Berry Grove Childcare

Inclusion: Expected standard

Leaders identify children's needs quickly and accurately. Children, including those experiencing barriers to learning or wellbeing, are supported through high expectations and appropriate adaptations. Staff who are responsible for the arrangements for supporting children with special educational needs and/or disabilities (SEND), have the knowledge, understanding and skills to support children, families and key persons. This helps children with SEND to participate in nursery life and make progress from their individual starting points.

Children benefit from a range of approaches that support communication. Visual prompts, sign language and sound buttons are used across the setting to help children understand and express themselves. Children communicate their wants, needs and ideas in ways that are meaningful to them. For example, labelled sound buttons are used to help children communicate that they need the bathroom or would like to go outside. This enables children experiencing barriers to communication to make themselves understood and engage with others.

Children who speak English as an additional language hear their home languages during play and routines. Staff learn key words to support communication and belonging. Children see their home experiences and identities reflected in the nursery.

Leaders recognise that children's circumstances can affect their learning and wellbeing. Regular meetings with parents are used to review progress and consider how the nursery can offer further support. For example, additional funding is used to provide relevant training and classes for families and staff. This provides consistent support between home and nursery and helps children to access the curriculum, develop positive relationships and make progress alongside their peers.

Curriculum and teaching: Expected standard

Leaders and staff have developed a curriculum that supports all areas of children's development and builds the knowledge and skills needed for future learning. Leaders ensure that learning builds progressively and reflects children's developmental needs and interests.

Babies develop gross motor skills through crawling, squatting and reaching to draw with chunky chalk on chalkboards. Toddlers develop balance and coordination as they climb across wooden apparatus and take part in dance classes. Older children use bikes, develop pedalling skills and work together to pull each other along in the wooden cart. Children feel safe and secure as they develop confidence in their physical abilities.

Babies and toddlers develop early mathematical understanding through sensory and practical experiences. They scoop mud, hold utensils, pour jugs and carry pots in the mud kitchen. They fill, empty and pour, developing their understanding of capacity and quantity. Older children develop shape recognition and problem-solving skills through construction, such as when making dens with large shapes.

Children use imaginative play to express their experiences and understanding. In the sandpit, they make 'pancakes' and use nearby resources as props. Staff use open-ended questions to encourage children to extend their thoughts and language.

Staff use children's interests including flags, play dough and trains, to motivate them and introduce new vocabulary and concepts. However, staff do not ensure resources are always readily available for children to practice their skills and extend their own learning, particularly during craft and drawing activities. Staff adapt experiences to support children experiencing barriers to learning. This sees children mostly able to engage meaningfully with the curriculum and make progress from their starting points.

Achievement: Expected standard

Children make progress from their individual starting points across the all areas of learning and development. They develop communication, physical skills, independence and positive social skills. Babies drink from open cups and feed themselves with minimal support. Older children serve food, pour drinks and manage their shoes and coats. These skills help children develop confidence and independence in preparation for their next stage of learning, including school.

Children's interest in puzzles helps them to develop their fine motor and problem-solving skills, while they work together and learn to to share, take turns and build upon their social skills.

Children with special educational needs and/or disabilities make clear gains from their starting points. For example, children who initially demonstrated limited eye contact and social interaction, and those who were nonverbal, now use sign language and two-word sentences to communicate. They confidently join singing and story times alongside their peers. Children develop the essential knowledge, skills and independence needed to access future learning and progress successfully to their next stage.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff establish clear routines and expectations for behaviour. Children learn to be kind, respect others and follow familiar routines. Consistent approaches and positive role modelling help children understand expectations and develop positive attitudes towards others. At times, staff do not consistently support all children to engage deeply in learning experiences. For example, some children are not fully involved or challenged to sustain their attention in toothbrushing activities. As a result, some children miss opportunities to develop their understanding and maintain positive engagement with learning.

Staff recognise opportunities to redirect children's energy into purposeful learning. For example, when children begin running around the garden, staff extend the play into an imaginary holiday. Staff use open-ended questions to encourage children to share ideas, develop the narrative and work together in role play. Children respond positively and sustain their play as they create different adventures.

Children form positive relationships with their peers. Babies roll balls back and forth from the ball pit. Toddlers share games of throw and catch with footballs. Older children work together to create a train track. Children cooperate, take turns and enjoy playing together.

Leaders promote regular attendance and monitor this closely. They offer wellbeing check-ins and home visits to support families including any experiencing barriers to attendance. These approaches help families build trusting relationships with the nursery and encourage children's return to regular attendance.

Children who need additional support with behaviour or routines receive appropriate encouragement and guidance. Their individual needs are considered and pockets of intervention time are offered to develop positive relationships and build confidence learning alongside peers.

Children's welfare and wellbeing: Expected standard

Children benefit from warm, responsive relationships throughout the day. Adults regularly join children's play and model positive interactions and attitudes towards learning. When children become upset or stumble, they receive comfort and reassurance. They are given time to regulate their emotions before returning to play and learning.

Children develop an increasing understanding of their emotions. Toddlers use teddies, books and mirrors to explore different emotions and copy facial expressions. Older children are supported to recognise how they feel and begin to express their emotions in appropriate ways, including sensory resources if needed.

Leaders and staff use settling-in arrangements to help children and families feel secure and understood from the start. Families are encouraged to share detailed information about children's experiences, preferences, weaning journeys and individual needs. This information helps children receive consistent care that reflects their routines and interests.

Leaders recognise emerging themes in the local community and use these to promote healthy habits. Children benefit from nutritious menus, daily opportunities for outdoor activity and dance sessions that support their physical health and wellbeing.

Toddlers and older children develop healthy oral hygiene habits through the nursery's toothbrushing programme. Children gather their own toothpaste, watch the timer and brush their teeth independently. These routines help children develop self-care skills and understand the importance of looking after their bodies.

Leadership and governance: Expected standard

Leaders have a clear understanding of the setting's strengths and priorities for improvement. They regularly use self-evaluation tools and observe practice, alongside external advice, to identify areas for development and inform action. Leaders review the impact of changes and adapt practice where needed. For example, recent training has strengthened staff knowledge of mathematics and approaches to behaviour support. Further training will strengthen staff's understanding in consistently providing readily accessible resources and opportunities for children. This will help staff to develop their practice and equip them further to carry out their role successfully and have a greater impact on children's learning.

Staff wellbeing is prioritised through a wellbeing coordinator, an open-door culture and regular check-ins. Staff follow a personalised training and induction programme that helps them to fully understand their roles, develop confidence and contribute effectively to children's care, learning and development.

Children and families benefit from strong partnerships. For example, leaders work closely with families and adapt communication to meet their needs, such as translating materials and offering flexible meeting arrangements to support families with busy working lives. These relationships strengthen support around children and help families access relevant services.

Leaders work closely with professionals to support children during key transitions, including starting school. Strong relationships are developed with local schools. For children with special educational needs and/or disabilities, staff aim to attend transition visits with the child. This helps children experience a consistent approach and supports a smooth transition where they feel safe, secure and confident with a familiar adult.