result, opportunities to reinforce balanced choices and support children's understanding of healthy eating are not always fully maximised.

Leadership and governance: Expected standard

Leaders understand what makes this setting unique. They recognise the high levels of children attending with special educational needs and/or disabilities, as well as wider challenges within the community, and plan accordingly. Staff who speak additional languages support communication with families. This helps parents share important information about their children so staff can respond appropriately. Leaders work with external professionals so children can access timely support where needed. As a result, children receive care and learning that reflect their individual circumstances.

Leaders identify strengths and areas for development through supervision. All staff receive supervision and complete required training. Leaders generally ensure professional development is aligned to identified weaknesses and target training to support these. However, they do not always evaluate closely enough whether training and support improve practice. Furthermore, staff deployment typically reflects children's needs. However, it does not always ensure that the most effective practice is used where it is needed most. As a result, children's experiences are not yet as consistent across the nursery as leaders intend.

Leaders consider staff workload in their decision-making. Staff report that workloads are manageable and that leaders are approachable and supportive. Clear communication contributes to a positive working environment. This stability supports continuity of care and helps children experience consistent support.