Brentwood Day Nursery

Inclusion: Expected standard

Leaders create an inclusive environment where every child feels valued and achieves well. Children explore carefully chosen natural, recycled and open-ended resources that encourage curiosity, creativity and independent thinking. These experiences help children investigate, solve problems and remain engaged in learning.

Children with special educational needs and/or disabilities receive support that reflects their individual strengths and needs. Staff adapt activities, routines and the environment so children develop confidence and independence. As a result, children make steady progress from their starting points, particularly in emotional development, attention and engagement.

Children receiving early years pupil premium funding benefit from additional experiences, including library visits, cooking activities and community outings. These experiences broaden children's understanding of the world and strengthen language, social and physical skills.

Leaders identify children's needs accurately and respond quickly when concerns arise. They work closely with parents and professionals to review children's progress and adapt support where needed. This collaborative approach reduces barriers to learning and helps children participate fully in the setting.

Staff do not always use agreed strategies or consistently adapt interactions during routines, transitions and learning experiences. Consequently, some children with communication needs do not develop their language, understanding and independence as best as they could.

Curriculum and teaching: Expected standard

Leaders have designed a broad and ambitious curriculum that reflects children's interests, individual needs and stages of development. Staff provide meaningful experiences, including cooking, gardening, storytelling, singing and outdoor learning. They use these experiences to develop children's communication and language, physical development, curiosity and understanding of the world. As a result, children build the knowledge and skills they need for their next stage of learning.

Staff promote independence throughout the day. They establish routines that encourage children to make choices, manage personal care, serve meals and take responsibility for everyday tasks. Staff adapt learning and routines so that children with special educational needs and/or disabilities access the full curriculum and make secure progress alongside their peers. However, teaching is not consistently effective across the staff team. While some staff use rich vocabulary and ask questions that encourage children to explain their ideas, solve problems and deepen their understanding, others rely on simple or more directive language. For example, during a pizza-making activity, some staff focused on directing children's actions rather than encouraging discussion about the cooking activity. Consequently, opportunities to extend children's language, thinking and understanding are not fully utilised.

Achievement: Expected standard

Children, including those with special educational needs and/or disabilities, make progress from their starting points across the areas of learning. They develop the knowledge, skills and confidence needed for the next stage of learning. Children become increasingly independent, resilient and motivated.

Children develop communication, social and physical skills through a broad range of learning experiences. They enjoy books, familiar stories and songs, use new vocabulary during play, count confidently, compare quantities and develop physical coordination.

Children apply their knowledge throughout the day. They solve problems, make independent choices, manage personal care and take responsibility for routines. These experiences strengthen confidence and readiness for school. However, not all children make consistently secure progress in communication and language. Some children needing additional communication support are not always able to express their ideas in detail due to strategies to help them communicate not being fully embedded.

Behaviour, attitudes and establishing routines: Strong standard

Leaders have a clear behaviour policy and highly effective routines that staff implement consistently across the setting. Staff build trusting relationships with children and maintain high expectations for behaviour. As a result, children separate confidently from their parents and move calmly between activities. They show excellent self-regulation and remain deeply engaged in learning.

Staff teach children to manage routines and develop independence through everyday experiences. They encourage children to make choices and take responsibility for tidying resources. Children confidently prepare pizza, pour drinks and help care for the environment.

Staff provide high-quality support for children with special educational needs and/or disabilities by adapting routines and expectations to meet individual needs. Consequently, children participate confidently and become increasingly independent.

Staff promote highly positive attitudes through consistent encouragement and exemplary role modelling. They recognise children's efforts, celebrate success and help children understand how their behaviour affects others. Consequently, children cooperate extremely well, share resources and take turns.

Leaders monitor attendance rigorously and ensure staff follow absence procedures consistently. Staff contact families promptly when children are absent without explanation and work closely with parents to promote regular attendance. This strengthens support for children's wellbeing.

Children's welfare and wellbeing: Strong standard

Leaders place children's welfare and wellbeing at the centre of the provision. They have a highly effective key-person system that enables staff to build trusting relationships with children and their families. Staff know children extremely well and respond sensitively to their individual needs. As a result, children feel secure and develop a strong sense of belonging.

Staff promote children's health and wellbeing through daily routines. They support children to understand the importance of teeth brushing, nutritious meals and physical activities. Children confidently prepare healthy snacks, pour drinks and discuss healthy food choices. These activities help children to develop healthy habits that promote their physical and emotional wellbeing.

Staff provide high-quality care and learning for children with special educational needs and/or disabilities. They adapt routines, resources and teaching to meet individual needs. They work closely with families and professionals to implement consistent strategies. Consequently, children regulate their emotions, develop confidence and participate successfully in daily routines.

Leaders regularly review the quality of care and ensure staff provide excellent support. Staff use familiar routines and calm spaces to help children manage transitions and express their feelings. This helps children to build resilience and engage positively in learning.

Leadership and governance: Expected standard

Leaders have established a clear vision for high-quality early education and care that is shared by staff. They evaluate the quality of the provision accurately and use self-evaluation to identify priorities for improvement. Leaders invest in high-quality resources, including natural and open-ended materials, to enrich children's learning experiences. Consequently, children benefit from an ambitious curriculum that supports their development across all areas of learning.

Leaders work together to provide effective strategic oversight of the setting. They monitor the quality of education, children's experiences and the effectiveness of improvement plans. Leaders work collaboratively with parents, external professionals and the wider community to meet children's individual needs and strengthen the provision. As a result, children and families receive well-coordinated support and benefit from a fully inclusive environment.

Leaders prioritise staff wellbeing and create a positive culture where staff feel valued, supported and listened to. They provide regular supervision, coaching and opportunities for professional learning that strengthen staff knowledge of child development, safeguarding, inclusion and the curriculum. Staff engage positively with professional development and apply new knowledge to improve children's experiences.

Leaders monitor staff's practice and identify areas for development. Staff participate in ongoing professional development including research, reflection, and professional learning. However, high-quality teaching is not embedded across the setting. Some staff do not consistently extend children's learning to help them build securely on what they already know.