Bubbly Day Nursery Limited

Inclusion: Expected standard

Leaders use additional funding, including early years pupil premium, to reduce barriers for children. For example, they use funding to support children's experiences in the community, sensory resources and practical help, such as a washing machine and spare clothes. This helps families in the local community and reduces barriers to children's learning experiences. Consequently, disadvantaged children generally take part in daily experiences and routines alongside the other children.

Leaders, the special educational needs and/or disabilities coordinators and staff identify children's needs early. They gather information from parents and carers and complete baseline assessments. They are familiar with the agreed approach to support children with special educational needs and/or disabilities. Staff assess children, plan activities, carry out meaningful play-based activities and review their next steps. Leaders have effective links with the local authority and liaise actively with them.

Leaders typically reduce barriers for children who speak English as an additional language. Staff speak to parents and carers, use translations or seek support from those who speak a similar language to gather information. Staff model some key words and phrases. However, on occasion, staff use simplified language, rather than the correct terminology with the children in the setting. This has an impact on the accuracy of what they are teaching and modelling. It also means children do not hear the correct pronunciation of words, to extend their vocabularies.

Curriculum and teaching: Expected standard

Leaders design a thoughtful and intentional curriculum. It includes a balance of adult-directed activities and open-ended free play, allowing children to guide their own learning. Planning is typically informed by what children need to learn next. Leaders understand how to use assessment to shape the curriculum so that staff teach children their appropriate next steps in learning.

Promoting children's independence is a key strength at this nursery. All children, including those with special educational needs and/or disabilities, mix their own dough, read their own stories and select their own resources and toys. Staff skilfully support transitions through familiar and well-loved songs. They use songs for washing hands, mixing, tidying and toileting to help children understand expectations and routines, while also generally developing their communication and language skills.

Staff plan carpet sessions to extend child-led learning. During these sessions, they prioritise stories, songs, rhymes and mathematics, which they typically teach well. However, on some occasions, staff do not consider the sequence of skills they need to teach children early literacy. For example, they incorrectly introduce letter names while referencing phonetic sounds, when children are not at the stage of this development. For example, staff say 'A' for apple. This risks confusing children, particularly those who speak English as an additional language, when they start Reception class and begin a structured phonics programme.

Staff generally use effective strategies, such as asking open-ended questions and narrating children's play. They model key vocabulary, such as 'pat' during sand play or 'higher' during bubble play. Children then use this vocabulary in their free play. However, at times, staff ask too many questions and narrate continuously without allowing children time to think and respond. As a result, their assessments of what children need to learn next are not always as precise as they could be.

Achievement: Expected standard

All children, including those with special educational needs and/or disabilities, achieve well from their starting points and are well prepared for the next stage of their education. They make independent choices in their play and confidently serve themselves snacks, food and drinks. This helps them to develop important life skills. For example, older children work alongside staff to make dough, mixing, stirring and pouring ingredients to achieve the correct consistency.

Children generally develop speech and language skills appropriate for their age. They recall the rules in the setting, invite staff into their play and use key vocabulary, such as 'digging, soft' and 'squishy while searching for minibeasts. Singing is a popular activity in this setting. In addition to transition songs, children independently choose and sing a variety of well-known nursery rhymes, sometimes even during free play. This further supports their speech and language development.

Older children demonstrate positive self-care skills. They use tissues, wash their hands, and go to the toilet with minimal adult support. Children understand the importance of looking after themselves to avoid germs.

Behaviour, attitudes and establishing routines: Expected standard

Leaders monitor children's attendance and punctuality effectively for all children. They maintain accurate records and follow up promptly to ensure children's safety. Where barriers to attendance are identified, leaders work closely with families to provide support. For example, staff offer flexible sessions and start times to help parents and carers to manage work commitments.

Children typically understand the expectations for their behaviour. Staff use a range of positive approaches and techniques if children become distracted or do not follow instructions. For example, children receive praise when they tidy up after themselves. Staff support children when they need reminders about what to do to help keep the setting tidy and safe.

Parents speak positively about the nursery. They comment on the progress their children have made and the nurturing relationships between staff and children. These relationships are a key strength of the setting. This contributes to children feeling safe and a deep sense of belonging.

Children develop secure friendships at the nursery. They sit together calmly and are supported to play cooperatively, take turns and listen to one another. Leaders and staff establish simple and predictable routines to help all children to understand what is expected of them.

Children's welfare and wellbeing: Expected standard

All staff at the setting support children's emotional wellbeing effectively. They create a positive and harmonious environment, where children feel a sense of belonging. This enables children to thrive and achieve well. As a result, children typically regulate their feelings well and enjoy attending the setting.

Leaders and staff ensure children develop a clear understanding of how to recognise and regulate their emotions. When minor disagreements occur, children receive sensitive support to resolve them. Older children have small and meaningful responsibilities that empower their learning and promote emotional growth and development over time.

Staff consistently promote healthy food and drink choices throughout the day. Children learn the importance of making healthy choices, including practising positive self-care routines, such as washing their hands after using the toilet to prevent the spread of germs.

Staff also promote effective toothbrushing routines and sleep routines for those children that need them. They ensure that safer sleeping and eating guidance is adhered to. Leaders and staff make sure children have access to daily outdoor play. While leaders are still developing a dedicated outdoor area for gross motor play, the setting makes effective use of the adjacent park. They risk assess this space appropriately. Staff use daily visits to provide regular opportunities for children to develop their gross motor skills through outdoor activities.

Leadership and governance: Expected standard

Leaders have a clear and accurate understanding of their setting. Since opening, they have made several improvements and adjustments. These include strengthening staff recruitment processes, ensuring robust referencing and developing the outdoor area. This ensures that gross motor play is accessible and supported for all children. Leaders have generally prioritised staff training so that every member of the team understands how to carry out their roles effectively.

Leaders consistently make decisions that are in the best interests of the children. They conduct regular supervision sessions with staff. The outcomes feed directly into the setting's development plan. This drives further improvement.

Leaders use additional funding thoughtfully to reduce barriers to children's learning. This enhances opportunities for families and children, and promotes their overall wellbeing and development. For example, staff have recently benefited from safeguarding training and training on positive interactions. Regular discussions take place around staff's wellbeing and to reduce barriers to learning for all children.

Although progress is evident, some improvements are not yet fully embedded or complete in the setting. For example, further development is needed in the garden area. Temporary adaptations have been made, such as extra staffing and daily park visits. However, children are not able to freely access outdoor spaces to extend their larger physical skills.