Broadfields Day Nursery

Inclusion: Expected standard

Leaders and staff identify emerging needs early on, through monitoring settling-in observations. They generally get to know children and families well from the beginning through meetings and discussions. As a result, families feel at ease and build positive relationships within the setting. Leaders ensure staff complete purposeful assessments frequently to review progress. This means that children receive tailored support for individual needs. For example, leaders and staff create personalised plans for children with special educational needs and/or disabilities (SEND), or who may face other barriers to their learning.

Leaders are equipped with appropriate professional development opportunities, to further develop knowledge of how to support children with SEND or who may face other barriers to their learning, such as a range of programmes and training. Leaders typically work closely with external professionals within the local authority, adopting strategies and advice. They have formed particularly close partnerships with local schools. As a result, this makes transitions smooth and comfortable for all children.

Leaders have created purposeful spaces for children, such as a separate library room. Staff offer individual support and small group activities to support areas of learning, such as social and communication development. Parents have updates after each session, ensuring there is continuity in learning for all children. Children who speak English as an additional language are supported through intensive interaction, repetition and word sheets from parents, to create an understanding and comfortability in the setting.

Curriculum and teaching: Expected standard

Leaders have formed an ambitious curriculum accessible to all children, including those with special educational needs and/or disabilities or who may face other barriers to their learning. Staff observe, monitor and assess children's development through an online learning app, which is readily available to parents. Leaders have designed a curriculum based on children's individual interests and aspire for children to gain confidence in their independence, self-care and social development before transitioning to school. Staff complete baseline reports after settling periods, which form starting points. During the interim, children are set next steps, such as to settle into the setting, and build relationships with the key person and their peers.

Staff typically deliver the curriculum well through meaningful interactions in play. For example, older children engage in a magnetic fishing activity. When catching the fish, staff discuss sizes and differences. As a result, children explore mathematical concepts. Younger children explore communication through song. Staff plan group times to sing nursery rhymes. Children choose the songs by using song cards. However, at times, group times are too large, which means some children lose focus.

Staff encourage children to use their imagination and play well together. For example, during a stickle brick building activity, staff ask children what they are building and if they can help each other. Children use their fine motor skills to piece together the bricks and communicate well together to decide what they want to collectively build.

Achievement: Expected standard

All children make progress from their starting points, across all areas of learning. Babies build secure bonds with key staff, meaning they develop confidence in their environment to learn. Toddlers develop good communication skills through meaningful verbal interactions. Pre-school children enhance their independence and curiosity skills through activities, such as collage sticking and manipulating a range of tools safely. All children have a focus on physical development, engaging well in outdoor activities. For example, role playing 'days out' in cars, changing speed and direction when obstacles arise. Children use the climbing frame to explore their gross motor skills, supported and supervised well by staff.

Younger children develop independence at mealtimes, such as feeding themselves and developing skills to wipe their own hands and faces. Older babies explore books independently and use age-appropriate language, such as single words, when observing the pictures. Children learn how to role play and use their imagination. For example, when playing with small world figures, children change their tone of voice to pretend to be different characters. Pre-school children understand routines well and suitably complete tasks, such as tidy-up time. As a result, they become ready for the next stages of their education.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff role model positive behaviours. They frequently praise children for their efforts and achievements, which supports children to feel valued and show a 'can-do' attitude. Staff speak to children in respectful and calm ways, using manners. As a result, children learn how to be kind with one another and form a positive attitude to learning.

Leaders and staff have high expectations for all children's behaviour, including those who may face barriers to their learning. Children play well together in groups and build on learning through personal experiences and interactions. For example, during mealtimes, children discuss what foods they have at home and how their parents cook meals. Staff generally address unwanted behaviours in the moment. However, at times, children are not given explanations of why particular behaviours are unwanted. Therefore, they can be left confused of expectations.

Staff typically manage routines well, children show awareness of transitions and what part of the day follows on. For example, after washing hands, older children seat themselves at the table for mealtimes. However, at times, routines are not fully adapted and lead to some minor unwanted behaviours. For example, when finishing breakfast, all children are encouraged to wait until everyone has finished eating. This creates longevity in transition, where children become restless.

Leaders appropriately monitor attendance and promote the importance of this to families. As a result, families and children have continuity in learning and routines, especially supporting those going to school.

Children's welfare and wellbeing: Expected standard

Leaders ensure that children and families are well known and understood from the beginning, through informative settling procedures. Leaders complete 'all about me' and policy packs, whilst children spend time with staff, building initial positive relationships. Leaders review policies and procedures, ensuring they are understood by staff and parents, meaning children's welfare is a priority. Staff effectively lead mindfulness sessions which support children in understanding their feelings. As a result, children learn to express themselves confidently and freely.

Leaders and staff generally create a welcoming play environment inside and outside. Staff suitably meet the care needs of all children, adapting foods and textures for younger children and supervising all children's sleep times appropriately. Staff show knowledge and awareness of new statutory requirements, including safer sleeping. Children are supported in their understanding of healthy eating and lifestyles. Staff engage in meaningful conversations at lunchtimes, discussing healthy and unhealthy meals. Staff support children in portion control, encouraging them to self-serve, equally monitoring amounts, and ensuring they are eating substantial amounts. Staff support children in understanding the importance of hygiene routines and how to perform them. Staff sing handwashing songs to ensure children are washing their hands for a considerable amount of time. Children sing the song independently, showing they understand the routine and expectations. Staff discuss potential risks in play. For example, when using the climbing frame, children are encouraged to think of their surroundings and 'climb with caution'. As a result, children form an understanding of safety.

Leadership and governance: Expected standard

Leaders generally have a good understanding of the setting's strengths and areas of improvement. They ensure that staff feel their opinions are valued. Staff praise the benefits of gaining feedback on their practice during these meetings. Leaders offer support to staff through regular training and mentor opportunities. Leaders and staff have regular group meetings, for internal training or to discuss and reflect on recent practice. As a result, staff increase their knowledge and skills over time. Leaders ensure they communicate well together, to maintain a continuous and knowledgeable management team.

Leaders typically work well with external professionals for children who need additional support and local schools. Leaders and staff share vital information and allow new teachers opportunities to visit children in the setting, ensuring they have smooth transitions into the next stages of their education and lives. Leaders build effective parent partnerships through meetings, discussions and events. Parents praise the frequent events held, such as coffee mornings and Fathers'-day 'stay-and-play sessions'. They state it makes them feel a part of their children's learning journey. Leaders keep parents up to date with their child's development through an online app and regular development meetings. Staff generally discuss children's next steps with parents and how they can further support at home. This creates continuity in learning for all children, including those with special educational needs and/or disabilities or who may face other barriers to their learning.