Broomhill Day Nursery Limited

Inclusion: Strong standard

Leaders and staff swiftly identify and assess children's needs through a rigorous assessment process. They use this information to put in place specific next steps and proactively share any concerns with parents and carers. Leaders and staff ensure they are knowledgeable in supporting the needs of their children, such as by attending specific training to implement adaptations to their teaching. For instance, staff put in place sessions targeted towards supporting communication and language. This particularly supports those children with special educational needs and/or disabilities (SEND). They also skilfully support children's needs by putting in place adaptations to promote inclusive practice. For example, they adapt seating arrangements during mealtimes to ensure all children sit safely to eat, and adapt meals to accommodate allergies, dietary requirements and preferences. Leaders also put in place additional support for children with SEND, and staff consistently adapt in the moment to follow their interests, while introducing simple language alongside this.

Leaders use additional funding carefully to support individual families within the community, particularly supporting disadvantaged children. For example, they offer free healthy food and milk during snack time. They plan activities to broaden children's experiences, such as having visits from the hairdresser and going to the farm. Leaders also use funding for resources linked to children's needs, such as low-level balancing equipment to develop babies' physical development. Leaders adapt routines to ensure that children have access to their full entitlement, particularly for children known or previously known to social care. Leaders work swiftly with outside agencies to gain advice but also to share any concerns promptly.

Curriculum and teaching: Strong standard

Leaders and staff have an ambitious curriculum, with children at the heart. They prioritise building children's communication and language skills and their personal, social, emotional development, due to the needs of the children. Staff take every opportunity to build on children's knowledge, skills and understanding. For example, staff regularly sing during routines, narrate their actions during intimate care practices and add new knowledge during children's play. Staff skilfully adapt in the moment to support children to engage and to support their curiosity. For example, when children show an interest in animals and making a small world, staff explain their different habitats. Staff consistently adapt their language to be age- and stage-appropriate. For instance, they repeat simple words for babies and longer phrases and sentences for older children.

Leaders and staff quickly identify gaps through further assessments in order to put in place highly effective action. They adapt their teaching to support children with special educational needs and/or disabilities. For example, they use their training to plan one-to-one activities and put in place actions alongside words to target specific support. Leaders and staff also consistently share strategies and resources for supporting children's communication, language and wellbeing with parents and carers.

Leaders and staff get to know their children well through observations, and regularly gather up-to-date information from parents. They use this information to put in place resources to support children to access the provision. For example, they have implemented a 'family book', celebrating children's differences. This particularly supports those children known to social care who are going through a time of change.

Achievement: Strong standard

Children make excellent progress from their starting points. They are enthusiastic to get involved in the purposeful learning provided. Children have focused opportunities to build their independence and resilience and enhance their communication and language skills. For example, from babies to older children, they develop their self-feeding skills, using spoons and forks and self-serving. All children, including children with special educational needs and/or disabilities, are supported to care for their personal needs through embedded hygiene practices and routines.

Children throughout the nursery are eager to get involved in planned activities, where they enjoy discovering new items to explore and talk about. They develop a love of reading, and they excitedly want to hear and join in with stories, such as by using puppets and actions and saying repeated refrains. Children develop their mathematical skills positively through sequential learning, where babies count with small numbers, younger children practise further counting skills and older children explore ways of making numbers, for example by representing a number on their fingers. Children are well prepared to transition from the different stages of their education.

Behaviour, attitudes and establishing routines: Strong standard

Leaders and staff put in place excellent support to allow children to increasingly manage their own feelings and behaviour. Babies develop close bonds with staff, where they are comforted and distracted by staff using their favourite toys or resources to help them settle. Children learn to name their emotions, modelled by staff during interactions, stories and play. Staff consistently explain the impact of children's actions on themselves and others. This supports children to develop positive attitudes to learning and their peers. Staff also support children to take turns, using consistent strategies throughout the nursery, such as naming whose turn it is now and next, passing objects in a circle and queuing up to access play equipment. Staff use explicit praise to support children to know how to achieve and succeed.

Leaders work with parents to tackle attendance issues and they adapt their timetable to ensure children have full access to their entitlement, particularly for those children known to social care. Leaders and staff offer practical support, such as by giving tea to children who would otherwise miss out due to having to leave earlier for social care meetings. Leaders share the importance of attendance and its impact on children's education with parents and carers to promote positive change. They also monitor attendance, and they promptly follow up any unexplained absences to ensure children are safe.

Children's welfare and wellbeing: Strong standard

Leaders and staff consistently prioritise children's welfare and wellbeing. They work closely with families, gathering information before children attend and throughout their time at the nursery to make adaptations when required. For example, they make changes to their menu and swiftly put seating arrangements in place to meet the needs of the children. Leaders and staff offer parents and carers flexible settling-in sessions, adapt routines when needed and regularly find out children's current interests so that they can include these in the provision. In the short period of time that children have been attending the nursery, they have settled well into their care, engaging in back-and-forth conversations with staff, who ensure their needs are consistently met.

Leaders and staff know their families well to put in place individualised support. For example, they guide families towards further support at the local family hub, such as to gain information on nearby food banks, toilet training sessions and mental health support. Leaders and staff share their expert advice and guidance but also further support through sharing potty-training home packs, toothbrushing resources and healthy foods to possibly support healthy habits in the home.

Staff encourage children to have a go at meeting their own personal needs, such as by wiping their own nose before staff support them. Children know to wash their hands with soap before eating and after messy play. These routines are consistently embedded so that children develop long-lasting healthy habits without the support of an adult, including those children with special educational needs and/or disabilities.

Leadership and governance: Strong standard

Leaders continually monitor their setting's strengths and areas for improvement to strengthen the high-quality care and education they have to offer. Leaders and staff regularly meet to identify appropriate targets to develop staff's professional development further. Leaders are proactively responsive in putting in place support or further training. For example, they swiftly put in place training on sign language. They share their knowledge across the setting to ensure consistency in staff's interactions. They have recently attended training on oral hygiene to adapt their teaching to further support children's needs. Leaders provide training that consistently matches individual needs, with a focus on securing excellence for all children.

Staff wellbeing is also of high priority. Leaders support staff in times of need, signposting support and offering time. They also celebrate their staff's strengths, so they feel recognised and that they are a valued member of the team.

Leaders carefully plan transitions within the setting. They gather up-to-date information from parents and carers, ensure that this information is clearly communicated to the new key person and allow supported time with an adult in the different room. Leaders also have consistently positive engagements with local schools. They consistently share information on children's progress and any concerns. This supports continuity in care and education. Leaders also adapt transitions for those children with special educational needs and/or disabilities (SEND), where they use additional funding to allow a familiar adult to attend the school setting. This helps children with SEND feel comfortable and build their confidence during times of transition.