Ashbourne Day Nurseries At Swanbourne

Inclusion: Expected standard

Leaders support staff to identify children who may need additional help to reach their full potential. They have embedded a clear cycle of planning and review. This enables staff to closely monitor children's progress. Leaders support staff to put targeted plans in place. This ensures children receive the specific support they need to catch up with their peers and fully enjoy their nursery experience.

Typically, staff meet children's needs well, and gaps in their learning begin to close. For example, staff identify very young children who are not yet meeting developmental milestones in physical development. They plan additional time and opportunities for activities that support this area. As a result, children quickly gain confidence and begin to crawl and walk securely. Similarly, when children need support with their speaking skills, staff plan specific and focused activities to develop this aspect of learning.

However, while overall support is effective, some staff are more confident delivering support through planned and adult-led activities, rather than embedding it consistently during everyday interactions and routines. Leaders work effectively with other professionals involved in children's learning. This ensures consistency in approaches and a secure understanding of each child's individual needs.

Curriculum and teaching: Expected standard

Since the last inspection, leaders have focused effectively on supporting staff to plan and deliver a curriculum. They have ensured that this is much more focused on what children need to learn next. Staff now plan activities based on children's learning needs. They are far more confident in their roles as educators. This has led to significant improvements in the quality of staff interactions with children. However, some inconsistencies remain. For example, staff working with younger children model language well and introduce children to a wide and useful vocabulary. However, they do not consistently leave gaps in conversations for children to think and fully verbalise their own thoughts.

There are some aspects of the curriculum that are now real strengths. Throughout the nursery, staff deliver a well-sequenced programme of learning for mathematics. They are clear about what they want children to learn and in what order. For example, staff working with babies consistently model numbers in sequence and use mathematical language to describe what children see and are doing. The programme for physical development is equally well planned and delivered. Staff explicitly teach children movement skills. For example, they show older children how to move their bodies in circular motions to develop core strength. Leaders recognise that some aspects of the curriculum still need further development. For example, children do not have a wide range of experiences to help them to learn about cultures different to their own.

Achievement: Expected standard

Children are safe and happy. Typically, they go about their day in a positive and energetic way. Children enjoy the activities on offer and the company of staff, as well as learning alongside other children. This supports children to develop positive social skills. They learn to share and develop positive manners. For example, at mealtimes, children learn to use cutlery, sit at the table until everyone has finished, and say 'please' and 'thank you'.

Children feel welcome from the moment they arrive at nursery. Generally, they enjoy their learning, as activities are well matched to their needs and interests. This has a positive impact on outcomes. It also helps children to leave nursery with a suitable range of skills and knowledge for their next stage.

Children who need extra support achieve alongside their peers. Babies enjoy songs and stories, while older children explore the rural environment. This helps to develop their understanding of the natural world.

Behaviour, attitudes and establishing routines: Expected standard

Overall, children behave in a way that is typical for their age. Staff apply consistent expectations for acceptable behaviour. They are attentive to those children who find it more difficult to regulate their emotions. They provide personalised support to help them to manage their feelings effectively. Staff actively support children to play cooperatively. For example, they join in with role play, model turn-taking and demonstrate how to include others. This fosters a culture of kindness and respect. As a result, children learn how to build positive relationships with their peers.

Leaders have recently reorganised the room structure and staffing arrangements. Overall, this has had a positive impact, particularly in improving the consistency of staffing across all rooms. This is reflected in children's growing confidence with familiar adults, especially when seeking support or reassurance.

However, some aspects of the daily routine do not yet fully support children to sustain focus on their learning. For instance, older children are occasionally distracted during story times due to nearby transitions linked to mealtimes and sleep routines for younger children. Leaders recognise this and are taking appropriate steps to review and refine these arrangements. Leaders actively promote the importance of regular and punctual attendance to families. This helps to ensure that children gain the maximum benefit from their time at nursery.

Children's welfare and wellbeing: Expected standard

Leaders ensure the nursery is a safe and welcoming space. All children, including those with special educational needs and/or disabilities or who face other barriers to learning, develop warm attachments with their key persons. They are comfortable in having their intimate care needs met. Staff follow robust hygiene practices and provide children with the dignity and privacy to which they are entitled. Staff working with babies find out lots of information about their routines at home and successfully follow these at nursery. This helps babies to manage the move from home to nursery care. For example, staff find out how babies like to be settled to sleep. This provides the continuity babies need to sleep well and get the rest they need.

Staff use mealtimes to teach children about the pleasure of enjoying nutritious food. For example, staff act as role models, eating the same food as children and talking about it positively. Through a well-planned curriculum for physical development staff help children to develop a positive attitude to being outdoors and physically active. For example, children enjoy regular walks around the adjacent farm. Typically, staff follow policies and practices that support children's health and wellbeing effectively.

Leadership and governance: Expected standard

Since the last inspection, leaders have successfully raised the quality of the provision, particularly in the delivery of the curriculum. They have supported staff effectively to understand their roles as educators. This has led to improvements in the quality of interactions with children. Leaders have focused professional development on strengthening staff's understanding of child development. They have supported staff to use this enhanced knowledge to plan and deliver a more focused curriculum.

Leaders recognise the need to continue monitoring and supporting staff so that any remaining inconsistencies in the quality of the curriculum and teaching are addressed swiftly and supportively. They have built a more stable and positive staff team. Staff report that changes have been beneficial and that they feel valued and appreciated. Those with oversight of the provision have ensured that leaders feel supported and empowered to make the necessary improvements.

Leaders establish close working relationships with parents and carers. They encourage them to engage in their children's learning journey and to support learning at home. Leaders work closely with parents and other professionals to ensure they meet the needs of children with special educational needs and/or disabilities effectively.