Bridge House Day Nursery

Inclusion: Expected standard

Staff spend time getting to know children well. Through regular assessments, leaders and staff are typically aware of children's needs. Leaders work with external agencies to help reduce barriers to children's learning. They take on board strategies and advice suggested by specialists. However, leaders do not ensure that they consistently embed this support for all children swiftly to ensure that children make as much progression as possible.

Staff receive training in how to support children with special educational needs and/or disabilities. They apply new knowledge into practice, such as using visuals to support children. Leaders are keen to ensure that there is a secure knowledge base within the staff team to help them support each other. Leaders and staff have explicit high expectations for all children. They use additional funding appropriately to support the individual needs of children. Leaders monitor and track the impact of spending to ensure that it has a positive impact on children's development. For instance, they have introduced sensory resources to support children to regulate their emotional needs.

Curriculum and teaching: Expected standard

Leaders offer children a wide range of opportunities in the local community. For example, children enjoy going on local walks, which helps them to develop an understanding of the world around them. Staff complete regular assessments. They know what children can do and typically plan a broad curriculum across all areas of learning. Staff generally tailor activities to support children's interests and next steps in their development. They support children to develop their physical skills. For example, children build on the small muscles in their hands and fingers as they play with play dough and write with chalks outside. They catch objects with fishing rods, which helps to develop coordination skills.

Children enjoy a love of books, and children choose to look at them in their play. Staff read stories of interest to capture children's interest and to support engagement. For example, children enjoy the story 'The Tiger Who Came To Tea', and following children's interests, staff extend this as the theme for the activity of chopping fruit. Staff incorporate mathematical concepts into children's play through age-appropriate activities. For example, children enjoy joining in with 'Five Little Ducks', which supports their understanding of number.

Achievement: Expected standard

Children make progress from their starting points at the setting. Children are confident communicators. Babies develop their speech and learn new words during activities, such as messy play. Toddlers share their thoughts and feelings throughout the day. Older children make predictions and link experiences into their conversations. Children who face barriers to their learning typically do well. They communicate their needs effectively through visual cards, for example. However, they do not benefit from consistent routines to support them to make the most out of learning opportunities. Children are prepared for the next stage of learning, such as school. They are developing independence skills. They pour their own drinks and serve themselves lunch.

Behaviour, attitudes and establishing routines: Expected standard

Staff typically have positive relationships with the children in their care. They provide them with a safe and welcoming place to learn. Children are keen to take part in the activities provided for them. For instance, they make play dough, which supports their counting skills as they count the cups of flour needed. This develops the children's interests alongside their next steps. Staff support children's social skills. They encourage children to take turns as they play games with their peers and staff, such as fishing in the water tray. Leaders work with families to ensure regular attendance. They reinforce the importance of children attending the setting. Staff are positive role models. For example, they model respect and kindness in their play. This supports children in understanding clear expectations.

There is support for children to understand routines, such as the use of picture cards. This ensures that all children, including those with special educational needs and/or disabilities, know what is happening. At times, during routines, particularly at mealtimes, children are kept waiting for short periods. This leads to a reduction in children's engagement.

Children's welfare and wellbeing: Expected standard

Staff have created a welcoming space for children to come into. They build warm relationships with children in their care and get to know them well. Staff teach children about making healthy choices at an age-appropriate level for the children to understand. Children enjoy balanced and healthy meals, such as chicken casserole and fruit, which the children enjoy eating. Children talk about healthy food choices, and staff use related stories to support this. Children also reflect on this later in their own conversations with each other. For example, as they engage in their play, they talk about which vegetables they like. Staff consistently support good manners. Parents and carers comment that it is a strength of the setting.

Care practises are in place to support children. For instance, staff follow safer sleeping guidance. Children enjoy daily access to the outdoors for fresh air and exercise. This supports the children's physical development. Children feel a sense of belonging, including those who speak English as an additional language. For example, staff embed children's diverse cultures into the learning environment and ensure that they share family celebrations with their peers.

Leadership and governance: Expected standard

Leaders are aware of the setting's strengths and are incredibly passionate about what they do. They are keen to share their knowledge with other staff. Leaders typically identify areas for improvement. They recognise that they need to plan more effectively to ensure that staff consistently tailor support for all children. There is a clear team bond among staff members who help each other. Leaders are keen to support staff's workload. They ensure that it is manageable for them and that staff feel well-equipped in their roles.

Staff have supervision meetings with leaders at the setting, which is supportive for staff. Staff benefit from a range of professional learning opportunities. This includes training for advanced safeguarding and to support children with special educational needs and/or disabilities. Staff feel they have the skills and knowledge they need for their roles. They typically work with other agencies, such as speech and language teams, and local primary schools to support transitions. Staff take advice on board, which supports all children to achieve the best outcomes.

The setting has recently undergone a change of special educational needs coordinator. Leaders are ensuring a smooth transition for this role, so all children progress. Parents and carers typically speak positively about the learning offer the children receive at the setting. They also comment positively on the supportive staff who look after the children. The handovers are effective for passing over information about the children.