Baby Grow

Inclusion: Expected standard

Clear and effective systems are in place to closely monitor children's progress. Staff carry out ongoing observations and assessments to identify if a child is falling behind in their learning. This includes information gathered when children first join the setting and through the 2-year-old progress checks. Staff build secure relationships with parents and exchange information about children to promote the best outcomes for their learning. They talk to parents and, where necessary, provide appropriate advice. For instance, they advise parents to contact external professionals, such as a doctor or health visitor, to seek further guidance.

Staff make suitable adjustments to the curriculum to meet the needs of children with special educational needs and/or disabilities (SEND), and vulnerable children. For example, they use pretend play and stories about life-changing situations to help children prepare for changes in their family life. Some staff have completed training in supporting children with SEND. They use this knowledge to provide highly appropriate care and learning experiences for children. Staff work well with external agencies to enhance the care and learning of children with SEND, and vulnerable children.

Curriculum and teaching: Expected standard

Overall, the curriculum is balanced and stimulating. It is adapted effectively to meet the needs of children with special educational needs and/or disabilities, and vulnerable children. Generally, staff provide a range of purposeful activities. However, at times, staff direct children's play by introducing their own suggestions, rather than allowing children to lead and develop their own ideas. For example, during water play, staff sometimes influence the direction of children's play rather than allowing them to explore and develop their own ideas. Consequently, children do not consistently have sufficient opportunities to lead their play, explore their own ideas and develop their creativity.

Staff support children's mathematical development securely. They teach children the names of different shapes as children use cutters in play dough. Staff sing counting songs and rhymes to teach children number names. Staff count objects as children play and this teaches children how to count securely. Overall, staff question children well. However, at times, they do not give children sufficient time to think and formulate their responses. As a result, opportunities to extend children's thinking are not consistently maximised.

Staff support children's communication, language and literacy skills well. They provide an attractive book corner, stocked with high-quality books. The books are suitable for all stages of development and are used well by children. Staff read stories to children in engaging tones and this helps children to learn new words. Staff teach words, such as 'shiny' and 'light', as children play with creative materials.

Staff provide a broad range of daily opportunities to help children to gain a wide range of physical skills. A physical development coach visits the nursery weekly to provide fun, dynamic sessions to build children's coordination skills.

Achievement: Expected standard

Generally, all children achieve well across all areas of learning. This includes children with special educational needs and/or disabilities, and vulnerable children. Children develop a love of books. They settle happily in the book corner and browse through their favourite stories, pointing to their beloved characters. Children learn how to express themselves using simple sentences. Babies babble meaningfully and learn new words. Children learn number names and count securely. They know the names of different shapes. Children use words to describe different types of weather and understand how plants grow. They learn to walk, climb and balance well. They learn how to do things for themselves. For instance, they put their plates and cups away after eating. All children gain useful skills in preparation for their next stage of learning.

Behaviour, attitudes and establishing routines: Strong standard

Children build very positive relationships with each other, showing kindness and respect. For example, they smile at each other and warmly make eye-contact. Children offer toys to each other. They learn how to interact and care for babies well. For example, staff teach children to use gentle hands as they wash the dolls during water play. Children are well-mannered and say 'please' and 'thank you' to others.

Children behave really well. They know the group rules, which are shared with them each day by staff. Children remind each other of these rules, such as when they tell each other to 'share toys'. Staff find out what has caused any disagreements and work with children to find a fair resolution. Children quickly learn to share and to take turns. For example, they take turns to squeeze paint into a cornflour mixture during a creative activity. Children fully engage in activities and show high levels of concentration. They are enthusiastic and keen to learn and as a result they attend regularly. Leaders help parents to understand the importance of play at the nursery and this helps to promote excellent attendance. Leaders monitor attendance closely and, if needed, will work with parents to offer support.

Children's welfare and wellbeing: Strong standard

Staff demonstrate a vigilant approach to keeping children safe. They carry out ongoing, dynamic risk assessments throughout the day that reduce the risks of hazards to children. This involves checking and cleaning all areas, toys and resources regularly. Staff follow safer-sleeping guidelines and ensure that babies sleep in clear cots and are always supervised as they sleep. Staff ensure that all children are seated securely at meal times They sit with children and observe them closely in order to keep them safe while they eat. All staff hold a paediatric first-aid certificate and this helps to promote children's welfare effectively.

Staff provide highly nutritional meals and snacks that meet special dietary needs. They teach children the importance of eating well. For example, staff take children on food shopping trips to buy ingredients for healthy recipes. They prepare nutritious food with children, such as fruit salad. Leaders provide parents with guidance on use of screen time with children at home, and regularly check this with parents to ensure that children are safe. Staff ensure that children have highly effective daily opportunities to develop their physical skills both indoors and outdoors.

Staff prioritise children's wellbeing. They start each day with gentle discussion on how children are feeling, read stories and use picture cards and conversation to help children to learn how to manage their emotions. Some children say they feel tired and go to rest quietly in the book corner. This shows that children can identify and manage their feelings. Staff readily make adjustments to the routine in order to meet the needs of children with special educational needs and/or disabilities, and vulnerable children.

Leadership and governance: Expected standard

Leaders work highly effectively with parents. They regularly share ideas about how parents can support their child's learning. For example, leaders suggest that parents go on nature walks with their children to develop their understanding of the world. Staff provide parents with detailed daily updates about children's care and learning in a range of effective ways. For instance, they talk with parents each day and provide updates through secure electronic messaging. Staff also take children out to explore features of the local area, such as shops and parks. This helps children to develop their understanding of the wider community.

Leaders have a comprehensive recruitment process that ensures staff are suitable for their roles. They monitor and support staff effectively. Leaders spend time in group rooms to observe practice and provide feedback that supports improvement where needed. They hold regular individual meetings with staff to discuss and support their work. Generally, leaders identify and address training needs to promote the best outcomes for children. For example, staff have completed training on supporting children's physical development and early years nutrition. Leaders also promote staff wellbeing effectively. For instance, staff are offered some flexible working and have access to free counselling services.