Blue Willow Day Nursery Holmer Green Ltd

Inclusion: Strong standard

Leaders successfully create a very inclusive environment, where children feel happy and safe. They adapt the setting carefully to meet the varied needs of all children, including those with special educational needs and/or disabilities.

Leaders and staff are highly committed to their work with children. They ensure all children, particularly those who face barriers to their learning, have the best possible start to their education. Regular observations and assessments of children's progress ensure that staff recognise gaps in children's learning and development and provide additional support when needed. Staff receive specialist training to meet children's individual needs. This equips them with the knowledge to assist children with barriers to their learning. Children's progress is monitored carefully, along with strategies used to support them. Strategies are then adapted to meet children's changing needs.

Leaders use additional funding to provide children with resources and equipment, to support their development further. For example, resources purchased support children's emotional and wellbeing needs, supporting them to understand and manage their emotions.

Leaders understand the importance of positive partnerships with parents and carers and other professionals. This promotes a collaborative approach to addressing gaps in children's learning. When staff identify gaps in children's learning, they implement effective strategies, such as small-group sessions and use of simple sign language and picture cards. This consistent effort helps ensure that all children can thrive and develop their communication skills effectively.

Curriculum and teaching: Expected standard

Leaders have designed and created an ambitious curriculum. This curriculum provides children with a wide range of learning experiences. Staff complete regular observations and assessments of children to determine the next steps in children's learning and development. Although staff are clear on what they want children to learn and achieve, they are yet to securely ensure that the implementation of the curriculum meets children's individual needs. At these times, children do not gain the knowledge and skills to support them to progress further in their learning and development.

During activities, staff count with children and sing number songs. However, staff have not yet considered how they can teach children about further mathematical concepts, such as size, shape and measurement. This limits children's ability to gain further knowledge and skills to support their mathematical development. Staff support children's communication and language skills effectively. They use age-appropriate language with children. Staff repeat words for younger children and support them to extend sentences by adding one more word. Staff story telling encourage children to develop a love of books. For example, children gather in the garden to listen to a story, they are highly engaged and enjoy being part of the story telling. Children enjoy exploring resources and equipment in the garden. They laugh and work together when playing hide and seek, they work with staff to build sandcastles and show pride in their achievements.

Staff recognise children whose development is not at expected levels. They use appropriate strategies to help children make noticeable progress. Staff adapt their approach and follow children's likes and interests to support them to engage in activities.

Achievement: Expected standard

Children make typical developmental progress. They are confident and prepared for the next stage of their learning, including the transition to school. Children have increased their confidence in expressing themselves verbally. Overall, they clearly communicate and express their needs to staff.

Children engage in activities for extended periods. They develop good concentration skills. Children have learned to manage age-appropriate tasks, including attending to their personal needs. They show a sense of responsibility and enjoy helping prepare the table for lunch. Children respond positively to staff's gentle approach. This helps them to manage their emotions and remain involved in learning. However, sometimes, children's learning experiences are not well planned and sequenced to ensure they gain knowledge and skills to develop their individual learning. Children show an awareness of counting and enjoy singing number songs. However, they are yet to show an understanding of a range of mathematical concepts due to the implementation of the curriculum.

Behaviour, attitudes and establishing routines: Strong standard

Staff create a warm and welcoming environment that promotes children's positive behaviours and attitudes. They are clear about their expectations for children's behaviour and staff consistently reinforce these. For example, staff encourage children to share and take turns from a young age. The youngest of children show they understand this as they patiently wait for their turn to use a ball. In addition, staff provide consistent praise which children respond very positively to. This creates a respectful environment where children learn to interact positively with each other.

Staff take into account children's age and developmental stages, when planning daily routines and make appropriate adaptations. They understand the importance of play for children and provide long periods of uninterrupted playtime. Children enjoy accessing outdoor activities and show they understand daily routines. When conflicts arise, staff intervene calmly and appropriately. For instance, they communicate clearly with children and support them to resolve any conflicts.

Staff are extremely kind and gentle, and children seek them out when they need comfort or reassurance. Children have strong relationships with their key person and are very happy in the setting. Staff consistently monitor children's attendance. They support parents to understand the importance of regular attendance and punctuality. As a result, children are consistently punctual in the setting. This supports children to develop positive attitudes towards their learning.

Children's welfare and wellbeing: Expected standard

Staff know all children well, in particular their key children. They gather information from parents and carers when children first start, to learn about children's individual needs. This approach helps children to feel safe and emotionally secure. Staff build positive relationships with children, who enjoy the interactions and comfort they receive. This promotes children's emotional wellbeing effectively.

Staff ensure that there are clear routines, including hand washing practises. They ensure that all children have opportunities to develop their independence skills. For example, children manage their self-care needs well. During lunch time, all children, even the youngest feed themselves well. Staff plan activities that enable children to take appropriate risks. For example, when creating and completing an obstacle course in the garden. This helps children to understand how to keep themselves safe. Staff have not yet considered how they can provide children with support to understand the importance of oral hygiene or how to keep themselves safe when online.

Children benefit from effective supervision from staff, such as during mealtimes. This promotes children's personal safety. Children enjoy healthy snacks and have plenty of opportunities to be outdoors. Mealtimes are sociable times for children. When playing with others, they learn to share and take turns. Staff support children's physical development through activities, such as balancing on beams, climbing in and out of large tyres and playing with balls.

Leadership and governance: Expected standard

Leaders have effective oversight of the setting and care provided for children. They have made positive changes and recognise further areas for improvement. For example, leaders have provided training for some staff on how to effectively implement the curriculum. They have identified and acknowledged that there is further work and training needed to ensure that all children receive a broad range of activities and experiences consistently.

Staff receive support to continue their professional development and gain qualifications. Targeted training ensures staff are able to meet the individual needs of children, specifically for children with special educational needs and/or disabilities, and children with other barriers to their learning. Leaders plan training to enhance staff's knowledge and skills to support children's experiences. They acknowledge that there is more they can do to boost staff's confidence in the support needed for supporting children's mathematical development. They also understand the benefit of differentiating learning during small-group activities.

Leaders and staff work effectively with parents and other agencies to ensure children receive the support needed in the quickest time possible. Leaders have recently introduced parents evening, ensuring that parents and carers have updated information about their child's progress and additional support they may need.