Caterham The Laurels Day Nursery and Preschool

Inclusion: Strong standard

Leaders ensure that every child's individual needs are swiftly identified and effectively assessed to support them in reducing barriers to learning and wellbeing. They have embedded a culture whereby staff consistently make demonstrable differences to the opportunities and experiences of children who experience disadvantage. When children become upset and begin seeking sensory input, staff provide structured, appropriate alternatives to support them in regulating their emotions. For example, leaders have introduced a large peanut ball that children can safely roll on, bounce with, or use to direct their energy in a controlled way.

Leaders and staff share a clear vision and take rigorous action to reduce children's barriers to learning and wellbeing. Staff use effective assessments to identify what is working and what is not, and plan and implement appropriate adaptations based on this. They use early years pupil premium funding effectively to ensure that all children have a fair and equal opportunity to access the curriculum. For example, a reading area is being developed in the garden for children who may not have access to books at home. Leaders rigorously monitor the progress of children receiving statutory support as well as those who face additional barriers to their learning and/or wellbeing. Adaptations are systematically and skilfully adjusted as needed, ensuring they make a sustained difference to children's opportunities and experiences.

Curriculum and teaching: Expected standard

Leaders have a secure understanding of the intended curriculum and have designed it to prepare children for their next stage of learning. It prioritises children's emotional security while developing their confidence, independence and self-help skills. Children are supported to manage conflicts, understand turn-taking and develop the confidence to ask for help. These aims are clearly defined but are not yet consistently embedded across the staff team. Leaders draw on their knowledge and experience to make effective decisions that drive improvement.

The curriculum is designed to meet the learning and development requirements of the early years foundation stage and is generally implemented by staff. Leaders prioritise the development of children's language skills, building vocabulary and communication through stories, songs and rhymes. Mathematical learning is introduced progressively, beginning with simple counting songs and developing into the use of positional language, matching numerals to quantity, and recognising numbers.

Children's physical, personal, social and emotional development is a key focus, with some staff undertaking specific nurture training to help children feel safe, settled and confident. Children's physical development is promoted from a young age through access to appropriate climbing equipment and engaging sensory activities, which build progressively as children grow.

Leaders and staff support children who experience disadvantage by making appropriate adaptations. For example, children who have limited or no vocabulary are supported to communicate in other ways, such as visual cues, now and next boards or electronic boards with key symbols on them.

Appropriate formal and informal assessment is used to check what children know and can do. From this, tailored next steps in learning goals are created to provide children with targeted support as they progress through the curriculum.

Achievement: Expected standard

Overall, children generally make secure progress through the curriculum. Their vocabulary develops steadily, supporting them to communicate with others and build the foundations for positive relationships. Children show care for one another, celebrating each other's successes. They develop a love of books and mark making in a range of contexts, from using pencils and paper outdoors to exploring marks in play dough and during sensory activities. Children remain close to their key person, engaged in their learning as they listen to stories and join in with songs.

Children who face barriers to learning or wellbeing achieve particularly well from their starting points. Those who previously found it difficult to communicate now do so using Makaton or visual cues. Children who once struggled to settle arrive happily, confidently separating from their parents. Some children even allow other children to play alongside them, which they have previously found extremely challenging. This demonstrates significant progress in their social development.

Children are increasingly well prepared for their next stage of learning and development. However, where the quality of teaching is less consistent, children's progress is not as strong as it could be over time.

Behaviour, attitudes and establishing routines: Expected standard

Staff have implemented many strategies to establish a positive environment; however, behavioural expectations are not yet consistently understood by all team members. This can lead to some incidents of unwanted behaviour, occasionally resulting in minor injuries.

Staff have created warm, caring and trusting relationships with children, and children regularly check in with their key person. Children are encouraged to collaborate and get along with others. They play games together and help each other reach a shared goal.

Leaders have implemented a punctuality and attendance policy that is understood by all staff. This consistent approach ensures staff follow up promptly on non-attendance and can identify any patterns of concern. They work closely with parents, keeping them informed and supporting them where needed to improve attendance.

Staff consider children's different ages and stages of development, particularly for those experiencing disadvantage. They adapt their expectations appropriately based on individual circumstances. Reasonable adjustments are made where needed, such as supporting children who struggle with transitions by allowing them to move to the garden after others, ensuring a smoother and calmer start to outdoor play.

Children's welfare and wellbeing: Expected standard

Children's individual routines are thoughtfully considered and effectively adapted to help support them to maximise the potential for their day ahead. Leaders have established policies and practices to support children's welfare, mental health and wellbeing, but these are not yet consistently embedded. For example, leaders are rolling out a 'nurture' programme, but this is still in the early stages and not yet making a highly impactful difference to children.

Staff have a secure knowledge and understanding of the children in their care, particularly their key children. They make appropriate adaptations to varying needs of children who experience disadvantage, but they are not highly responsive to every child's varying needs. For instance, when children throw toys, staff do not use the strategies they have in place to help redirect the energy, such as using the peanut ball or encouraging children to get outside and throw balls. Instead, they just sometimes tell children not to do it. Staff appropriately promote physical and emotional health and equip children with the tools they will need to keep themselves safe and healthy, such as confidence and independence skills.

Leadership and governance: Expected standard

Leaders work consistently well together as a team. They share a clear vision and make appropriate changes to improve the setting. For example, they have recently refurbished the garden and have plans to develop it further, such as by creating a healthy garden to grow food for the nursery guinea pigs.

Leaders are able to identify their strengths and have driven improvements in key areas, which has significantly enhanced the provision. However, they do not always identify all areas of priority as effectively as they could.

Leaders are reflective and open to feedback, continually seeking ways to improve the setting. They make considered decisions, always keeping children at the heart of their planning. They work hard to meet the needs of all children, particularly those who experience disadvantage, making appropriate adaptations to support their learning and development. For example, they are rolling out a Makaton signing training course to support children with communication barriers.

This inspection followed a number of notifications received from the setting. Leaders have taken action to address the concerns, including providing additional staff training, implementing peer observations, improving handovers, resharing the emotional wellbeing and behaviour policy, and conducting staff supervisions. While appropriate strategies have been introduced, they are still in the process of being consistently embedded across the entire staff team.