Blessings Day Care & Nursery

Inclusion: Expected standard

Leaders have made significant improvement in how they support children with special educational needs and/or disabilities (SEND) and those children who may face other barriers to their learning. Processes are now in place to identify gaps in children's learning at an early stage. Systems are in place to monitor children's progress and children's SEND needs are typically met well. Staff receive suitable training and support to implement this approach. They plan appropriate next steps for children. Staff share these with parents. They review children's next steps regularly. Where children are found to be meeting these, staff plan new next steps effectively.

Typically, the support that staff provide reduces the barriers to children's learning. Children receive the support they need to meet their individual needs. Children with SEND, and those who may face other barriers to their learning, are included in daily routines. Staff make appropriate adaptations where needed. However, occasionally, staff do not consistently support children with SEND during group times. Staff do not consistently offer alternative support to help keep children engaged.

Staff receive training to help them understand and implement the strategies that children need. For example, staff use objects and picture cards to help children understand what is happening next. Leaders now work closely with the local authority, parents and outside agencies to help support children's individual care and learning opportunities.

Curriculum and teaching: Expected standard

Overall, the curriculum is well designed and supports all areas of learning and development. Generally, leaders and staff understand what they want children to know and be able to do. Leaders ensure assessment is used to support children's learning. Staff are clear on children's individual next steps. This helps children to make typical progress.

Staff focus on babies' and children's personal, social and emotional development and ensure that they feel safe. Children develop positive relationships with their key person. Staff promote children's language and communication skills well, including those children with special educational needs and/or disabilities and those who may face other barriers to their learning. They adapt their teaching appropriately and use language that meets children's level of development. They speak clearly and model new language throughout children's play. For example, staff model and repeat the words, 'pat' and 'roll', while children use the tools with the play dough.

Staff incorporate maths into daily routines and activities. Staff count with children at every opportunity. They use the language of shape and volume with children's play. Staff generally sequence learning to meet children's age and stage of development. However, this is not yet consistent for all children. Occasionally, staff use number language that is too advanced for children. This does not help to secure the sequence of learning.

Achievement: Expected standard

Children, including those with special educational needs and or disabilities, and those children who may face other barriers to their learning, make steady progress across all areas of learning. They develop their language skills through staff interactions and learn a range of stories and rhymes. Children begin to develop an understanding of the sequence of stories. They share their knowledge of what happens next in familiar stories. They generally develop the skills they need for the next stage in their learning, including school.

Children enjoy playing and exploring the environment. They display a positive attitude to their learning and are eager to try new activities. Children demonstrate typical levels of concentration as they take part in a range of daily activities. For example, children keep on trying when learning to use a syringe in the water tray. Staff model how to use the syringe and encourage children to 'use all their power' when pressing the plunger. Children persevere and laugh with their friends as they shout 'power', as they press the plunger and squirt the water towards the wall.

Behaviour, attitudes and establishing routines: Expected standard

Leaders have high expectations of children's behaviour. Behaviour is generally positive and children learn to get along with others as they play together. Staff share clear rules and boundaries for children to follow. For example, staff remind children not to rock on their chair as they may fall. Occasionally, when children need support to manage their behaviour, staff respond sensitively and appropriately to individual needs. For example, staff get down to children's levels, use distraction or offer alternative resources, as they help to guide children away from any conflict. They support children to re-engage in other activities.

Children have positive attitudes to their play and keep on trying when things prove difficult. For example, children show determination when using tools. Staff offer clear explanations and demonstrate how to use the tools. They encourage children to have a go and practise the skills to use the tools effectively.

Leaders have introduced new routines to support children during key transitions. Staff make appropriate adaptations for children with special educational needs and/or disabilities and those who may face other barriers to their learning. For example, they use visual aids to help children understand what is happening next. Generally, these work well. However, some routines still need further consideration so that children's transition times do not become too busy.

Leaders work with parents to encourage regular attendance and arrival times. They have recently shared the importance of routines with parents to ensure children do not miss key parts of the day.

Children's welfare and wellbeing: Expected standard

Staff meet children's needs well. They form positive relationships with children and their families, including those with special educational needs and/or disabilities and those children who may face other barriers to their learning. Children quickly form positive bonds with key staff. Babies go to them for support when needed and use them as a secure base to explore the environment. Staff respond with warmth and care to their individual needs.

Leaders promote children's physical development. Children enjoy daily physical activities to develop their large muscles. Leaders have recently introduced a new menu that promotes healthy and nutritious meals. Parents comment on the positive changes that have been made. Staff talk about healthy foods at mealtimes and when reading stories. They help children identify foods that contain a lot of sugar, and which foods are a healthier choice. For example, when reading 'The Very Hungry Caterpillar', staff help children identify the foods with high sugar and that the fruit is a healthy option.

Staff support children's emotions. They talk to children about how they are feeling. Children learn to identify and name their emotions. Children develop healthy routines. For example, children learn to wash hands before eating and staff encourage older children to wipe their own noses. However, staff do not consistently model or support children to understand the need to wash hands after wiping their noses. Children's sleeping and eating routines now safely support children's needs. Staff have a clear understanding of safer-sleeping guidelines and follow safer-eating practices to keep children safe.

Leadership and governance: Expected standard

Leaders have made significant progress since the last inspection. A new early years lead and area special educational needs coordinator are now in place. Leaders have created a clear and ambitious curriculum. Staff are clear on what they want children to learn and achieve. This is having a positive impact on all children's experiences, including those with special educational needs and/or disabilities (SEND) and those children who may face other barriers to their learning. Overall, leaders have an accurate understanding of the quality of the curriculum and teaching in the setting. They continue to develop a clear action plan to further embed improvements.

Leaders consider staff's wellbeing and workload. Staff report feeling well supported in their roles, and morale is high. Arrangements are in place to support staff's ongoing professional development. Staff have recently completed a wide range of training. This is having a positive impact on children's experiences at the nursery.

Leaders typically work in partnership with parents and share information about children's development during daily handovers. Parents speak positively about the learning and care their children receive, particularly for those children with SEND. Leaders engage positively with parents and the community. They have included parents' views in the recent changes following the last inspection. Parents comment positively on the changes and appreciate the opportunity to come into the nursery and see the environment their children are learning in. Leaders work collaboratively with other agencies to support children's individual needs, including those with SEND and those who may face barriers to their learning.