Chapel House Private Day Nursery Ltd

Inclusion: Expected standard

Leaders and staff create a caring and supportive atmosphere where every child, including those with special educational needs and/or disabilities (SEND) and those facing disadvantage, achieve and belong. They use additional funding, such as the early years pupil premium, purposefully to meet children's needs, broaden opportunities for disadvantaged children and support families. Leaders and staff notice and respond to barriers that affect children's learning or wellbeing. They identify gaps swiftly and work in partnership with parents to ensure consistency between home and nursery. Parents of children with SEND feel well informed and supported. They say they 'can't fault' the care their children receive and the progress they have made. Staff make effective adjustments when working with children. This ensures children's individual needs are met. For example, staff provide extra, short settling-in sessions for children with SEND who struggle to separate from parents. They now enter nursery happily and have a strong bond with their key person.

Leaders have robust monitoring systems. They make prompt referrals to external agencies and staff implement advice. This reduces gaps in children's learning. For example, practitioners adapt teaching by breaking instructions into small steps. They use visual supports including 'now and then' boards and give children extra time to process information and overcome language or physical barriers. The consistent use of these strategies helps children with SEND participate alongside their peers and make clear progress.

Curriculum and teaching: Expected standard

Leaders have designed a clear curriculum that builds knowledge and skills from children's starting points. Leaders prioritise children's physical and personal, social and emotional development. Staff support children to develop coordination and control. Babies crawl and climb using soft climbing blocks, while older children develop balance outdoors. Children use tweezers and mark-making tools to develop fine motor skills. Positive, trusting relationships underpin learning for all children, including those with special educational needs and/or disabilities, disadvantaged children and those facing barriers to learning and/or wellbeing.

The curriculum promotes children's language development. Children sing familiar songs and enjoy stories and rhymes. Adults model simple language, use commentary and adapt support to children's age and stage of development. This means children, including those with communication difficulties, begin to use language confidently. Staff support children's understanding of mathematical concepts. For example, they help children to count blocks and name colours when building towers. Overall, the curriculum is well sequenced and progressive. However, the curriculum for understanding the world does not consistently provide real-life opportunities to explore nature. For example, an outdoor bug hunt used brightly coloured plastic bugs that do not reflect the natural world or inspire nature exploration. Typically, teaching is effective, and children enjoy and achieve. However, staff do not consistently use high-quality interactions. Leaders have an accurate understanding of teaching quality and have identified priorities for further improvement to strengthen opportunities to extend children's learning.

Achievement: Expected standard

Children make steady progress from their starting points. They typically engage well and sustain involvement. Children are confident and independent in their social interactions and are motivated to learn. Children, including those with special educational needs and/or disabilities, persevere with challenges and are proud of their achievements. Tailored support enables them to participate fully in nursery life. For example, children who were previously nonverbal now use language to communicate with others.

Babies explore sensory resources with curiosity and develop their communication skills as they babble, listen to songs and look at books. Toddlers and older children enjoy and engage in a range of activities. Children develop early mathematical knowledge through play, songs and daily experiences. They recognise colours, count objects and begin to problem-solve as they play. Practitioners use observation and assessment to celebrate achievement and identify next steps. As a result, children generally develop the knowledge and skills expected for their age and stage of development, and they are prepared for their next stage of learning, including school.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff create a positive environment. They promote kindness, respect and clear expectations for behaviour. Children confidently follow well-established routines and understand expectations throughout the day. Staff support children to manage their feelings and behaviour by providing calm guidance and gentle reminders. Children behave well and show positive attitudes to learning. They are encouraged to develop their independence and resilience. For example, at lunchtime, there is clear development of independence throughout the nursery. Babies use their hands, or a spoon, with support and older children serve their own meals using tongs and use cutlery independently. Staff use praise and encouragement to build children's confidence. Leaders ensure an effective key-person approach. Staff show warmth and care in their interactions. This means children feel safe and well cared for and develop positive relationships. Babies and children seek comfort from familiar adults and develop secure attachments. Staff engage in play alongside children. They encourage self-regulation and consideration of others. Children learn to share resources, take turns and collaborate. Staff typically adapt their interactions to meet individual needs. This helps all children, including those with special educational needs and/or disabilities, to participate and develop a sense of belonging. Leaders work closely with families. They ensure parents understand the importance of regular attendance and punctuality to support children's routines and participation. This means children benefit fully from the opportunities provided.

Children's welfare and wellbeing: Expected standard

Children develop a secure sense of wellbeing. Children benefit from kind and caring relationships in a safe environment where their welfare and wellbeing are typically well supported. Leaders prioritise relationships with parents and carers. Staff value the information parents share before children start nursery and use it to maintain routines and meet children's needs. A highly effective key-person model helps children settle quickly and feel secure and ready to learn. They support children to manage their feelings appropriately for their age and stage of development.

Children with special educational needs and/or disabilities, those who are disadvantaged and those who face barriers to their learning receive support to take part fully. For example, staff follow clear allergy procedures to ensure children's safety and wellbeing. Staff build warm, positive relationships with children. They respond to their needs and are positive role models who promote kindness and respect. Children learn to manage risks and take responsibility for their safety and wellbeing. For instance, children complete outdoor safety checks alongside adults. Children's personal care needs are sensitively met. Hygiene practices are of a high standard. Daily routines, including sleeping, weaning and feeding, meet children's needs, and they develop self-care skills. This supports their health and emotional security. Children enjoy healthy food and drinks. During mealtimes, adults encourage children to share, use good manners and develop independence and social skills.

Leadership and governance: Expected standard

Leaders have a clear vision for the nursery. They have created a positive and nurturing environment where children are safe and happy. Decisions made are in the best interests of all children. Leaders are reflective and typically understand the setting's strengths and areas for development. They demonstrate a secure understanding of their responsibilities. Leaders access professional development and share learning across the team to strengthen inclusive practice and safeguarding. Leaders prioritise staff wellbeing and create a positive culture. Staff report that they feel valued and supported in their roles and morale is high. Leaders ensure staff complete all mandatory training and maintain their professional knowledge. There is a robust system for staff supervisions. Leaders use 'shine bright' observations to provide staff with feedback on their practice and support with their professional development. They have plans in place to provide further support for staff to strengthen the curriculum and teaching to enhance children's learning, development and engagement. Leaders have established a caring ethos based on positive relationships and parent partnerships. They are sensitive to the needs of the wider community. Staff use information from home to understand children's prior learning and experiences. Parents and carers are overwhelmingly positive about the setting. They comment on the care, guidance and support provided by staff. Parents value the regular information they receive about their child's care and learning via an online app, termly newsletters, regular discussions with key persons and at the twice-yearly parent evenings. They are clear on how they can continue to support children's learning at home.