Ashbourne Day Nurseries at Leavesden

Inclusion: Expected standard

Leaders and staff regularly monitor children's progress through ongoing assessments. They typically identify children who may need additional support. However, there are inconsistencies in the quality of practice for children who are bilingual or speak English as an additional language. As a result, gaps in these children's language and social skills do not always close as quickly as they could.

Children with special educational needs and/or disabilities (SEND) receive effective, swift, targeted support from staff. Staff work in collaboration with parents and professionals to put in place interventions to help bridge gaps in development. These are consistently reviewed and adapted to ensure that children with SEND continue to make progress from their starting points. Leaders and staff complete specific training, such as sensory processing, to increase their understanding of how to meet the individual needs of children with SEND. This has strengthened their understanding of how sensory needs impact children's behaviour, engagement, and ability to learn. Interventions such as personalised sensory resources and planned regulation opportunities in the sensory room are now embedded in daily practice. This has a positive impact on children's sustained engagement in activities and routines. Leaders and staff gather the necessary information and evidence needed for referrals to help secure specialist intervention or an education, health, and care plan, in time for children starting school.

Staff work collaboratively with parents to agree on how additional funding is used effectively to assist eligible children. For instance, children grow in confidence and benefit from new experiences as they participate in sports sessions delivered by an external professional.

Curriculum and teaching: Expected standard

Leaders ensure staff provide a curriculum that is carefully thought out and that embraces children's interests and preferred ways of learning. It focuses on teaching children important life skills. Leaders closely monitor the curriculum's effectiveness and make informed decisions for improvement. Children who have special educational needs and/or disabilities are well supported by staff. Although the same level of teaching for children who are bilingual or speak English as an additional language is not always consistent. Staff's regular assessments of children clearly identify what children need to learn next. However, staff do not consistently provide parents with specific ideas to support their children's learning at home.

Staff make adaptations to their teaching. For instance, they recognise that some younger children prefer to make marks using their senses. They demonstrate how lines and shapes can be made in foam or cornflour mixed with water. This motivates children to copy, and they develop the small muscles in their hands. Babies learn in a calm and purposeful environment. Staff recognise the importance of not interrupting babies' inquisitiveness. They give time and encouragement to build stability and strength while pushing a small chair to explore the sounds it makes. Staff support older children to understand quantities and weight as they make their own dough. Children show kindness and respect for their peers. They make sure they have enough flour. All staff speak clearly to children and introduce them to new words in context.

Achievement: Expected standard

Typically, children achieve well from their starting points. Gaps in children's learning are closing, often quickly, particularly for those with special educational needs and/or disabilities. However, progress is less rapid for children who are bilingual or speak English as an additional language. All children gain important skills that prepare them for their move to school. Children show a love of books. They eagerly choose a book from the setting's lending library to share with their family. Children also look at books independently and with staff and peers from a young age. They point and talk about the characters they see on the pages. All children have a secure level of understanding and confidently express their needs.

Older children develop their motor skills, strength, and spatial awareness effectively. Outdoors, they push themselves around on tricycles, jump, and reach up high to pop bubbles. Babies develop core strength and coordination as they negotiate steps and balance on equipment. All children are independent according to their stage of development. Older children confidently manage their own self-care, and younger children have a secure understanding of the importance of a good oral hygiene routine.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff are positive role models for children. They provide reassurance, praise, and encouragement during children's play and learning. This helps to raise children's self-esteem and confidence as they develop a positive attitude to their learning. Some staff have completed targeted training to strengthen their understanding of age- and stage-appropriate behaviour. They use this knowledge proactively to adapt their practice and redirect behaviour positively. For example, when babies throw objects, staff channel this into purposeful water play. Babies have a wonderful time as they throw pieces of citrus fruit into a shallow tray of water. They smile and laugh with delight as they splash themselves and the staff. As a result, behaviour is supported, and babies remain engaged in their learning.

Staff follow embedded routines for tidying away resources. All children actively take part with enthusiasm. This fosters respect for their environment. Overall, children enjoy playing together, especially during role play. Staff calmly intervene during children's minor disagreements and remind them of the setting's rules, such as using 'kind hands'. Although, during these moments they are yet to support older children's awareness of their own and others' feelings to prepare them to regulate their own behaviour. Children enjoy playing together, especially during role play. Leaders work collaboratively with parents to help them understand the importance of attendance. They adjust children's arrival times when possible to support them with changes in their lives. This has a positive effect, and children have good levels of attendance.

Children's welfare and wellbeing: Expected standard

Care practices meet the individual needs of children. Staff support children in independently managing their self-care from an early age, such as wiping their own nose. Secure relationships are established through the robust key-person system. Children receive nurturing cuddles from staff who know them well as they become tired or need a little reassurance. Mealtimes are a particular strength. They are calm, social occasions where staff and children of all ages eat together. This supports a sense of community. Children make independent, healthy choices from nutritious and well-balanced meals. They develop strength and coordination as they persevere to use cutlery. Staff enhance children's learning through meaningful conversations about nutrition. They talk about the benefits of eating vegetables and where food comes from. This increases children's understanding of a healthy lifestyle, supporting their wellbeing. Staff provide children with gentle reminders about safe behaviours, such as sitting carefully on their seat to develop an early awareness of risk.

Routines such as sleeping are individualised where staff conduct regular checks for safety. Staff typically support children to recognise and express their emotions through stories and props at specific times during the day. However, staff do not consistently support older children to recognise and manage their emotions, in the moment, during minor disagreements, to help them understand how their actions may affect others. As a result, opportunities to develop emotional understanding and self-regulation are sometimes missed.

Leadership and governance: Expected standard

The newly appointed leadership team has worked tirelessly since the last inspection to successfully address the actions raised. They are committed to their roles and are highly reflective of the provision they provide. Leaders demonstrate a clear understanding of the setting's strengths and take decisive action to continue to address areas for improvement. They regularly seek input from staff and parents. This ensures that decisions are always in the best interests of all children, particularly those who are disadvantaged or have special educational needs and/or disabilities.

Leaders prioritise staff wellbeing, regular supervision meetings, and opportunities for professional development. Generally, training is impactful. Staff complete relevant courses and apply new knowledge to their practice. Staff report feeling well supported by leaders, who foster a positive, collaborative working environment. However, leaders have not yet fully developed staff practice to a consistently high standard. Parents are warmly invited to organised events throughout the year. These provide an insight into their children's experience at the setting and build even stronger bonds with staff and leaders. Parents comment on how they feel valued and that their children adore attending the setting. A positive partnership with the local children's centre is fundamental in supporting families.