Blackberry House Day Nursery Corby and Forest School

Inclusion: Expected standard

Staff complete regular observations of children's play to identify any gaps in their learning. They plan activities, experiences and teaching to help narrow any gaps and support children's ongoing learning and development. However, practice is not yet consistently of high quality for those children who are disadvantaged and those who have special educational needs and/or disabilities.

Leaders recognise the importance for their staff to get to know the children they care for from when they first start. Staff continue to share their knowledge of the children's learning and care needs with other staff to support them as they move from one room to the next to help them settle.

Leaders and staff work closely with other professionals to understand children's individual needs. For example, when children need extra support with their language development staff attend training. They work directly with speech therapists to aid children's speech and language skills further. Appropriate strategies are in place to target children's communication and language development. Children participate in small group sessions, where they develop their concentration and listening skills and expand on their range of vocabulary and correct pronunciation.

Curriculum and teaching: Expected standard

Leaders make sure staff provide a curriculum that is carefully thought out, covers the 7 areas of learning and supports children's learning and development. Children, including those who are disadvantaged and those who have special educational needs and/or disabilities, are supported by the staff. Occasionally, the same level of teaching is not consistent for all children.

Overall, children's progress is carefully managed by the leaders. Staff provide children with time to explore by themselves and develop friendships. Older children practise building on their small-muscle development as they build with construction. Babies are helped by staff to develop their hand-eye coordination as they pick up coloured pom-poms and place these onto paper.

Staff engage with children and use appropriate teaching skills with them most of the time. However, at times, for example when children play in the forest school garden, staff do not support less-confident children to join in with their peers. This has the potential to limit the progress some children can make.

Some staff introduce mathematical language. They compare the sizes of the toy vehicles with children. Other staff help children to begin to recognise numbers during role-play activities with telephones, but they do not consistently interact with children to build or extend their mathematical development further.

Achievement: Expected standard

Children are developing a love of books, learning new words and becoming confident communicators. They recall parts of a story and confidently count how many flowers are in the book. Most children are achieving across the 7 areas of learning. They demonstrate a growing curiosity, resilience and exploration during their play. For example, younger children concentrate as they carefully pour water into holes with minimal spillage. This demonstrates the skills they have in their physical development.

Generally, children gain the skills they will need for their eventual move on to school. Older children independently get themselves dressed for their outdoor play. They develop their motor skills effectively, building their strength and coordination on the equipment in the garden. Children who are disadvantaged and those who have special educational needs and/or disabilities generally achieve well given their starting points. However, on occasions they are not supported sufficiently to ensure they are very well prepared for their next stage of learning.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff are generally effective role models to children. They provide reassurance, praise and encouragement during children's play and learning. This helps to raise children's self-esteem and confidence as they develop a positive attitude to their learning. Children are caring and support their friends when they feel sad. This is shown when children bump themselves and other children give them cuddles to soothe their tears away.

Leaders place a strong emphasis with parents of the importance of children's attendance from when they first start at the nursery. This is continually promoted, which encourages appropriate routines for children's education.

Staff are clear on most expectations for children, such as sleep routines. Embedded routines for tidying away toys are in place and younger children actively take part in these with enthusiasm. When children occasionally show behaviour that is not appropriate, staff are not always consistent in how they manage this in ways that are appropriate to children's ages and stages of development. For example, they do not divert babies to more purposeful activities or explain how older children's actions might lead to them hurting themselves.

Children's welfare and wellbeing: Expected standard

Staff create a welcoming environment to help children feel safe and secure, which also supports their wellbeing. They work closely with parents to ensure all children's personal care routines and needs are respected and met appropriately. Younger children and babies are provided with individual clean bedding and comforters to help them settle to sleep quickly. Children are closely watched by staff, who carry out safer sleeping practices to support children's wellbeing and safety. When children awake, staff provide lots of reassurance and time for them to be ready for play again. Children build close and trusting relationships with the staff. They happily give and receive cuddles and are developing their confidence to explore their environment independently.

Staff sit with children during meals to support children's social skills and good eating habits. Clear routines, such as regular handwashing and healthy mealtimes, are well embedded in practice. Overall, most staff interact well with children to help them understand why such routines stop germs from spreading or how food promotes their good health. Children are supported well to develop their physical skills as they access the large outdoor play spaces in all weathers.

Leadership and governance: Expected standard

Leaders show considerable dedication and commitment to providing high-quality care and education to children and their families. They are very reflective and actively seek to make improvements, such as further training and support for staff. Due to recent changes in staff and management, these are still being embedded. Consequently, some staff are not yet fully confident in their teaching and support for all children, including those who are disadvantaged and those who have special educational needs and/or disabilities. Leaders complete regular appraisals with staff and check in on their wellbeing throughout each day. Staff comment they are proud of recent achievements, such as celebrating being voted as the best nursery within the company. This builds staff confidence, morale and self-esteem, which helps to create a positive environment for children to play in.

Leaders and staff develop positive relationships with parents and carers. Parents say they receive effective communication from the staff. They state their children are building positive relationships with other children, which contributes to developing their social skills. Leaders work well with outside agencies, and other settings that children attend, to be sure that as much information is available to staff as possible. This helps staff support children's ongoing development.