Birchwood Private Day Nursery

Inclusion: Expected standard

Leaders create a positive and inclusive culture across the setting overall. Staff demonstrate a secure understanding of children's development and effectively adapt activities to meet children's individual needs. For example, staff organise a nurture room to provide smaller group sessions to support younger children and those with special educational needs and/or disabilities (SEND). Staff observe and assess children regularly and review any concerns promptly to ensure timely and appropriate interventions.

Leaders work closely with parents and external professional to support children with SEND. Staff develop and review individual plans with professionals to ensure that support remains effective. Parents speak highly of the support they receive. They explain that staff help them to access additional funding and guide them through processes such as education, health and care plans. Also providing support for applications and transitions to mainstream and specialist schools.

Leaders monitor children's progress closely and review support regularly to ensure that children make good progress from their starting points. They provide staff with guidance to implement the graduated approach effectively. Leaders use extra funding purposefully. For example, purchasing resources to support children's individual needs and enhance their experiences. Staff also explain how they would provide support for children known to children's social care to help them feel secure and access learning alongside their peers.

Curriculum and teaching: Expected standard

Leaders and staff work together to design an engaging curriculum that promotes children's curiosity and encourages them to explore and investigate across all areas of learning. For example, sensory experiences encourage children to be curious as they investigate natural resources. Staff support children's communication and language development. They narrate children's play and engage them in meaningful conversations. Staff skilfully encourage children to participate during singing and story time, where children recall events and share ideas. Staff extend children's vocabulary. For example, they discuss the meaning of the word 'anthropologist' with older children. However, they do not always provide younger children with enough opportunities to make choices to develop their independence and communication further.

Staff prioritise children's physical, personal, social and emotional development. Children play cooperatively, and consistent praise and encouragement builds their confidence and self-esteem. Children strengthen their coordination and large muscles as they engage in physical activities such as pedalling bikes or dancing to music. Children sometimes hear staff use mathematical language during play. For example when they count during games and staff use words such as 'more' and 'less'. However, staff do not consistently take all opportunities to reinforce mathematical language and concepts across the setting. Staff use observation and assessment to plan activities that build on what children know and can do. Staff adapt the curriculum and resources to enable all children to take part.

Achievement: Expected standard

Children make sustained progress overall from their starting points and achieve well across the curriculum. The curriculum supports all children, including those with special needs and/or disabilities, disadvantaged children and those who face barriers to learning, to make sustained progress from their starting points. Children become good communicators. They talk, listen and share ideas during play and group activities. For example, during singing and storytelling they recall events from familiar stories. However, younger children do not have consistent opportunities to make choices and decisions to further enhance their communication skills. Children show perseverance as they explore resources and solve problems such as babies repeatedly attempting to place rings on blocks and showing delight when they succeed. Toddlers demonstrate sustained concentration as they mark make with natural materials. Older children develop independence and confidence. For example, pre-school children self-serve their lunch, pour drinks and recognise their names. These opportunities help children develop independence, social skills and confidence. These skills prepare them well for the next stage in their learning, including school.

Behaviour, attitudes and establishing routines: Expected standard

Leaders create a positive environment where staff promote clear and consistent expectations for behaviour. Staff use the setting's 'golden rules' effectively and regularly remind children of them during group times. For example, during story time children confidently recite the rules, showing they understand expectations. Staff build warm and secure relationships with children. Children confidently invite staff into their play and respond positively to the praise and encouragement they receive. Staff celebrate children's achievements such as awarding stickers for helping to tidy up. This promotes children's confidence and self-esteem.

Children demonstrate positive attitudes to learning and follow routines well. For example, toddlers happily line up to wash their hands and join in enthusiastically during singing activities, clapping and waving as their names are called. Staff encourage children to play together, take turns and cooperate during activities and outdoor play, such as when they wait for their turn on the slide or join group singing sessions. However, staff do not consistently support children to explore and understand their feelings to help them recognise and manage their developing emotions.

Leaders promote the importance of punctuality and attendance. They share clear expectations with parents through the welcome pack and monitor attendance closely. Leaders contact families when concerns arise and escalate concerns appropriately if they cannot establish contact with parents.

Children's welfare and wellbeing: Expected standard

Staff provide effective care that meets children's individual needs, including those with special educational needs and/or disabilities, disadvantaged children, and those who face barriers to learning or wellbeing. Staff build secure and responsive relationships with children. For example, babies show confidence exploring resources and pulling along toys. Toddlers invite staff to join their play at the train track or during mark-making activities. Staff respond sensitively to children's cues, helping them feel safe and supported. Despite recent staffing changes, staff have ensured that children develop strong bonds with their new key person, maintaining continuity and security.

Children develop their physical skills, health and wellbeing through carefully planned routines including washing hands, self-serving meals and participating in weaning. Staff follow parents' guidance on weaning, offering appropriate foods and supporting babies to feed themselves when ready. Children enjoy outdoor play, climbing, hopping, and pedalling bikes. This builds their coordination and large muscles. Staff follow safe sleeping routines and ensure each baby has an individual blanket, regularly checking children during rest periods. Staff promote children's emotional wellbeing through praise, encouragement, and calm guidance. They help children recognise acceptable behaviour through the golden rules although opportunities to explore and discuss feelings are not yet consistently embedded across the setting.

Leadership and governance: Expected standard

Leaders demonstrate determination and a clear vision in improving the quality of the setting. They have implemented many changes since the last inspection, which have strengthened outcomes for children. Leaders have ensured that staffing changes have minimal impact on children's experiences or staff morale. They have a precise understanding of the setting's strengths and areas for development and take prompt action to address new guidance or emerging issues. For example, they adapt menus to meet current healthy eating requirements, ensuring all children benefit. However, further development of the curriculum to enhance mathematics and early communication skills is not yet fully established.

Leaders prioritise staff wellbeing and workload, managing changes thoughtfully to maintain continuity and security for children. They provide high-quality professional development tailored to staff interests and the setting's needs. For example, recent child development training has enabled staff to refine the curriculum and better support individual children's learning and development. Leaders monitor the impact of training and share feedback across the team to improve practice consistently. Parent partnerships are a key strength, with families praising the care, support, and progress their children make, including readiness for their next stage of learning. Leaders and those responsible for governance make decisions that prioritise children's welfare, act promptly to address concerns, follow safeguarding procedures, and ensure compliance with all regulatory requirements.