Balliol Day Nursery

Inclusion: Strong standard

Managers and staff know children exceptionally well and prioritise their inclusion in all aspects of the nursery. Staff meet the needs of all children through highly effective partnerships with parents and have created a nurturing, home-from-home environment that celebrates each child's unique qualities. Inclusive practice is embedded across the nursery and managers and staff work effectively in reducing barriers to learning. Children with emerging needs are recognised quickly by staff who know them best and parental views and aspirations of children are highly valued and included in all decision making.

Children progress is closely monitored by staff and outside agencies. They work together to develop appropriate and effective strategies to meet each child's needs. Staff focus highly on children needing support with their well-being, and having the right strategies and reassurance consistently in place. This enables these children to become confident and settled.

The nursery has recently introduced Makaton, which is currently in the early stages of development. This inclusive approach supports all children in developing their communication and language skills. Both children and staff learn a 'sign of the week,' which is used consistently during interactions. During a 'sing and sign' activity, children enthusiastically join in with the signs for 'Old MacDonald Had a Farm'. This engaging activity provides a positive learning experience and enables all children to make progress.

Curriculum and teaching: Expected standard

Leaders have designed an ambitious curriculum that is well planned and sequenced to meet the needs of all children, overall. Staff use accurate assessments of what children can do and closely monitor progress, creating next steps of development which are shared regularly with parents. Staff have generally high expectations for children and have a good understanding of child development. Staff follow children's interests well, having a deep understanding on what drives and motivates them to learn, enabling them to be successful learners.

The nursery creates a language-rich environment, providing staff opportunities to positively interact with children and develop their communication and language skills. Children seek out staff to sing happy birthday and blow out imaginary candles on a tall drum that has become the birthday cake. An understanding of how interactions can drive teaching and learning is positively taking shape, although this remains an area of continued development in ensuring every interaction is high quality.

Leaders and staff create a rich environment in which children are highly engaged, providing activities that enable children to explore using their imaginations. For example, children explore their senses and physical skills as they cut through lemons and limes. They enjoy rich conversations full of new language that is modelled by staff. During mindfulness activities, mathematical concepts are explicitly taught. Children count the breaths they are taking and learn new concepts of size when comparing different lengths of rosemary and sage that have been grown in the garden.

Achievement: Strong standard

Children consistently make secure progress and are well prepared for their next stage of development. They explore an enriching environment that motivates them to try new things and follow their interests. This enables them to become successful learners, who take pride in their achievements. Children demonstrate confidence as they explore the nursery, freely sharing their ideas during play. For example, they show great curiosity when engaging with play dough, adding natural resources to create their own wreaths. They are fascinated by the different herbs and spices they use, proudly describing their creations and celebrating their masterpieces.

Children and babies are highly supported by staff, who listen attentively to them and remain focused on meeting their individual needs. Children's independence is a key priority within the nursery. During snack time, babies are supported to feed themselves independently and through skilled guidance and encouragement, babies develop growing independence and are praised for their achievements in feeding themselves.

Communication and language development are key priorities and, as a result, children make excellent progress from their starting points. Children experience a carefully planned, language-rich environment. Through high quality and meaningful interactions, babies build their early communication and language skills and older children share books that introduce new vocabulary and ideas that motivate them to discover more. Children who need additional support are supported using strategies that enable them to develop successfully alongside their peers.

Behaviour, attitudes and establishing routines: Strong standard

Staff build strong relationships with children and families and demonstrate clear and consistent routines. Managers have embedded a harmonious and respectful culture, celebrating children as individuals. Staff are highly effective in supporting and teaching children to manage their own feelings and this helps children to develop secure emotional relationships. Children confidently follow well-established routines and need little support from staff. During snack time, children independently wash hands and enjoy the independence of pouring their own drink and choosing their own snack.

Staff are excellent role models, which is observed in children's behaviours. Children give time to their friends and are kind to each other. They need very little adult support, when taking turns and thinking of solutions during activities. Outside, children find solutions in finding and sharing more 'magic water' when it runs out, showing positive attitudes not only in their learning but towards each other.

Routines to keep children safe are well established and embedded within the routines of the setting. Managers understand the importance of children's regular attendance. They work in partnership with parents, ensuring learning opportunities are not missed because of reduced attendance. Settling-in procedures are highly successful and regularly reviewed. Babies settle well and are curious to explore their surroundings. Children and staff share positive relationships. Children, including those needing additional support, thrive from having successful key-person arrangements in place.

Children's welfare and wellbeing: Expected standard

Managers and staff prioritise children's wellbeing and sense of belonging in the nursery. The effective settling-in process creates positive attachments as key persons know children extremely well. Staff show interest in children by engaging in purposeful conversations relating to their interests. Staff create enabling environments that are engaging and well thought out. Children benefit from spaces for quieter times and have areas for busy play. Staff help children gain confidence in recognising and managing their feelings and carefully support them in managing their own wellbeing. Activities are adapted well, to meet the needs of children and this enables the children to thrive. Children happily explore physical experiences outside on balance bikes, that build their strength, balance and coordination.

Children are supported through well-structured routines to be highly independent and are encouraged to make their own decisions. Staff consistently role model good manners and hygiene practice, such as washing hands before mealtimes. Children learn about healthy eating as they share home-cooked meals altogether at lunchtime and enjoy conversations with staff about the food they are eating. Children are encouraged to do physical activities outside that support their wellbeing. They enjoy thoughtfully planned leaning opportunities as they plant seasonal herbs, vegetables and flowers.

Leadership and governance: Expected standard

Managers understand the setting's context well. They ensure all practices are ambitious and drive improvement, while ensuring that all learning and development are prioritised. Managers and staff work effectively with parents and promote a family and community feel through their celebrations.

Managers are passionate about the staffing team and focus intently on their wellbeing, ensuring that they have protected time to plan efficiently for their key children. Staff in turn feel well supported and highly valued. Regular supervision meetings are held to support the staffing team and within this forum, further professional development is discussed. Managers have high overall expectations of the staff and in turn staff have equally high expectations of children that attend the setting. However, managers are not yet using supervision meetings well enough to enable staff to take every opportunity to extend children's learning. In addition, training to meet staff's individual needs is not yet sufficiently focused on identified areas for improvement.

Managers have a clear view of the setting's strengths and typically have an awareness of what needs to improve. Alongside staff, they consistently demonstrate a strong partnership with parents that highly benefits the children that attend, creating a positive foundation for learning and development.