College Town Day Nursery and Pre-School

Inclusion: Expected standard

Since the last inspection, leaders have reviewed the systems in place to identify children with any barriers to learning and to swiftly identify children with special educational needs and/or disabilities. As a result, they have developed a robust assessment process which uses regular observations of children's learning and development to ensure timely support is implemented. From the outset, staff work in partnership with parents to gather in-depth information about the children who attend the nursery. This helps staff to understand and respond to the unique needs of the children in their care.

Staff are proactive in seeking support from other professionals and in applying for additional funding where required. They use this funding effectively to support children's development. For example, staff implement early interventions such as regular small-group language sessions and targeted one-to-one support. In addition, staff engage in ongoing training opportunities to further develop their understanding of how children learn. For instance, staff have attended training focused on supporting children's communication and language development. As a result, children are growing in confidence and are making positive progress in their language and social skills.

Curriculum and teaching: Expected standard

Since the last inspection, leaders have improved the curriculum for children. They place a high priority on children's physical, personal, social and emotional development. Leaders have provided staff with training and support to improve teaching and ensure the curriculum is age-appropriate. Assessment methods have been strengthened, in particular to monitor children's communication and language. This helps staff to know children's abilities and to plan a more sequenced, ambitious curriculum.

Staff have typically created a language-rich environment through stories, songs, small-group sessions and everyday interactions. Children build their vocabulary and communication skills across the curriculum, including during mathematical learning. For example, children count in their play, use comparative language such as 'big' and 'small' and explore early problem-solving through activities. Staff teaching is purposeful and supports children's next steps of learning, including adaptations for children with special educational needs and/or disabilities.

Babies are supported well indoors, where they hear language modelled through stories, signs and everyday interactions. However, the outdoor curriculum for babies is less well developed. While they have opportunities to develop their physical skills through climbing and crawling, there are fewer planned opportunities outdoors to promote babies' communication and language. This means teaching outdoors is not always as purposeful as indoors for supporting babies' language development. That said, children are becoming confident communicators.

Achievement: Expected standard

Children, including those with special educational needs and/or disabilities (SEND), make meaningful progress from their starting points, particularly in communication and language. Babies benefit from frequent opportunities to hear language through singing and familiar stories. As a result, babies respond to sounds and voices and are beginning to use words to communicate. Some babies are starting to combine simple words, showing that they are developing early communication skills and strong foundations for future learning. Older children confidently join in activities, attempt new words and sounds and increasingly use language to express their needs, thoughts and ideas. Children show enjoyment and motivation when taking part in small-group activities, which supports their developing confidence as communicators.

Children demonstrate growing independence and self confidence. They manage self care routines well, such as washing their hands before mealtimes and putting on their coats ready to play outside. Children generally follow routines confidently and show pride in their achievements. These skills help children to be well prepared for their next stage of learning. Children with SEND benefit from targeted support that enables them to access learning and make progress alongside their peers. Overall, children are prepared well for their transition to school.

Behaviour, attitudes and establishing routines: Expected standard

Children behave well and show positive attitudes to learning. They play alongside their peers, take turns and share resources, for example when using push-along toys in the garden. Children form warm, nurturing relationships with staff, who act as positive role models. As a result, children feel secure, valued and confident to explore their environment and engage in activities with enthusiasm.

Children generally understand the routines of the nursery. They know what is expected of them when preparing to play outside and confidently manage tasks such as collecting their coats and lining up. However, at times, particularly during transitions in the pre-school room, children are less clear about expectations. For example, when lunch routines take longer to organise, some children continue to play and are unsure whether they should help tidy up or prepare for mealtimes. This can lead to moments of disorganisation. However, children typically respond positively once routines are re-established and expectations are clarified.

Leaders place importance on children's attendance and punctuality. They monitor children's attendance and expectations are clearly shared with parents. This helps children attend consistently, developing positive behaviour and engagement in their learning.

Children's welfare and wellbeing: Expected standard

Children build attachments with their key person and separate with ease from their parents as they arrive. Furthermore, children with special educational needs and/or disabilities receive appropriate and responsive support to meet their individual needs. Staff adapt care routines and use strategies such as signing, visual aids and consistent reassurance to help children understand routines and manage transitions. This supports children's emotional regulation and helps them feel secure and included throughout the day. Staff use praise effectively to recognise children's efforts and achievements. This approach promotes children's self-esteem, builds their confidence and supports their social and emotional development.

Staff ensure that they teach children healthy hygiene practices, such as washing hands, which are routinely promoted throughout the nursery. As a result, children follow the positive examples they see others independently do. Staff remind them of the reasons for such practices. This helps to strengthen children's learning. The chef cooks healthy and nutritious food each day based on children's unique dietary requirements. Older children are encouraged to make their own choices and serve their own food. This strengthens their independence and self-care skills. Staff talk to children about the importance of hydration and healthy foods. This helps children develop healthy habits for later life. Staff teach young children how to move slowly and safely downstairs at transition times. This helps children learn how to keep themselves safe.

Leadership and governance: Expected standard

Since the previous inspection, leaders have strengthened the curriculum and identified additional training to develop staff's understanding. This has improved staff's understanding and helped them to plan activities that are appropriate for the age and stage of the children they are caring for, including children with special educational needs and/or disabilities. Leaders have reviewed the systems in place to ensure that communication with parents has been increased. Parents report that their children are developing well and value the regular updates and support provided by the setting, which helps them continue learning at home. Parents speak highly of the nursery and say their children are happy attending.

Leaders have also prioritised staff wellbeing by providing mental health support, professional development opportunities and regular feedback meetings. Leaders ensure that staff receive regular supervisions. As a result, staff report feeling supported and confident in their roles. Leaders are committed, and are highly reflective of what the nursery does well and have identified the next priorities for improvement. They recognise that the outside curriculum for babies is heavily focused on their physical development. It does not yet consistently offer babies the opportunities to develop their communication and language skills.