Castle Lane Day Nursery

Inclusion: Expected standard

Staff work closely with parents and carers from the start to identify and assess where children have additional needs, including those with special educational needs and/or disabilities (SEND) and those facing other barriers to their learning and wellbeing. They ensure that they establish trusting relationships and provide support at times of change. Some examples of circumstances that staff recognise may impact on children include house moves, new babies and bereavement. They choose books and stories to help children understand their feelings about any unfamiliar situations that arise. Staff ensure that when children speak other home languages, they gather words that will help children to feel welcome at the nursery.

Staff complete SEND training and actively seek support from other professionals. They continuously review children's progress, including through implementing thorough progress checks at age 2. Leaders work with staff to ensure that any additional funding is used meaningfully. For example, children who learn best outdoors, including those with SEND, are funded to regularly access forest school and have appropriate clothing for all-weather attendance. Staff use additional funds to source books and games that match children's interests to motivate them to engage in learning. Parents are delighted with the progress children make and say staff explain how to continue learning at home.

Curriculum and teaching: Expected standard

Leaders have reviewed the curriculum to help ensure a shared understanding about what staff want all children to achieve, including disadvantaged children and those known (or previously known) to social care. The development of children's confidence, independence and a positive attitude to learning are priorities. Overall, staff plan activities that engage children's curiosity and promote their learning needs in readiness for future learning. For example, older children explore their creativity and practise their fine motor skills, using glue, scissors and craft materials. They concentrate for significant periods of time as staff sit close by providing a commentary for their play. Babies sway to the songs that staff weave throughout their activities. They smile to show their enjoyment and recognition of familiar rhymes. Staff provide structured support for children with special educational needs and/or disabilities. For instance, they encourage children to make choices from real objects, before moving on to pictures.

Typically, staff understand the importance of supporting the development of children's communication and language skills and tailor activities to include everybody. Children of all ages benefit from group time, when they excitedly identify objects selected from inside. Babies bang happily on the lid of the container showing their interest, while older children take turns to answer, 'What is in the bucket?' On occasion, staff do not build as effectively on what children already know. For example, they sometimes focus on identifying and writing letters rather than continuing to establish and extend vocabulary, including mathematical language. Staff generally encourage children to practise counting and identify shapes and sizes as they play.

Achievement: Expected standard

Babies and children demonstrate a love of books. Babies turn the pages of board books confidently. Older children join in happily with the refrains from their favourite stories. Children demonstrate their physical skills. For example, they scoop rice up skilfully with spoons and brush dolls' 'teeth' vigorously with toothpaste and a toothbrush in a water tray. This helps develop their small hand muscles and strength for tasks. Babies have a go at brushing dolls' hair, strengthening their grip while they use real hairbrushes. They investigate the play environment confidently and safely as they crawl and take early steps. Toddlers balance and push themselves along on scooters outdoors.

All children, including those with special educational needs and/or disabilities (SEND), develop skills they will need for the next stage of their learning, including the eventual move to school. They communicate their needs and share their ideas. For instance, children with SEND make their wishes known through gestures, signs and visual aids.

Behaviour, attitudes and establishing routines: Strong standard

Leaders ensure that there is a consistent and clear approach to expectations for children's behaviour. Children and babies, including those with special educational needs and/or disabilities (SEND), follow shared routines. They know what will happen next, which helps them to cope with transitions from one activity to another. For example, discussion and visual timetables are used to illustrate what they are experiencing now and what they will move on to.

Older children explain the 'golden rules' of kindness, listening and sharing during group time. Staff rarely need to remind children of the boundaries as they cooperate with each other and learn to take turns while they play. They support children to manage their own behaviour. For example, they do not immediately intervene, allowing children time to reach an agreement while taking turns to be the driver on a pretend bus. When needed, they make suggestions for solutions. Staff model a positive, calm and patient approach, which children respond well to. For instance, young children wait their turn for snack and make choices independently. Staff adapt group sessions to ensure that these meet the needs of all children, whatever their ages and stages of learning. For example, younger children take part in smaller groups. Older children pay attention throughout their time together as staff know when to draw this to a close. Staff ensure that parents understand the importance of regular and punctual attendance so that children benefit from a wealth of experiences.

Children's welfare and wellbeing: Strong standard

Children enjoy nutritious, home-made meals in a calm, secure atmosphere. Mealtimes are sociable occasions. Staff closely supervise babies to feed themselves. They ensure that food is served safely for babies' stages of weaning. Toddlers and young children show high levels of independence when they clear away plates and wash their hands and faces, checking in the mirror that they have done a good job. Those who are reluctant to try new foods are sensitively supported to do so. Staff work with parents to help children explore different types of food at home.

Staff are supportive partners with parents. For example, staff advise them about children's toilet training and positive sleep habits. Babies and toddlers enjoy peaceful spaces and are closely monitored as they take a nap. Staff know individual sleep routines well, which means they support them to rest after being active. Children have a wealth of opportunities for fresh air and exercise, including at forest school, where the natural environment supports their wellbeing. For example, children learn to listen while they focus quietly on birdsong. Babies benefit from plenty of space to crawl and develop their walking skills. Staff sit opposite each other and encourage babies to walk between them to build their confidence. Older children learn yoga moves to practise stretching and balancing.

Caring staff build positive relationships with all children, including those with special educational needs and/or disabilities (SEND), and encourage friendships to blossom. They use attractive resources, such as emotion monsters, to illustrate emotions to children of all ages and stages so that they learn to express their feelings and recognise those of others. Key persons understand children's unique qualities and care and learning needs, including those with SEND and those known or previously known to social care. Babies seek out staff for reassurance, and children spontaneously hug them to share their joy. Staff offer specific praise for children's efforts and celebrate their achievements frequently.

Leadership and governance: Expected standard

Leaders ensure that all children, including those with special educational needs and/or disabilities and those who face other barriers to learning, are happy, settled and well prepared, overall, for their move on to the next stage of learning. They continuously reflect on the strengths and any areas for development at the nursery, taking account of the views of parents and children. For example, they have reviewed how they approach behaviour management and daily routines to enhance children's welfare and wellbeing even further. The approach across the nursery is well established and consistent.

Staff benefit from a thorough induction, ongoing training and coaching and monitoring. For instance, staff have completed training to help enhance children's physical development and understanding of healthy lifestyles. However, the professional development programme is not yet specifically targeted to enhance the promotion of communication and language skills for the current cohort of children even further. Leaders are committed to ensuring that staff wellbeing is nurtured. They communicate a shared vision of how to meet children's individual care and learning needs to staff and parents. The regular exchange of information with parents ensures that they know how to continue children's learning at home. Parents are delighted with the progress their children make at the nursery and keen to follow the policies and procedures that support good attendance and punctuality.