Be Happy Day Nursery Cippenham

Inclusion: Strong standard

Leaders and staff have high expectations for all children's learning and development. They gather essential information from parents when children first start. This ensures they have a secure understanding of the child's individual needs and are able to provide targeted support for the child and their family. As a result, children receive the support they need to make progress and reach their full potential.

Staff complete regular observations and assessments on children. This ensures they recognise when children may need additional support or they need to adjust strategies and support. Staff act swiftly and work effectively with other agencies so that support is put in place in the quickest time possible. Staff use different methods to communicate with children. For example, they use picture boards to support children's understanding of what is happening now and next. In addition, they use words from children's home language to support their communication and language development.

Staff understand who is entitled to additional funding and then this is used for specific resources to support the child. For example, this is used for dance and music sessions to support children's confidence and encourage them to join in with group activities.

Curriculum and teaching: Expected standard

Leaders have created a broad and ambitious curriculum that covers all areas of learning. Staff plan activities based on children's next steps and interests. This supports children to remain engaged for extended periods of time. This includes for children with special educational needs and/or disabilities and those with other barriers to their learning. Staff adapt their approach and activities so all children can remain fully engaged.

Staff use age-appropriate language with children and introduce them to new words. For example, when playing with water staff repeat the word scoop. At times, younger children are not fully supported to develop their language skills. Staff ask children questions but do not give them the time they need to think and respond. Occasionally, staff are too quick to solve problems for children limiting their reasoning skills. For example, when children get soft doh stuck in a cone, staff provide children with equipment to try and get this out. This does not support children to develop critical thinking skills and find solutions for themselves. Staff support children's mathematical development well. During planned activities and while children play, staff encourage children to count and use mathematical language such as, big, little, heavy and light.

Children develop physical skills as they dig in the sand and use climbing equipment. Staff provide opportunities for children to develop fine motor skills as they use pens to mark make and tongs to self-serve their snack. This also supports children to develop independence skills.

Achievement: Expected standard

Children are confident and independent learners. They have good independent skills and manage their self-care needs well. Children with special educational needs and/or disabilities and children with other barriers to their learning show they feel safe and secure and make the progress they are capable of. All children benefit from the sensory room which they can use when feeling overwhelmed or when they are struggling to manage their emotions.

Older children communicate their needs clearly and express how they are feeling, they are well prepared for their move to school. As they play, they recall previous learning, for example, when watering plants children explain that plants need water to live. Occasionally, children do not have the time to think and respond to questions staff ask. Children make choices from the activities available to them, they add resources to enhance their play. For example, children add animals to their water play. However, they are not always provided with the opportunity to find solutions to problems as they arise.

Behaviour, attitudes and establishing routines: Strong standard

Staff have created a safe and welcoming environment that children confidently explore. Staff are good role models and promote good manners. For example, staff remind children to thank their friend for holding the door open. Staff have secure relationships with children who they know extremely well. This enables staff to tailor their approach and support to meet children's individual needs.

Children are very well behaved, they listen and follow instructions from staff. They understand the routine and expectations of the setting. This provides them with consistency that supports them to feel safe and secure. If conflicts arise, staff manage these well by supporting children to find solutions, such as sharing or effectively using distraction techniques. These are adapted to meet children's individual needs and understanding.

Children play well alongside and with each other. Staff encourage children to share and take turns. They provide children with clear explanations as to why they need to do this. Leaders support parents understanding of punctuality and attendance. They ensure parents understand the impact this has on children's learning and wellbeing.

Children's welfare and wellbeing: Strong standard

The key person system is effective in building parent partnerships and ensuring children feel safe and secure. Children respond positively to staff and seek them out if they need comfort or reassurance.

Staff support children to understand how to keep themselves safe and healthy. They prepare healthy snacks and provide parents with information on healthy lunch boxes. Staff ensure that children are supervised effectively during mealtimes and that dietary needs are met and children are not exposed to foods they are allergic to. Children spend time outdoors to support their physical development and develop new skills. Staff recognise the importance of good oral health and provide information to parents and children with activities to support them to understand why this is important.

Staff support children to understand and manage their emotions. A recently introduced sensory room provides children with a calming space where they can regulate their emotions when they struggle. This room is available to all children but is particularly effective for children with special educational needs and/or disabilities and those with other barriers to their learning. Staff support children in gaining a sense of belonging at the nursery. They find out information about children's backgrounds, cultures and religions and plan activities to support all children's understanding of these. For example, children recently celebrated the Holi festival. They took part in throwing different coloured powder in celebration.

Leadership and governance: Strong standard

Leaders have made significant changes to the setting since joining the management team. They quickly identified risks to children and took immediate action to ensure these were minimised. Ongoing evaluation ensures weaknesses are identified and actioned quickly. Staff are supported well and are provided with regular one to one meetings to check wellbeing and any additional support that may be needed. This also supports identification of additional learning and ensures that staff's continuous professional development is addressed. Leaders strongly focus performance management on ensuring the rare inconsistencies in teaching and learning are promptly and thoroughly addressed.

Managers have a strong focus on the needs of individual children and their families circumstances. This includes for children with special educational needs and/or disabilities and for children with other barriers to their learning. They are quick to ensure that appropriate support is put in place. This ensures that all children make the progress they are capable of. Parents are happy with the care provided for their children. Regular communication ensures parents know about their child's day and the progress they are making. Events planned by the nursery provide parents with opportunities to socialise and join their children in the setting.