Ashbourne Day Nurseries at Orton Southgate

Inclusion: Strong standard

Leaders have created a very inclusive culture within the nursery, and children with special educational needs and/or disabilities (SEND) are incredibly well supported and prioritised. Leaders and staff very quickly identify and put targeted strategies in place to meet children's needs from the minute they start at the nursery. They work extremely closely with other professionals and parents to ensure children can be supported to achieve their full potential. This includes attending and supporting parents at professional meetings. Staff regularly review and adapt the environment and resources to remove barriers to children's learning and increase participation. This proactive approach enables every child to engage fully in their play and learning experience.

The nursery special educational needs coordinator is dedicated and passionate about helping children with SEND to achieve their potential. She holds regular meetings with children's key persons to ensure support for children's learning is precisely tailored to their need. This also helps staff to feel empowered and fully involved in any decision-making. Leaders consistently review and adapt how any additional funding is allocated to ensure maximum impact on children's progress and development. Children who speak English as an additional language are highly valued and appreciated. Staff make every effort to learn children's home languages and customs.

Curriculum and teaching: Expected standard

Leaders have developed a clear curriculum that builds progressively from the baby room through to pre-school. They monitor and assess how well the curriculum is being implemented and work closely with staff to ensure teaching is consistently of a high quality. A recent focus on expressive arts and design has improved staff's understanding and planning in this area to ensure children have a range of opportunities to be creative and express themselves in different ways. Staff support children's language development throughout the day by modelling vocabulary, encouraging repetition and engaging children in songs, stories and meaningful conversations.

Staff take opportunities during children's play to secure and extend their knowledge. They help children develop their understanding of mathematical concepts. For example, staff encourage children to count and find displayed numbers on their way to the garden. They introduce simple calculation in routine activities, such as counting how many plates are needed for the number of children at the table.

Children's learning environment and experiences in the outdoor environment, especially for babies, are not as well developed. Leaders acknowledge this and plan to provide babies with their own dedicated space. This should help staff to plan more effectively to meet babies' learning needs when accessing the garden.

Achievement: Strong standard

Children progress very well from their individual starting points, including those children with special educational needs and/or disabilities and those who may face additional barriers to their learning. Children build essential skills that shape them to be confident, capable and fully ready for school. They can confidently express their needs and manage their self-care. Children develop their large movements and coordination effectively in the garden as they ride, scoot and run around.

Young children are developing their understanding and vocabulary. Older children confidently hold two-way conversations with staff about their home lives. All children develop listening and attention skills as they snuggle up to hear stories. Older children use their imagination well. They dress up as superheroes and confidently talk about their superpowers and what this means. They articulately express their opinions and lead their play.

Behaviour, attitudes and establishing routines: Expected standard

Children generally behave well and show positive attitudes to learning. Staff use behaviour management strategies that include promoting positive behaviour and typically provide appropriate support that meets all children's individual needs. Leaders have very recently changed some aspects of the routine at mealtimes. These continue to be embedded. However, at times children's waiting times are too long. This leaves some children unsure of what to do and so they become restless and disruptive.

Staff are kind and caring, and good role models for all children. They help children show care and kindness towards others and children confidently demonstrate these skills with their peers. For example, when their friends are sad, they offer comfort and check on their wellbeing. Staff use visual aids and books to help children express how they are feeling. Children listen and follow instructions well. They learn how to share and take turns from a young age.

Leaders consistently promote attendance and punctuality. They work closely with all families, reinforcing expectations and offering support where barriers arise. This ensures that all children, including disadvantaged children, those with special educational needs and/or disabilities, and those known to social care, are supported to maintain routines.

Children's welfare and wellbeing: Strong standard

Leaders provide an environment, where children feel safe and secure. Positive key-person relationships are highly effective in consistently meeting children's needs. Babies new to the setting settle very easily. They quickly form close bonds with trusted adults, climbing on to their knees for a cuddle. Staff are considerate and respectful towards children. They ask to change babies' nappies and ensure they are given privacy at nappy changing times. Older children are encouraged to express how they are feeling using familiar visual aids.

Staff consistently teach children how to attend to their own care needs. Older children have their own self-care station with tissues and a mirror. This encourages them to blow their own nose and wipe their face, when needed, and to check if their faces are clean. Children know to place the tissue in the bin and wash their hands to prevent the spread of germs. Children are encouraged to gain a sense of responsibility as they tidy away toys and help to clean up any spillages they may accidently make at mealtimes. Staff support children in developing effective oral health routines. Babies quickly gain the security to curiously explore their surroundings and are physically active. Physical resources in their room help them to build the core muscles needed for walking and they have plenty of opportunities to practise these skills.

Leadership and governance: Strong standard

Leaders and staff are fully committed to providing the very best childcare and education for all children that attend. There is a clear vision for the nursery and high expectations of staff to deliver an effective curriculum that consistently supports and encourages all children to achieve their full potential. Leaders are constantly reflecting on their provision. They accurately identify their strengths and take clear action to meet any areas for improvement. Leaders regularly monitor staff practice and identify professional development opportunities to ensure teaching practice is of a high quality and always evolving. They instil confidence in staff and help them understand what is expected of them. Staff thoroughly enjoy working in the nursery and feel very valued and supported. Morale is high and this helps to provide a warm, positive environment for both staff and children.

Leaders and staff are highly engaged with parents. Positive, working relationships are built right from the start to ensure everybody has children's best interests at heart. Staff support parents to help with transitions and preparing their children for school. For example, they deliver school readiness information sessions and provide home-learning bags. The highly effective leadership helps to ensure that all children, including those who may face barriers, thrive in their learning and development, setting them up for success in their later learning and life.