Braeside @ Sunflowers Paignton

Inclusion: Expected standard

Leaders recognise the different needs of children and families in their community and set high expectations for children's learning and development. They use individual funding to purchase specific resources that support children with special educational needs and/or disabilities (SEND) and those who face other barriers to their learning. For example, leaders invest in a range of sensory equipment for use indoors and outdoors. This equipment benefits all children, but it particularly meets the needs of children with SEND and enables them to play and learn alongside their peers.

Leaders and staff demonstrate a clear understanding of how to identify and support children with SEND and those who face other barriers to their learning. They use ongoing observations, assessments and information to identify individual needs promptly. Staff monitor children's progress and review the impact of provision through a structured cycle, adapting strategies where necessary to promote continued development.

Leaders work closely with parents, carers and external agencies, including speech and language therapists and educational psychologists, to shape children's experiences and strengthen partnership working. This approach enables leaders to plan targeted support and adapt routines, activities and the learning environment so that children can access the curriculum and feel included.

Curriculum and teaching: Expected standard

Leaders typically understand the quality of the curriculum well, and staff know what they want children to learn. Since the last inspection, leaders have introduced approaches that have strengthened the sequential teaching of communication and language skills across the nursery. All children, from the youngest babies to the oldest pre-school children, now take part in well-planned, age-appropriate group activities. These activities build their communication and language skills and focus on listening and attention, understanding and talking. Children's learning would be further strengthened by the consistent use of strategies that support all children to understand expectations and engage fully with the curriculum.

The curriculum follows a clear sequence and typically gives children opportunities to develop skills across all areas of learning. Children of all ages show a love of books. Babies bring books to adults to share. Older children delight in observing their live caterpillars and use their knowledge of 'The Very Hungry Caterpillar' story to identify that they have made cocoons. Staff teach and consolidate mathematical learning while playing alongside children. They frequently model counting on their fingers and help children to do the same. Staff prioritise children's physical development by providing well-resourced indoor and outdoor areas, including soft-play and sensory spaces for all children. Staff typically know children well and respond to their needs. They support turn-taking and problem-solving, and they encourage children to keep trying when tasks feel tricky.

Achievement: Expected standard

Children, including those who face barriers to learning, typically makes steady progress from their starting points. Babies develop early physical skills as they explore soft-play resources, pulling themselves up and cruising from one piece of equipment to another. Toddlers strengthen their coordination and control and build their attention as they manipulate play dough. They giggle in anticipation when staff hold up long, wriggly 'worms' that slowly drop onto the table.

Older children focus well and build resilience as they create complex models with construction resources. Children engage in conversation and develop early negotiation skills that are key for collaborative learning. Children enjoy praise and encouragement and show confidence and willingness to try new tasks. As a result, children are generally well prepared for the next stage of their learning.

Behaviour, attitudes and establishing routines: Expected standard

The nursery creates a welcoming environment where warm, respectful relationships help children feel settled. Staff develop routines across the nursery and are continuing to refine strategies that facilitate smooth transitions; for example moving from tidy-up time to story time. This will ensure that children, including those with special educational needs and/or disabilities and those who face other barriers to their learning, consistently experience a calm and predictable day. This ongoing work strengthens children's engagement and enjoyment.

Children typically behave well and thrive as a result of the positive relationships they enjoy. Staff support all children sensitively, including those with SEND, and help them manage their emotions and resolve minor conflicts with growing confidence. Staff encourage children to develop independence and positive attitudes through daily food and hygiene routines.

Leaders and staff work with parents and carers to promote regular, punctual attendance. They take the time to understand each family's circumstances and put plans in place to address any barriers to attendance. This approach helps children benefit fully from the curriculum and daily routines. Leaders recognise the dedication and care staff show and value the commitment they bring to their work with children.

Children's welfare and wellbeing: Strong standard

Children's welfare and wellbeing are given the highest priority across the nursery. Leaders greet children, parents and carers and take the time to check in with them, at both drop-off and collection, throughout the week. They design highly flexible and robust settling-in procedures, tailored to each child's needs. Staff plan settling-in sessions carefully. This inclusive approach helps to quickly form trusting relationships between staff, children and families. Staff mirror this approach when children move between rooms, ensuring children transition confidently as they grow and learn.

Staff strengthen these relationships through a highly effective key-person system. All staff know their key children extremely well and respond swiftly to any changes in their needs or circumstances. For example, staff work closely with parents to help children try new foods and develop healthy eating habits. They share popular recipes with families, including ways to replace sugar with vegetables, such as courgettes, when baking cookies or cakes. Staff also promote healthy habits by introducing tooth brushing at nursery.

Staff help children recognise, express and manage their emotions through warm, responsive interactions and abundant reassurance. They offer comforting resources, such as favourite stories, cars, trucks and sensory play, that reflect children's interests and create a deep sense of calm and security. As a result, children show increasingly secure emotional wellbeing and consistently demonstrate that they feel valued and confident to explore their environment.

Leadership and governance: Expected standard

Leaders demonstrate a professional, reflective approach. They know staff, families and children well and understand the setting's context and role in the local community. They work closely with the local authority and other providers to enhance staff's skills and expertise so that children typically receive high-quality experiences.

Leaders maintain a clear overview of the curriculum and wider provision. They involve staff in shaping the curriculum, so it reflects the needs of all children. Leaders understand the nursery's strengths and generally focus on improving the areas most relevant to the children in their care. They recognise barriers children may face and prioritise these needs in their decision-making. Leaders have recently introduced approaches to strengthen all children's engagement in learning and help them navigate the routines of the day. The impact of these approaches has not yet had time to embed across the staff team.

Communication with parents and carers is effective. Leaders have implemented systems to share information clearly so that children's learning and development are prioritised and celebrated in the setting and at home. This approach helps parents feel confident about their children's progress and strengthens their sense of belonging.

Leaders ensure that staff understand their roles and responsibilities. Staff feel supported and respected. Leaders identify training needs through regular supervision sessions, and staff feel confident to seek help when needed. This open culture creates a motivated team that works together well. Staff say they are happy in their roles and that leaders support their wellbeing.