Belsize Day Nursery

Inclusion: Strong standard

Leaders and staff are passionate about supporting children with special educational needs and/or disabilities (SEND). Their ethos of 'everyone is welcome' is rooted in practice. The setting has a very inclusive culture, and children with SEND are incredibly well supported and prioritised.

Staff swiftly identify gaps in children's development. They liaise with parents and carers and professionals to put individual plans in place. Together, they set targets and closely monitor children's progress to help them catch up. For example, staff use visual cues, such as photos and objects, to support children's communication. This helps children to understand transitions in routine. When children become a little overwhelmed, staff respond sensitively and use additional resources to help calm them. When children with SEND are ready to move on to school, staff from the setting who know children best go with them to settle them in. This helps to support children's wellbeing.

Children who speak English as an additional language are valued and appreciated. Staff make every effort to learn children's home languages to help communicate with them. They celebrate cultural events and festivals. Consequently, children understand about equality and diversity. Furthermore, staff provide new experiences and purchase extra resources for children in receipt of additional funding. This further enhances children's development.

Curriculum and teaching: Expected standard

Leaders regularly assess children's development to identify gaps in learning. Staff plan activities they know children will enjoy. However, staff are not always clear about the specific intent they want children to learn during planned adult-led activities. As a result, teaching is not of consistently high quality.

Nevertheless, children are eager to take part in these experiences and remain engaged throughout. For example, children make play dough with staff. They fully enjoy tipping flour from one container into another. Children explore mathematical concepts, such as weight, capacity and volume. They obtain an understanding of 'full' and 'empty'. Staff introduce new words, such as 'ingredients' and 'recipe', to help broaden children's communication and language skills. Children show delight in watching the mixture change and excitedly share their efforts with visitors.

Staff engage well with children. They commentate on their actions and ask open-ended questions to develop children's thinking and speaking skills. Staff adapt their interactions to meet the different needs of children. For example, when some children struggle to manage their emotions and occasionally become distressed when others join their play, staff are responsive and talk to them in a calm and reassuring manner.

Achievement: Expected standard

In general, children achieve well from their starting points. Despite inconsistencies in the quality of teaching, any gaps in learning are beginning to close, especially for children with special educational needs and/or disabilities. For example, during adult-led activities, they concentrate and focus as children take part in junk modelling. They demonstrate independence as children freely access the creative materials. They practise using a range of tools to make marks with. Children display increasing control and dexterity. Furthermore, they demonstrate a growing range of vocabulary as they enjoy talking to staff and looking at books together.

Additionally, children show skilful balancing and coordination as they use the outdoor equipment. Consequently, children are prepared well for the next stage in their education, including the transition to school.

Behaviour, attitudes and establishing routines: Expected standard

Staff share their expectations of behaviour with children to help them to learn what is acceptable. For example, they introduce golden rules, such as being kind to their friends. Overall, children generally behave well, and staff encourage them to share and take turns. However, on occasions, staff do not support children to understand the impact of their behaviour. Although staff comfort children, they do not consistently challenge unwanted behaviour. This means that children do not learn the consequences of their actions and how this may impact on others.

Nevertheless, staff are good role models and have established secure relationships with children. They implement structure and routine. For instance, they encourage children to manage their own personal needs. Children independently use the toilet and wash their hands before snack time. As a result, children adopt robust health and hygiene practices. Older children offer support to the younger ones. For example, they help them pour milk from a jug into an open-top cup. Staff praise children's acts of kindness. This helps to reinforce positive behaviour to children.

Leaders monitor children's attendance carefully to safeguard children. Staff contact parents when children are absent to check on their wellbeing. They talk to them about the importance of regular attendance to prevent any gaps in learning from persisting.

Children's welfare and wellbeing: Expected standard

Relationships between staff and children are nurturing and responsive. Staff follow babies' personalised care routines to create a sense of familiarity. This helps children to form secure attachments with their key person. Staff sit with children while they eat to monitor their safety.

In general, leaders and staff help children and their families to adopt healthy lifestyles. They provide nutritious snacks and encourage parents to pack healthy lunch boxes. Staff are aware of the impact of poor oral health and have introduced supervised toothbrushing for children. Also, staff support children to be physically active. They thoroughly enjoy dancing to music and have free-flow access to the outdoor area. This helps children to build strength and develop their coordination skills. Furthermore, staff take children on daily trips to local spaces, such as the library, shops, community garden and frequent woodland walks. Children learn to risk assess as they gain an understanding about road safety.

Support for children with special educational needs and/or disabilities and disadvantaged children is effective. Any extra funding is used appropriately. For example, leaders purchase additional games and resources to help children who struggle to manage their feelings. As a result, children are beginning to express and manage their emotions more positively.

Leadership and governance: Expected standard

Children thrive at this nursery, especially children with special educational needs and/or disabilities (SEND). Leaders and staff are extremely enthusiastic about supporting children with SEND. Staff undertake monthly training set by the leadership team. Staff often initiate their own training when they feel they need further support in a specific area to help improve their knowledge and practice. Staff attend regular supervision meetings to support them in developing their skills.

Leaders promote the wellbeing of staff and a healthy work-life balance. They celebrate their work and achievements and offer support where needed. This empowers staff to have a positive attitude to work, which enhances their interactions and care with the children.

The capacity of children has recently been extended to include babies. Therefore, the leadership team has recruited new staff and are beginning to embed a new team. Leaders are highly reflective and have an accurate overview of the setting's strengths and areas for further development.