Anerley Day Nursery

Inclusion: Expected standard

Leaders and staff have embedded a culture of inclusion and diversity across the nursery. This supports all children including those with special educational needs and/or disabilities (SEND) and those who may face barriers to their learning to feel supported, valued and included. Leaders and staff work in partnerships with parents. They gather a wealth of information when children first start which helps them to gain an understanding of children's individual needs. Observations and ongoing assessments enable leaders and staff to identify any gaps in children's learning or development in a timely manner. This ensures staff can support children with SEND, following the cycle of assess, plan, do and review. Leaders and key staff make referrals when needed and work with a number of additional professionals and the local authority to ensure all children continue to make progress.

Key staff have completed training to assist children who have a range of additional needs. This includes supporting children with their speech and language development, those living with hearing loss and safely meeting the needs of children needing additional support with their feeding. Leaders proactively use additional funding to provide resources and extra staff to meet children's needs.

Staff support children to gain a deeper understanding of the diverse community in which they live. The diverse staff team reflects a range of cultures. Children who have English as an additional language are supported to learn English alongside valuing their home languages and heritage. This increases children's understanding of what makes them unique and learn to value and respect others.

Curriculum and teaching: Expected standard

Leaders have high expectations for all children and plan an ambitious curriculum to enable children to benefit from their time at nursery. Staff plan a range of activities, building on children's fascinations and incorporate children's next steps. Staff use observations and ongoing assessments to track children's progress.

Generally, staff understand the curriculum and how to implement it. However, there are inconsistencies with interactions and staff teaching across all age groups. For example, at some activities for preschool, children outside and during breakfast time for older babies, staff interaction is limited. This does not support children to engage in conversations to help extend their language skills further. Overall, staff typically engage well, they share stories and sing with children, including those with special educational needs and/or disabilities. Staff position themselves so children can hear and help with pronunciation of words and sounds. Staff babble with younger babies and encourage back and forth interactions. Staff ask meaningful questions giving children time to think and respond. New vocabulary is introduced as children play together and learn about plastic pollution. They sort plastic and rubbish in the water tray to help the sea creatures.

Staff support children to develop their understanding of mathematics through play. Babies become familiar hearing numbers as staff sing and count with them. Staff support toddlers to learn about weights and positional language as they build with bricks and move trains in different directions. Older children name shapes, learn concepts of capacity and play games of lotto to extend their counting and recognition of numbers.

Achievement: Expected standard

All children including those with special educational needs and/or disabilities and those who may face barriers to their learning make steady progress from their starting points. They develop the skills they need to prepare them for their next stage of learning and subsequent move to school.

Children show positive attitudes to their learning and concentrate well on tasks. For example, older children show perseverance as they work together to complete puzzles. They test different pieces, checking if they fit and enjoy receiving praise when they finish. Children develop their fine motor skills as they use scissors to cut out different shapes and tools to roll and cut dough. Babies increase their mobility as they crawl and chase bubbles and explore musical instruments during singing sessions.

Children increase their confidence and build their social and communication skills. For example, they ask staff for resources when needed and share their views. Older children talk about their families and experiences and share things they bring in from home for show and tell.

Behaviour, attitudes and establishing routines: Expected standard

Leaders set high expectations for all children's behaviour. Staff have created a positive environment which supports children to manage their behaviour well. They provide regular praise and encouragement and role model expected behaviour. This encourages children to know what is expected of them and understand the nursery rules. Children are encouraged to use good manners, share resources and be kind to their peers. Staff typically give gentle reminders when needed and regularly talk to children about their emotions. They encourage children age appropriately to manage minor conflicts. For example, four children enter the tent outside but understand the rule is only three children. Staff discuss the rules and support them to negotiate and reach a compromise being aware of their own and other feelings. This enables children to develop social skills and work together with their peers.

Clear and established routines are in place and 'now' and 'next' boards are used to support children with special educational needs and/or disabilities to understand the daily timetable. Snack and mealtime routines work well. Staff provide a rolling set up which allows some children to continue playing while others eat. This limits the time children wait to wash their hands and continue with their learning. Routines to support settling in and transitions between rooms are managed effectively. Key persons hand over information which supports children to settle, feel content and continue to engage in their learning. Leaders work with parents to value the importance of punctuality and attendance, ensuring children benefit from their time at nursery and laying the foundations for their future education.

Children's welfare and wellbeing: Expected standard

Leaders and staff place a high priority on children's wellbeing including those who have special educational needs and/or disabilities from the beginning of their journey at the nursery. An established key person system is in place which enables children to build trusting relationships and feel safe and secure which supports their emotional wellbeing. This also supports ongoing communication with parents and carers enabling them to keep staff updated on their children's changing needs. Staff typically work in partnership with parents to establish individual needs such as feeding and sleeping routines. Staff typically understand the importance of promoting children's physical skills and experiences outdoors. Children benefit from activities in the garden and trips in the local community to enhance their balance and coordination. Staff support children to learn about healthy food habits as they eat nutritional meals and try new foods. Children develop their self-help skills as they serve food, pour water to drink and wash their hands before eating. Staff have completed additional training to support children with allergies and ensure correct procedures are followed at all times.

Staff show respect to babies and children during personal care routines. They engage in conversations, name body parts and encourage children to increase their independence. Children begin to develop an understanding of their personal safety as they are supported to manage risks when using resources like knives and scissors and climbing equipment as staff model safe choices.

Leadership and governance: Expected standard

Leaders are enthusiastic and dedicated to their role. They have high expectations to provide high quality care and education for all children. This includes children who are disadvantaged and those with special educational needs and/or disabilities.

Leaders have established effective partnership working with professionals, parents and carers. They actively encourage parents to be involved in their children's learning. Regular updates regarding children's progress and next steps are shared at parents evenings, through online systems and at collection times. Parents speak highly of the care their children receive from the staff team. Their children have made progress with their confidence, independence and social skills and are well prepared for their next stage of learning. Staff state that leaders are very supportive of their wellbeing and ensure their workloads are manageable. Staff engage in regular supervision which enables them to discuss any concerns, reflect on their practice and set targets to help improve their skills. All staff access regular continued professional development to increase their knowledge.

Leaders recognise and celebrate the nurseries strengths. They have identified areas for development and work with the company and staff to ensure policies and procedures are followed. Leaders monitor staff practice and use peer on peer observations to help them reflect and review. However, monitoring needs to be more robust to identify and address the inconsistencies in staff engagement and teaching skills, especially to ensure all children's language is fully promoted during play and routines.