Childcare Pathways

Inclusion: Expected standard

Leaders ensure that the nursery provides an inclusive environment that meets the needs of children and their families. Staff work closely with families to make sure that children receive individual support when settling in. This is unhurried and takes as long as children and parents need to feel secure in the nursery's care. Staff, including key persons, fully understand children's past experiences, including when they have been previously known to children's social care. They are sensitive to children's play and supportive in helping them to gain a sense of belonging. Staff are equally alert when children's development does not meet expected patterns and ensure that parents are signposted for further support. Staff work effectively with other professionals to ensure that plans for supporting children with special educational needs and/or disabilities are well informed. Since the last inspection, leaders have developed closer working relationships with other settings that children attend, so children experience greater consistency.

Staff make extensive observations of children's development and use these effectively to evaluate the impact of teaching and identify next steps in learning. However, they do not always share sufficiently precise information with parents about children's developmental progress to support ongoing learning at home.

The development of children's communication and language is a key priority across the curriculum. Staff provide continual opportunities for children to hear and use new vocabulary. They have a good understanding of bilingual development and recognise that children who speak more than one language may be fluent in their home language while still acquiring English. Through skilled support, including from bilingual staff, children develop confidence in speaking English and make effective progress in their communication skills.

Curriculum and teaching: Expected standard

Leaders have worked hard to improve the curriculum. Overall, staff have a much clearer understanding of what they want children to learn. There is some variation in the quality of staff's teaching and, occasionally, children do not benefit from consistently high-quality support. However, experienced, more-qualified staff are working effectively to model best practice and develop all staff's skills. Staff weave opportunities for learning across the 7 areas of learning into everyday activities. This is especially effective when activities are based around children's favourite books. Not only do children gain essential literacy skills, a love of stories and benefit from supportive teaching to extend their communication and language skills, but early mathematical concepts are taught explicitly. For example, staff count, match and pair with children as they play.

Staff place an emphasis on promoting children's physical development. They recognise that many children have limited access to outdoor space at home and ensure that they have regular opportunities to develop their physical skills. Teaching focuses on developing children's balance, coordination and stamina. Children put these skills into practice during regular visits to local parks and the nearby orchard, where they enjoy active play and exploration. Staff working with babies provide a nurturing environment where children are encouraged to explore freely and investigate new experiences. This captures babies' interest and supports their curiosity. Older children develop a broad range of skills in readiness for their next stage of learning. For example, they begin to write their names, recognise colours and confidently retell familiar stories. However, staff do not always provide sufficient opportunities for children to apply and extend this knowledge to deepen their understanding further.

Achievement: Expected standard

Children are developing a wide range of skills, which are hugely beneficial for their future learning. However, older children do not always have opportunities to fully put these skills into action when they play independently. Children become confident in communicating and express themselves well. Babies use facial expressions and pointing to communicate successfully. Older children talk with staff and each other and this helps them to forward their ideas and get along together.

Children who experience barriers to learning, including those with special educational needs and/or disabilities, make significant progress from their starting points. Staff accurately monitor and assess children's development and use this information to identify the support children need.

Behaviour, attitudes and establishing routines: Expected standard

The nursery is orderly, calm and welcoming. Changes in the day are clearly communicated to children along with explanations for rules. Staff explain that running inside might be dangerous, especially when the different age groups of children join together. Children understand and change their play. Staff place a strong emphasis on supporting children's emotional wellbeing. They provide quiet spaces where children can rest, relax or regulate their emotions when needed. Staff talk sensitively with children about their feelings and help them to recognise and manage a range of emotions. This approach is particularly beneficial for some children with special educational needs and/or disabilities who may find emotional regulation more challenging. As a result, children feel understood, supported and included.

Children behave well. Staff have a secure understanding of child development and recognise that younger children are still learning how to share and take turns. They use effective strategies to support this learning. For example, timers help children to understand when it will be their turn to use a popular toy. These approaches encourage children to be patient, develop self-control and gain an understanding of fairness. Consequently, children learn to cooperate with one another and develop positive relationships. Leaders demonstrate commitment to supporting children's regular attendance. They offer flexible arrangements that meet parents' needs. Some children divide their time between this nursery and other settings. Since the last inspection, leaders have strengthened partnerships with these providers. Improved communication and information-sharing help to promote greater continuity in children's care and learning experiences.

Overall, children show positive attitudes towards learning. They are engaged in activities, concentrate well and sustain their attention for extended periods. As a result, they are developing the dispositions and behaviours that support their future learning.

Children's welfare and wellbeing: Expected standard

The key-person arrangements are effective and ensure that children are cared for by staff who know them well and understand their individual needs. This is particularly beneficial for babies, who demonstrate secure emotional attachments to familiar adults. For example, they smile broadly when they see their key person and reach out to them for comfort and reassurance. These secure relationships help children to feel safe, settled and emotionally secure.

Staff are attentive, responsive and nurturing in their care. They provide comfort and reassurance that meet children's emotional needs. For instance, staff hold babies closely while feeding them their bottles and gently soothe them as they settle to sleep. Sleep arrangements are managed safely and consistently. Staff have a secure understanding of safe sleep practices and remain vigilant to ensure that children rest in a manner that promotes their wellbeing. Staff promote regular opportunities for exercise and daily access to fresh air. When circumstances affect the availability of outdoor spaces, staff adapt the provision effectively. For example, during periods when the nursery garden is unavailable due to building repairs, children enjoy walks within the local community. These experiences provide valuable opportunities for physical activity while also helping children to develop a sense of belonging and an understanding of the area in which they live or attend nursery.

Leadership and governance: Expected standard

Leaders have instigated positive change since the last inspection. They have successfully strengthened the curriculum and developed more effective partnerships with other childcare providers. As a result, staff have a clearer understanding of what children need to learn, and children benefit from greater consistency in their care and learning experiences. Leaders recognise that some variations in the quality of teaching remain. They are proactive in addressing this and act as positive role models, demonstrating effective practice that less-experienced and student staff aspire to emulate.

The provider has taken appropriate action to ensure that Ofsted receives the information required to carry out suitability checks on those involved in the nursery's directorship. Recruitment procedures for staff and students are robust, helping to ensure that suitable adults work with children. Comprehensive induction arrangements help new staff to understand their roles and responsibilities from the outset. Leaders place a high priority on staff wellbeing and professional development. Staff benefit from extensive training, coaching and ongoing support to strengthen their knowledge and skills. Staffing arrangements are carefully organised so that experienced staff work alongside student staff, providing effective guidance and support. Staff have clear targets for their professional development and are well supported to improve their practice. Consequently, staff take pride in their work and demonstrate a strong commitment to their responsibilities.

Leaders have a thorough understanding of the local community, the needs of families and the nursery's strengths and areas for development. This comprehensive knowledge helps them to identify and respond to safeguarding matters that are most relevant to children and families. The nursery provides a wide range of additional support for families, which helps to foster close partnerships with parents. Parents speak positively about the nursery and the support they receive. However, although staff monitor children's progress accurately, the information shared with parents is not always sufficiently detailed. This means that parents do not consistently receive enough information to help them fully support their children's learning and development at home.