Child 1st Day Nursery

Inclusion: Expected standard

All children, including those with special educational needs and/or disabilities and other barriers to their learning, benefit from an inclusive environment. They generally receive tailored support to meet their individual needs. Leaders and staff work closely with parents and carers to gain a deeper understanding of the support children require. They share information about children's development during settling-in sessions and complete baseline assessments. Leaders and staff use an assess, plan, do and review approach to plan focused interventions. This enables children to progress to the next stage in their learning.

Leaders and staff identify when children may need additional support from external agencies. They ensure any support strategies that are made by external professionals are implemented fully. For example, staff plan 'attention bucket' activities to build children's listening and attention skills. Parents have high levels of praise for the support their children receive. They recognise how much progress their children have made. Parents feel fully informed about how staff support their children daily.

Leaders and staff ensure children who speak English as an additional language receive support to settle in the environment and can communicate their needs. For example, staff use 'translation sheets' to communicate key words with children in their home languages, such as 'toilet'. Leaders and staff have discussions to identify how any additional funding, such as early years pupil premium, will support children and have the most impact on children's progress. For example, staff purchase additional resources closely matched to children's interests, such as role play, to promote children's communication and language skills.

Curriculum and teaching: Expected standard

Leaders and staff have developed a sequenced curriculum that prioritises children's social, emotional, physical and language skills. They have recently adapted how they assess children's progress. Leaders and staff have developed a detailed understanding of children's emotional, physical and language development. Staff support children to access a wide range of experiences. However, at times, staff do not always plan activities sharply enough to match children's different ages, stages of development and skills. For example, during some planned activities, children lose their focus quickly and do not engage with the intended learning. This limits younger children's opportunities to make progress towards their next stage of learning.

Staff generally support children's communication and language skills as they ask a range of open-ended questions and use repetitive language. For example, staff narrate babies' play as they post balls down a tube. Staff teach mathematics explicitly as they weave concepts such as size, shape and numbers into everyday interactions. For example, older children count how many sides each 2-dimensional shape has. They recognise that children's understanding of mathematics starts from an early age, so share number nursery rhymes with babies.

Staff plan a range of group activities that capture children's attention and focus. For example, younger children join in as they shake musical instruments in different ways, such as faster and slower. Mealtimes are generally a social occasion for all children. However, staff interactions with younger children at mealtimes are not yet consistently focused on supporting their learning and development. For example, at times staff interactions are limited as children experience periods of time without meaningful conversations being prompted.

Achievement: Expected standard

All children, including those with special educational needs and/or disabilities (SEND), are prepared for the next stage of their learning. Children generally join in with group-time activities with confidence as they express their thoughts and ideas. For example, they predict bubbles will rise to the top as they watch closely as a bottle is opened as part of a 'volcano' experiment. Children watch closely with excitement as the volcano erupts. Children with SEND receive sensitive support to access all areas of the environment. They benefit from activities being adapted to meet their individual needs.

Children display high levels of concentration and become deeply engaged in their play. For example, children role play with their friends as they imagine making hot chocolate and buying this from each other. Children extend their learning and engage in further conversations with each other. Older children develop their physical skills as they move in different ways. For instance, they play chasing games with each other and climb obstacles, such as the steps to the slide. During their play, children hear repetitive words and phrases that support their communication and language skills.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff set clear expectations for children's behaviour through consistent routines. This enables children to understand what comes next. Leaders and staff implement a 'kindness code' that supports older children to understand and respond to simple boundaries, such as 'good listening'. Leaders and staff are positive role models and support children to solve problems when they arise. They model sharing and turn-taking, and encourage children to play cooperatively together. For example, staff support children to recognise how far they need to stand apart from each other to be able to throw and catch balls. Staff use positive reinforcement and verbal praise to celebrate children's achievements. As a result, children demonstrate a positive attitude towards learning.

Overall, staff interact with children in a nurturing way as they respond to children's individual needs. The key-person system promotes warm and trusting relationships. Leaders and staff provide flexible settling-in sessions, as they recognise this helps new babies to settle into the environment. All children receive support to be emotionally secure. However, at times, staff do not support children to develop their own emotional awareness so they can begin to recognise how they feel. For example, when younger children become upset, staff do not consistently use distraction techniques or help children to identify and label the emotions they may be experiencing. As a result, some children take longer to settle and regulate their emotions.

Leaders monitor children's attendance and punctuality closely. They make adaptations to session times where necessary for children, including those with special educational needs and/or disabilities. Leaders work closely with families to remove any barriers that impact on children's ability to attend regularly.

Children's welfare and wellbeing: Expected standard

Leaders and staff prioritise understanding children and families' individual needs well. Leaders and staff ensure a thorough settling-in process enables them to gain an in-depth knowledge of every child and their family circumstances. This means they can provide appropriate support for all children, including those with special educational needs and/or disabilities, and their families. Children arrive confidently and are greeted by key staff who support children to separate successfully from their parents and carers.

Leaders and staff promote healthy lifestyles through nutritious meals and physical activity. Staff have recently introduced 'fitness Fridays', where children take part in planned activities that encourage them to move in different ways. Leaders have identified how they would like to promote physical activity with younger children. Leaders and staff share information with parents about appropriate screen time and online safety at home. Staff adapt their teaching to reduce screen time to a minimum. For example, during listening activities with videos, staff turn the device around so children focus on the sounds.

Leaders and staff make decisions that promote children's welfare and wellbeing. For example, they have recently changed the layout of the setting so older children have closer access to toilets, which promotes their independence. Staff encourage children to remain safe as they wash and dry their hands independently. Leaders and staff have clear processes in place to ensure children remain safe when sleeping and during mealtimes.

Leadership and governance: Expected standard

Leaders demonstrate a clear understanding of the setting's strengths and recognise areas they would like to develop further. Leaders take decisions in the best interests of all children, particularly those with special educational needs and/or disabilities (SEND). For example, leaders work with staff to identify parts of the day where children with SEND require further support. They work closely with families to ensure they are informed about their child's progress.

Leaders ensure staff access regular professional development opportunities through online training. Leaders proactively respond to the changing needs of the cohort of children and support staff to reflect on how their teaching could be adapted. For example, leaders have supported staff to identify the difference between developmentally appropriate behaviour and strategies to support children's behaviour, which staff now implement consistently.

Staff say they feel supported by leaders. Their wellbeing is prioritised as staff have access to wellbeing support tools and termly team-building days. Leaders spend time role modelling high-quality teaching and provide staff with feedback to improve their practice. However, supervision sessions and feedback shared with staff are not closely matched to improving each individual staff member's teaching practice.

Leaders have a deep understanding of the setting context, and the support families need. They work in partnership with external professionals and agencies to ensure effective support is provided to all children in a timely way. Parents and carers are pleased with the quality of care and learning. They praise leaders and staff for the support they have received.