Cedar House Day Nursery

Inclusion: Expected standard

Leaders and staff know the unique children in their care well. They accurately assess children's development and achievements to determine appropriate next steps, which are embedded in the planning for children's play.

Leaders and staff identify children with special educational needs and/or disabilities (SEND) early. Staff work with external professionals to embed tailored plans to help children achieve their targets. That said, some staff are not yet fully confident when working with parents to ensure children receive all the specialist support needed to enable them to make rapid progress.

Leaders use funding effectively to support children. For example, targeted funding is used to support one-to-one interventions for children with SEND, purchase appropriate resources to support children's development and provide specific training for staff. Leaders work with staff to monitor and review the impact this has on children's learning to ensure that it helps to improve outcomes for children.

Curriculum and teaching: Expected standard

Leaders have developed a curriculum that builds on children's existing knowledge and skills. Staff are vigilant, identifying when to extend activities to support new learning. For example, staff notice toddlers' emerging interest in numbers. Staff provide additional resources, adapting their vocabulary to support this.

Leaders work with staff to identify the most important areas of learning in each room. This helps staff to sequence the opportunities they provide so that children make progress from their starting points and are ready for their next stage of education.

Staff support smooth transitions for all children. When children move between rooms, key persons meet to share information, ensuring continuity of care and learning. Children receive supported settling-in sessions where they participate in new activities and routines. Children settle quickly, and their needs continue to be met.

Leaders and staff know their key children well, including what makes them unique. Staff determine appropriate next steps and embed these in children's play. This includes children with special educational needs and/or disabilities. At times, some staff are busy completing necessary chores, which results in children receiving fewer purposeful interactions. This means children sometimes lack the support needed from staff to engage in meaningful learning and play.

Achievement: Expected standard

Children make progress from their starting points and are ready for their next stage of education. Babies babble back-and-forth to staff, and toddlers readily join in singing familiar songs. Pre-school children recall a recent story about a bear hunt. They work with their friends and staff, repeating the story as they search for bears among the trees. Children develop their small-muscle skills, and toddlers enjoy completing simple jigsaw puzzles. They persevere, twisting the puzzle pieces around until they fit.

Overall, children achieve well from their starting points and gain skills that will prepare them for their move on to school. Pre-school children develop their motor skills effectively, building their strength and coordination on the equipment in the outdoor play area. Toddlers show increasing control and dexterity as they use tubs to scoop up sand, making pretend ice-cream cones. That said, children do not always engage in meaningful learning and play. When staff are busy completing necessary chores, some children do not receive the interaction they need from staff. This causes children to flit between activities.

Behaviour, attitudes and establishing routines: Strong standard

Staff are consistently positive role models, gently supporting children to take turns, share and work together during play. They support children effectively to resolve their own conflicts. Children fully understand these embedded practices, and when minor squabbles occur, pre-school children remind each other of sharing and give their friend a hug. This sees them quickly return to positive play without staff intervention. There are consistently high expectations for children's behaviour and attitudes to learning. Staff have thoughtfully developed a variety of strategies to help motivate individual children to develop positive behaviours. For example, some children thrive on being a helper for the day, while other children show excitement at achieving stickers.

Staff have built highly positive relationships with the children in their care. Even the youngest children settle well, cuddling up to staff to join in activities. Staff understand that some children with special educational needs and/or disabilities find changes in the daily routine a challenge. They work with children's preferred self-regulation techniques, enabling them to fully access the activities on offer.

Leaders routinely monitor attendance and ensure any lapses are checked to keep children safe. Staff consistently work closely with parents to help them understand the importance of regular attendance and the positive impact it has on their child's development.

Children's welfare and wellbeing: Strong standard

Staff are highly responsive to children's needs and prioritise children building secure attachments with their key person. This helps children who are new to the setting to quickly settle and feel safe and secure. Very young children develop a sense of belonging and become increasingly confident and independent in their surroundings.

Leaders consistently support children's health and wellbeing. Children are provided with nutritious meals, and robust systems are in place to ensure children's dietary needs are met. Staff create a calm, comfortable environment for children who need to rest. They regularly check that children remain safe while they sleep. Staff support children to learn about dental care, and parents state that their children are showing a greater interest in brushing their teeth at home. Children have lots of opportunities for physical play. Toddlers understand that they must walk up steps when accessing large outdoor climbing equipment so they do not slip. Staff provide helpful reminders to children as they play.

Leaders prioritise all children's early independence skills, which are thoroughly embedded in daily routines. Babies are supported to use spoons to eat lunch and hold beakers themselves. Staff positively encourage children to recognise and undertake important self-care skills. Children recognise when they need the toilet. They eagerly wash hands before meals, wipe their noses and put tissues in the bin. This consistently supports all children to develop positive hygiene practices.

Leadership and governance: Expected standard

Leaders ensure that staff receive regular supervision and have dedicated time to access training opportunities to enhance the provision further. Staff who work with toddlers have received training to help them implement more adult-led activities. Leaders state that toddlers are now more engaged in their play. Leaders and staff develop positive relationships with parents. Parents say that they receive effective communication from the setting and that the key-person system works well. Parents state that their children are making friends and are developing their social skills.

Leaders enhance children's experience of the local community. They invite local professionals into the setting, such as the police, to provide children with knowledge about the different jobs people do. This helps children gain access to wider experiences that they may otherwise not have.

Leaders are reflective and strive to provide children with the best experiences and learning environment they can. They have clear plans and know which areas they need to focus on to enhance the provision further. They recognise that recent changes in management, and some staff roles, are still being embedded. As a result, some staff are not yet fully confident and proactive when working with parents of disadvantaged children to ensure they receive the specialist support needed to make rapid progress. Leaders have arranged for further training and mentoring to ensure staff are confident in their roles.