Cherubins Day Nursery Ltd

Inclusion: Expected standard

Overall, staff demonstrate a clear understanding of children's individual needs. Staff show an awareness of children's starting points and what the next steps are in their educational journeys. Staff can identify and talk about the progress children make throughout their time at the setting. Leaders and staff regularly review and assess children's progress to identify where they may need additional support. They implement appropriate strategies to support children, including those with special educational needs and/or disabilities. For example, leaders have developed a sensory room to support children in recognising and responding to their own emotions. This results in children feeling content at the setting. Leaders have also put in place their own speech and language intervention in response to the current wait times for professional support. This allows children to benefit from a well-informed approach to reducing barriers to their learning.

Staff who lead on inclusion have a secure understanding of their responsibilities and carry out their roles with passion. This includes supporting the team to promptly identify children who may need some extra support and making referrals swiftly. They provide valuable guidance and ongoing advice to support staff in meeting children's unique needs. Leaders promote a collaborative approach to supporting children. They work closely with staff and other agencies, as well as parents and carers, to create a well-informed support system for children who may face barriers during their time at the setting. They also advise parents on routines they can implement for their children at home. This actively promotes continuity in children's care and learning.

Curriculum and teaching: Expected standard

Generally, staff provide a broad curriculum that supports children's development across all areas of learning. They plan monthly themes and focus activities based on children's interests to spark children's curiosity. For example, younger children learn how to melt ice to save trapped animals and older children discuss objects which are important to them during 'show and tell' sessions. Children are able to recall what they have understood in subsequent discussions with staff. At times, group sessions extend for long periods of time. This leads to some children becoming disengaged from the teaching staff are delivering.

Leaders value children gaining real-life experiences outside of the confines of the nursery building. Children have opportunities to care for the setting's chickens, ducks and rabbits as they spend time in the garden. Staff use these times to teach children about the life cycles and how to effectively care for animals. Children greatly enjoy these opportunities, with young children beginning to correctly identify the names of the animals.

Leaders and staff also ensure children have opportunities to go on trips. For example, they recognise children have a keen interest in transport and have arranged for children to go on cable cars, boats, buses and trains. Leaders are mindful of the experiences children do not typically have outside of the setting and make sure these are a priority.

Achievement: Expected standard

Overall, children develop the key skills they need for their future learning, including those with any barriers to their learning such as children who have special educational needs and/or disabilities. Children make typical progress from their starting points. They develop into curious learners who can assert their thoughts. Children are encouraged to become confident to articulate their feelings to staff and each other.

Babies are given plenty of opportunities to develop their core muscles through tummy time as well as developing their language skills through their use of books, stories and rhymes. Toddlers develop the ability to navigate the environment around them. They learn to balance on equipment, make marks using paint and expand their vocabulary through the skilful teaching of staff. Pre-school children develop increasing confidence in sharing their views, manging their routine and creating their own games as they play in the outdoor environment.

Behaviour, attitudes and establishing routines: Expected standard

Children behave well and demonstrate positive attitudes towards learning. This is achieved through the commitment of staff to providing an environment which is nurturing, calm and inclusive. Younger children demonstrate secure attachments with staff who understand their needs well. Older children benefit from a well-thought-out transition process where staff take the time to form bonds with children and support them in understanding the routine of the room. They show age-appropriate social skills as they engage in play together, such as taking turns and sharing.

Staff are positive role models for children. They model respectful language, including saying 'please' and 'thank you' which children copy in their own interactions. In the main, children remain engaged in their play and follow the expectations of the setting. In times where children do not follow the expectations, staff offer gentle reminders and support children in understanding why rules are in place such as facing forwards when going up the stairs to avoid tripping.

Leaders and staff understand their role in promoting good attendance and punctuality to make sure their impact on children's development and wellbeing is effective. Staff follow clear procedures to monitor attendance and understand the importance of notifying leaders when children unexpectedly do not attend the setting. Leaders carry out home visits or work with other agencies if they are concerned about a child's non-attendance at the setting.

Children's welfare and wellbeing: Needs attention

Children's welfare and wellbeing is not consistently promoted. Staff do not always recognise risks and address them in a timely manner, resulting in practice which could place children at harm. For example, during sleep time, young children are not always within the sight of staff. Staff are not always deployed effectively to notice when children pick up objects which could cause choking hazards. This compromises children's safety. When concerns are reported to leaders, they take prompt action to remove or minimise these risks.

Despite this weakness, children develop warm and secure relationships with staff. They confidently approach staff who show a genuine interest in what children are saying. Staff listen intently to children's thoughts and support children to develop a positive sense of belonging. For example, children are given the opportunity to discuss objects they have brought into the setting from home. They beam with pride as staff and their friends ask them questions about the importance of their object. This supports children to feel validated.

Older children show that they feel safe and secure in the setting through their confidence in exploring the environment around them and their inquisitive nature. Staff support children as they transition through to the next room in the setting, helping them to build confidence in their surroundings. They work closely with parents during this time to meet children's individual wellbeing needs.

Staff understand and implement expectations for safer eating practices, including monitoring food brought into the setting by parents to keep children safe. Staff follow the setting's policy and complete frequent sleep checks once children begin to sleep.

Leadership and governance: Expected standard

Leaders demonstrate a clear vision for the setting and the needs of the community they serve. Leaders take the needs of children's into account when making decisions, such as deciding on the trips and curriculum provided to broaden opportunities and to support children's wellbeing. They work closely with families, offering guidance and practical support for children who face barriers to their learning. Parents describe their overwhelming happiness with leaders and staff, and report that they feel able to approach leaders with any queries or concerns that they may have.

Leaders prioritise the professional development of staff and their wellbeing. Leaders implement a programme of staff training and meetings to continue to develop the practice of staff. For example, leaders respond appropriately to changes in the setting, putting into place training to support staff wellbeing. Staff have undertaken this training to strengthen their knowledge of support strategies they can put in place to ensure their wellbeing and the wellbeing of others at all times. As a result of this training, staff report high levels of wellbeing, and leaders manage workload effectively so that staff feel valued and motivated.

Leaders are passionate about providing inclusive care that considers all children, regardless of any disadvantages they may face. They have daily communication with staff and parents, ensure progress meetings are held with the families and operate an open-door approach, contributing to the overall impact that staff have on children's learning. Leaders also work closely with early years services, local schools and external professionals to support children's transitions as well as coordinating additional support where required.

Leaders are highly reflective. They are working well together to tackle areas identified for improvement. Leaders and those responsible for governance were responsive to ongoing feedback during the inspection and swiftly tackled areas that were brought to their attention.