Ashbourne Day Nursery at Greetland

Inclusion: Expected standard

Leaders act decisively to identify and meet the individual needs of all children. For instance, staff typically use screening tools to identify potential delays in communication and language at the earliest possible stage. They adapt their teaching immediately, tailoring their approach to the current developmental level of children to close gaps in learning. For children with special educational needs and/or disabilities (SEND), the special educational needs coordinator drives progress by using precise tracking to establish clear and achievable small developmental steps.

Staff strengthen inclusive practice through the progress check at age 2. They collaborate closely with parents, carers and health visitors to identify and reduce barriers to learning through a unified approach. This ensures children who face barriers to their learning or wellbeing receive prompt, targeted support. To promote independence, staff adapt the environment so that resources remain accessible to all. For example, they place toys and sensory materials at floor level in the baby room, allowing the youngest children to make their own choices during play.

Leaders direct additional funding, such as the early years pupil premium, towards purposeful resources. For example, they introduced a sensory tent to provide a calm, regulated space for children when they feel overwhelmed. Consequently, disadvantaged children and those with SEND typically benefit from focused support that reduces barriers and promotes success.

Curriculum and teaching: Expected standard

Leaders design an ambitious curriculum that builds on what children already know. They identify clear learning goals across all areas of development, ensuring skills follow a step-by-step sequence. For example, staff develop younger children's small-muscle skills through mark-making with chunky coloured crayons. This prepares older children for complex tasks, such as using scissors to make cuts in paper with precision. Staff use observations to plan activities that spark children's interest and extend thinking. During interactions, they introduce new vocabulary, such as 'dragon fruit', and invite children to talk about their favourite fruits, such as raspberries and melon, to broaden communication skills.

Mathematics is generally woven into daily routines to develop early number and shape skills. Children count their steps when going outside and explore the similarities and differences between shape properties, such as squares and rectangles.

Staff support social development by encouraging cooperation. They ensure group games are inclusive for all children, including those with special educational needs and/or disabilities and those who face barriers to learning, such as less-confident children. Staff hold their hands and encourage them as they learn to 'gallop' like a horse. This helps children to build positive relationships and confidence. By balancing adult-led sessions with children's independent exploration, staff create a positive environment where children typically feel empowered to lead their play, test their own ideas and make steady progress.

Achievement: Expected standard

Children are generally active, motivated learners who make steady progress from their starting points. They acquire the physical skills needed for their next stage. Babies pull themselves up to stand using equipment, while older children develop gross-motor strength by learning to use balance bikes. Children approach tasks with a 'can-do' attitude and show pride in their independence, such as when putting on their own coats or successfully navigating stairs while counting the final steps.

Communication and language skills are typically supported across the setting. Younger babies respond to interactive songs such as 'shaky, shaky up and down', while toddlers learn to link animal names to sounds, such as identifying a sheep. Children develop into confident communicators who can express complex ideas, including explaining that they eat food to 'get energy'.

Children learn the value of community and responsibility. They negotiate roles during imaginative play, such as giving their peers a part when playing in the home corner. Children with special educational needs and/or disabilities make significant progress in their learning. For instance, they show increasing focus and control as they move from casting bricks aside to successfully stacking them into towers. Consequently, children develop resilience and self-care skills that prepare them for school.

Behaviour, attitudes and establishing routines: Expected standard

Leaders typically establish a positive environment where children feel happy and secure. Children settle quickly and confidently access all areas of play, reflecting the nurturing relationships shared with their key persons. Babies demonstrate this trust by seeking out staff to join their play, while staff use kindness and comfort to help newer children settle from the start.

Staff place an emphasis on supporting children to learn to work together. Through engaging activities such as the 'talking box', children learn to take turns and gain ownership over their choices. Children generally demonstrate positive attitudes towards their learning and their peers. They often display kindness and empathy, such as suggesting a toy for an upset peer. However, during everyday play, staff do not always explain the reasoning behind the boundaries they set. While they quickly redirect children with reminders such as 'kind hands' or 'nicely', they occasionally miss the 'why'. Consequently, children do not always gain a deeper understanding of how their actions affect others or the specific purpose of certain nursery rules.

Leaders promote regular attendance, working with families to explain why consistent attendance is vital for children's wellbeing and social development.

Leaders have recently improved routines and transitions, particularly from indoor to outdoor play. Staff now use walkie-talkies to communicate, allowing them to take small groups of children at a time, which creates a calmer experience. Transitions during mealtimes require further work to ensure they are consistently smooth, but leaders are aware of this and are already prioritising improvements in this area.

Children's welfare and wellbeing: Expected standard

Leaders prioritise children's wellbeing through effective care routines. Key persons build secure bonds and work closely with families to mirror the feeding and weaning routines from home, helping children transition to new textures at their own pace. Staff follow strict and safe procedures for sleep times, such as regular monitoring, ensuring children remain safe and settled. This approach typically ensures children's needs, including those with special educational needs and/or disabilities, are met.

Staff use helpful resources, such as 'feelings cups', books and mirrors to help children recognise and manage their emotions. This focus on emotional wellbeing allows children to develop confidence and resilience alongside their peers. Children learn about personal safety and health. Staff introduce road safety at an early age. For instance, they use reins and evacuation cots to move babies safely across the road to the baby garden while talking to them about cars and traffic. Older children learn to manage risks through practical tasks, such as using knives safely during mealtimes and identifying hazards in the garden. Staff promote healthy eating by using familiar stories such as 'The Very Hungry Caterpillar' to talk about healthy and unhealthy food choices. Children have access to fresh drinking water throughout the day, and staff support oral health by talking with children about the importance of brushing their teeth.

Leadership and governance: Expected standard

Leaders have a clear vision and maintain a positive culture for staff and children. They focus on continuous improvement, recently refining routines to manage transitions between indoor and outdoor play to create a calmer experience. Governance is effective, with leaders ensuring all legal requirements and safeguarding responsibilities are met. They are proactive in identifying areas for growth. For example, they recognise that mealtime transitions need further work to improve the flow of the day and are currently prioritising this.

Leaders provide regular supervision, ensuring staff feel valued and supported. However, leaders do not always ensure professional development is effectively monitored or implemented in a way that supports staff's workload and improves practice. While staff attend some training, they are not always given the dedicated time needed to embed new learning into their provision.

Staff build successful partnerships with parents. They communicate through daily, face-to-face handovers and an online app, where they share children's photos and progress. Staff regularly share children's next steps with parents to support learning at home. Parents speak highly of the setting, noting they value the nurturing and welcoming environment where children are genuinely cared for. Leaders also ensure that children with special educational needs and/or disabilities or those facing barriers to learning are supported through close work with specialists.