Brookdale Day Nursery Ltd

Inclusion: Expected standard

Children's needs are identified and addressed early. Supporting inclusion is a passion of leaders and they are astute in recognising emerging needs. They hold open conversations with families early on to address any potential issues. Leaders make adaptations which are thoughtful and support children's needs, through equipment, resources and additional individual attention. Children benefit from the care and attention of the staff they have formed attachments with. The key-person system supports continuity of care and helps children get to know their key staff.

Children's progress is monitored effectively, and advice and external support are sought and secured, where needed. Leaders work with a range of other professionals involved in children's care, to ensure support changes along with children's needs. Additional funding is thoughtfully considered, and leaders are persistent in securing access to this. It is used to support children's needs, for instance, providing sensory resources for those with special educational needs and/or disabilities. Leaders work closely with families and support them through complex processes, such as securing support, funding and options for children's ongoing education. Children with barriers to their learning typically make sustained progress from their starting points and in preparation for the next stage of their education.

Curriculum and teaching: Expected standard

Leaders typically understand the quality of provision and that improvements can be made to enhance this further. Although staff's interactions with children are generally supportive and help them to make progress, there are variations in the quality and consistency of teaching across the nursery which leaders have not fully addressed.

Babies are sensitively supported to quickly learn new skills and develop their interests. Children enjoy singing, stories and generally develop their language skills appropriately. Staff generally engage well with children and support their emerging and developing communications. Staff have begun to use some simple signs to support children's communication, particularly those who are less verbally able. They use assessment tools to determine where additional support may be needed. Babies and children benefit from using the calm, sensory space.

Children's physical development is well supported, and a focus on outdoor play promotes this effectively. Children develop skills, such as climbing and balancing, strengthening their muscles as they learn about nature and the environment, for instance. Babies and children develop secure attachments with caring staff. They approach them for comfort and for help when needed. Children typically make progress across all areas of their learning, developing a secure base of understanding in preparation for their future education.

Achievement: Expected standard

Children enjoy their learning, lead their own play and develop skills and knowledge that will serve them well throughout life. They build relationships with staff and each other. Children demonstrate social skills as they sit together for meals and as they contribute in turn during daily group times. They learn and chat together, enjoying conversations and activities. Children develop coordination and control as they play with dough, paint and make hedgehog collages with leaves they have collected from the gardens, for instance. They learn how they are each unique as they look in mirrors and talk about their eye and hair colour, for example. Children build independence skills. Babies feed themselves competently and older children learn to cut and prepare fruit for their snack. Children, including those with special educational needs and/or disabilities, typically make sustained and appropriate progress from their starting points.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff typically have appropriate expectations for all children, including for those with lower starting points or challenging circumstances. They maintain a positive learning environment, where children are known well. Children play and learn in bright and spacious rooms and outdoor areas. Children's social skills are supported as they play together with peers and mix with others of different ages. Staff support children to behave well and to learn about their feelings and emotional responses. Staff focus children's attention and breathe with them when they experience mild upset, for example. Children are familiar with this technique and soon regain their calm.

Some routines, such as those around hygiene, are well understood and followed. Young children know to wash their hands after outdoor play and blow their own nose, for instance. Other routines are implemented with less consistency, particularly around mealtimes. For instance, older children eat at tables for lunch but on the floor for snack. This does not always help children to understand expectations clearly. Leaders support families, offering flexible attendance arrangements, for instance, to help children attend regularly and punctually, in preparation for school routines.

Children's welfare and wellbeing: Expected standard

Staff's practice is typically appropriate and supports children's welfare and wellbeing. Leaders and staff understand how to manage sleeping and eating arrangements safely and implement these well. Leaders consider children's nutrition and oral health and support families with this too. Visits from dentists help children and families to understand more about tooth brushing and the effects of different food and drink options. Leaders offer parents and carers advice about healthy lunch boxes and support with weaning, as needed. Staff discuss healthy foods with children and help them learn to make positive choices.

Staff generally consider when children may need rest to support their development and learning appropriately. Babies and children with specific needs are sensitively supported, for instance, as they settle to sleep after lunch. Staff offer cuddles and comfort, reinforcing the secure attachments that help children to feel safe and nurtured. This supports children's emotional development. Engaging in active play supports children's healthy lifestyles and habits for the future. Children learn to manage appropriate risks, such as chopping fruit for their snack with safety knives or climbing onto a low branch of a tree with staff supervision.

Leadership and governance: Expected standard

Leaders are committed to their roles and show a passion for maintaining and developing the quality of provision. They seek out support and gain ideas and examples of positive practice from other early years professionals. This helps them to continually develop in their roles. Leaders have made improvements in key areas since their last inspection. For instance, they have enhanced how they communicate with families, which is now a strength, and have embedded hygiene practices well throughout the setting. Inclusion is a focus for leaders, and they dedicate time to supporting children with barriers to their learning, and their families. Leaders work well with families and with other agencies and professionals, particularly to support children who face disadvantage.

Leaders are generally reflective of the provision and monitor staff's practice. They support staff to gain early years qualifications and direct them to other, relevant training to enhance their practice. For example, staff access training to help them support babies or to develop children's communication further. Staff's wellbeing is thoughtfully considered and they feel valued as part of the team and supported in their roles. Deployment arrangements do not always support staff who are less confident or newer, to learn consistently from those with more experience. This means that, at times, there are variations in the quality of teaching and engagement with children across the setting.