Carousel Day Nursery

Inclusion: Expected standard

Leaders have effective systems in place that help staff to identify children who may require additional help to progress in their learning and development. Those in charge of the provision for children with special educational needs and/or disabilities (SEND) fulfil their duties in line with requirements. Leaders make sure relevant and timely referrals are made when specialist input is required to help children who need it. They challenge decisions where needed, showing commitment to their advocacy of children's best interests. Staff implement a graduated approach to supporting children with SEND. However, this individualised curriculum planning is not as evident for children where gaps in development are starting to emerge but there is no clearly defined special educational need and/or disability.

Staff use their training and expertise to support their successful approach to inclusion, such as using effective ways to manage sensitive discussions with parents about their children's learning and development. Leaders use additional funding wisely and demonstrate what impact this is having, with a particular focus on promoting children's communication and language development and their personal, social and emotional development. Staff work hard to create a fully inclusive nursery, which includes educating children and their families about the similarities and differences that people share and a celebration of individual uniqueness.

Curriculum and teaching: Expected standard

Leaders have designed a well-rounded curriculum that enables children to build on what they know and can do. They plan outings where children access broad and wholesome experiences, such as visits to places of worship and opportunities to become immersed in the local community. The impact of recent developments to the curriculum for mathematics is starting to be seen, with children showing increased confidence when discussing numerical concepts. Leaders' focus on supporting children's personal, social and emotional development is clear. Staff make time each day to find out how children are feeling and to help children express their emotional needs.

In the most part, staff have age-appropriate expectations for children's learning and development, and their teaching is pitched correctly. Nevertheless, there are some minor inconsistencies seen. Managers have provided staff with the knowledge they need to teach the curriculum, but they do not always monitor the effectiveness of this closely enough to make sure staff are consistently showing their expertise through their practice.

Staff use assessment accurately to monitor children's development and identify emerging delays in children's learning. However, when delays are noted, staff do not always tailor their teaching precisely enough to target the area of concern.

Achievement: Expected standard

Children show progression in their communication and language abilities as they move through the nursery. Older babies who are just learning to talk are supported by staff to pronounce hard-to-say words, such as 'helicopter'. Toddlers use their developing skills to support their curiosity for the world around them, asking, 'What's that?', and then repeating the answer to embed their new knowledge. Pre-school children confidently showcase their conversational skills while explaining their love for books. They explain who their favourite character is and recall their reading experiences from home. Children who are showing some gaps in their speech development typically achieve well.

Pre-school children show resilience and practise their teamworking abilities, for example, when they move a ladder across the garden and safely use it to climb a tree. These are skills that children will find useful for when they start school, in addition to other important cognitive and emotional skills that children have acquired at this nursery.

Behaviour, attitudes and establishing routines: Strong standard

Leaders have embedded policies and procedures that not only support children to do the right thing at nursery, but also develop attributes that will help them become respectful and responsible citizens of the community. This includes policies on children's regular attendance and participation. Staff take older children on litter-picking outings, helping children to understand what they can do to look after the world around them. They organise visits to community groups where children can practise using their positive social skills to interact with older generations. Children know the rules of the nursery and can explain what these are and why it is important to follow them. Staff involve children in the creation and design of their outdoor environment, which results in children taking ownership and showing care because of their personal investment.

Children from a young age show kindness. Older babies ask, 'Can I help you?' as they pass resources across the table to a friend. Leaders encourage staff and children to take part in charity work so that children can learn how they can help others less fortunate. There is a big focus at the nursery on teaching children about the things that make people unique and different. Through this, staff teach children about acceptance, tolerance and respect. These are desirable characteristics that help to shape children's attitudes towards others and their positive behaviours. Staff provided activities that they know children will enjoy and that will support their overall learning and development. Children show focused engagement, including those who require additional support to sustain their involvement in learning.

Children's welfare and wellbeing: Strong standard

Leaders adopt a flexible approach in helping children transition into the nursery when they first start and adapt their policies accordingly so that children's individual needs are met. For some families, this may include a home visit prior to children's start date so that initial relationships can be built between staff and children. When children start, staff learn their routine from home and mirror this. This is done with particular care and attention in the baby room, where information about children's individual care plans is communicated effectively between the staff team to ensure consistency and a high-quality provision. Staff prioritise children's safety while they sleep and eat. Relationships that foster between staff and children are long-lasting. Parents explain how their children are familiar with their key person and describe the special bond they have. This demonstrates the extent to which these secure relationships are embedded.

Staff plan an abundance of opportunity for children to explore the outside world. Children benefit greatly from engaging in risky play, where they develop an understanding of personal safety. Notably, children who face barriers in their learning or lives outside of the nursery show extensive personal growth as their confidence and independence flourishes, which contributes to their positive mental wellbeing.

Leadership and governance: Expected standard

Leaders form strong and professional relationships with parents. Parents state how they feel well informed about their children's care and learning. Leaders share relevant information with parents to promote children's care and learning at home, such as information on safe sleeping in the heat. They use their training to help maintain their interactions with parents, for example how to manage sensitive conversations successfully.

Professional development and expertise opportunities for staff are regular and relevant. Staff feel well supported in their roles and relish the training investment they receive from leaders. However, in some instances, leaders do not monitor the impact of training closely enough to make sure this is having the desired impact on staff practice. As a result, the coaching and mentoring that leaders give staff is sometimes not as effective as it could be.

Leaders have nominated a wellbeing lead who advocates on behalf of staff and champions initiatives that support staff's positive mental health. Staff have access to an app that they can use to communicate their feelings each day. This helps leaders identify staff who may need some extra support. Leaders have taken recent action to review and amend some risk assessments across the nursery to ensure children's good health and safety.