Apple Blossom Day Nursery

Inclusion: Needs attention

Overall, support for children with special educational needs and/or disabilities is generally effective, although it is not yet fully consistent. Leaders recognise this and are taking steps to strengthen practice further, including ensuring that staff with lead responsibilities have access to appropriate training courses.

Although adequate procedures are in place for staff to monitor and assess children's learning, including the 2-year progress checks, these are not fully completed to ensure they include all relevant information. For example, they do not include activities and strategies the provider intends to adopt to address any issues or concerns about a child's learning.

Leaders and staff work with parents, carers and other professionals to identify children's needs and put some suitable strategies in place. For example, additional funding has been used to create an attractive and well-resourced sensory room. Staff aim to ensure that all children benefit from the sensory room. For example, for children who do not have any additional needs, the area is used for relaxation and to help children to become calm if they are upset for any reason. Leaders and staff support children and families in receipt of other additional funding appropriately. They ensure that parents are made aware of appropriate funding entitlements to assist children to attend.

Curriculum and teaching: Needs attention

Leaders and staff generally deliver a basic curriculum, but with mathematics and literacy being less routinely planned for or taught. There is also a lack of clear intention or planning for children's outdoor learning. Staff provide adequate teaching that reflects children's interests and supports their development in most areas of learning. Although leaders and staff are clear about the aims of the curriculum and what they want children to learn, they are less clear about how they will support children to learn the skills they need in order to meet the aims. Leaders do not always focus sufficiently on monitoring and evaluating the learning experiences for children.

Staff are not always fully aware of some children's capabilities. For example, where some children display very advanced skills, staff do not plan effectively to support those skills and continue to challenge children's learning. This means that children are not making as much progress as they could with more targeted and specific support. That said, children are engaged and interested in their learning, including when playing outdoors. Staff ensure that children with special educational needs and/or disabilities are included and involved in the range of activities available.

Achievement: Needs attention

Leaders do not always focus sufficiently on monitoring and evaluating the learning experiences for children. That said, children are making some progress in their learning and development, particularly in the prime areas of learning. Although children have regular opportunities for developing creativity when engaged in different craft activities, their learning in mathematics and literacy is limited. This means children are not stretched as much as they could be and so are not as well prepared for the next stage of their learning.

Babies develop balance and coordination as they practise standing and walking. Older children negotiate obstacles such as tyres when running around outside. Their hand-eye coordination, confidence and social skills are promoted when children engage in throwing and catching balls and bean bags with staff. Children's language and communication skills are developing during singing and story sessions, as well as conversations with staff. Children have opportunities to understand the world around them. They engage in activities around different themes. For example, when learning about springtime, children use real flowers and petals in their play, such as when painting and adding flowers to their play dough designs.

Behaviour, attitudes and establishing routines: Expected standard

Children are settled, happy and familiar with the daily routines. For example, they know where to hang their coats on arrival and know where to wash their hands before eating. Children behave well. Some children are learning to play cooperatively and develop positive relationships with their peers and staff. This supports children's emotional wellbeing, social skills and sense of belonging. Children demonstrate a positive attitude to learning. They are interested in and happily engage in the various activities available. Staff work well with parents and carers to encourage and ensure children's regular attendance, which is a particular strength of the setting. Staff know the babies in their care really well. They are very attentive to them and are quick to meet their individual needs. For example, staff are fully aware of each child's routine, preferences and behaviours. They know when children are tired and also what activities the children love to engage in, such as finger painting.

Where children have additional needs, staff are aware of situations that might upset them and try to limit these, such as a certain member of staff being out of sight. Although this is limited, where possible, staff are beginning to help children to understand, discuss and manage their feelings. This helps to support children's emotional wellbeing.

Children's welfare and wellbeing: Expected standard

Leaders and staff ensure a nurturing environment that supports children to build positive relationships and form secure attachments with the adults caring for them. Staff generally know children's abilities and interests and use these to create learning opportunities they know the children will enjoy. Some children with special educational needs and/or disabilities (SEND) receive additional support when they arrive, or additional encouragement from staff to join in certain activities. This ensures all children are included and involved if they wish. The caring approach of staff ensures that children feel secure and helps them to settle.

Parents and carers report very positively about the care and education their children receive, including for children with SEND. Children also receive encouraging support from staff with personal care routines, such as toileting. Staff are very aware of children's individual sleeping routines. They know when they are ready for a sleep and approximately how long each child usually sleeps for. Staff sit with children at lunch and snack times to ensure their safety and to support routines. All children, including babies, have regular opportunities for developing their independence skills. They confidently feed themselves and access drinking water when they want it.

Leadership and governance: Needs attention

Leaders are passionate about their role and are committed to supporting children and families. However, the setting has recently undergone a period of change and transition, with 2 previously separate nurseries combining. This also resulted in changes to leadership and other roles, with some staff still getting used to new responsibilities. While managing the transition and supporting staff and children to settle, there has been less focus on promoting leaders' and staff's continuous professional development. Leaders are aware of this and are taking steps to secure relevant training courses for staff in the near future. However, all staff have ongoing access to safeguarding and paediatric first-aid training.

Staff comment that they enjoy working at the setting and receive effective support from management. There are also procedures in place to support staff's wellbeing. Leaders work with external professionals to assess children who may have special educational needs. They also work closely with parents and carers to ensure they are kept informed about their child's development and progress.