Coton Day Nursery and Out of School Club

Inclusion: Expected standard

Leaders identify children who may require additional support for their learning and development through ongoing observation and assessment. They are committed to ensuring that children and families receive the support they need to achieve positive outcomes. When concerns about children's progress are identified, staff work closely with parents and local authority advisers to plan the right support to meet children's needs.

Staff adapt the provision effectively to meet children's individual needs and put plans in place, such as visual cues and timetables to help children to understand routines. Leaders make effective use of additional funding to provide targeted support. For example, they purchase resources that reflect children's interests and current stages of development, helping to increase engagement and promote learning.

Children's progress is regularly reviewed to help close gaps in learning. This approach helps children with special educational needs and/or disabilities to make expected progress.

Curriculum and teaching: Expected standard

Leaders typically plan and implement a curriculum that supports children's development across the areas of learning. They place importance on children developing children's language and communication skills, recognising the importance of these skills in supporting future learning.

Staff model language effectively and use open-ended questions to encourage children to think, respond and extend their ideas. They adapt their practice to meet the needs of children whose language skills are still emerging. For example, staff use visual prompts and introduce early signs to support children's understanding and communication. These approaches help children to express themselves, develop their vocabulary and become confident communicators.

Staff encourage children to be independent and resilient when tackling new challenges. For example, as children learn to draw water into syringes, staff skilfully model how to use the equipment and provide encouragement as they practise. Staff use specific praise and feedback, which helps children to develop a sense of pride in their achievements.

Staff are positive role models and consistently demonstrate respectful and caring interactions. Children follow staff's example as they develop their personal, social and emotional skills. They play happily alongside each other and form positive relationships with their peers. Older children learn to include others in their play, particularly during role-play activities. These experiences help children to develop their social skills and learn how to interact positively with others.

Achievement: Expected standard

Children benefit from a range of activities that support their physical development. They carefully turn the pages of books, one at a time and manipulate bricks to build towers and structures. These activities help to strengthen the small muscles in their hands. Children also have regular opportunities to develop their gross motor skills. They strengthen their large muscles as they ride bicycles in the outdoor area and join in with dancing activities. These activities help children to develop their balance and coordination.

Children develop positive attitudes to learning and increasing levels of engagement. They learn to persevere when tasks are challenging and demonstrate resilience as they work towards achieving their goals. Children develop their independence through everyday routines and self-care opportunities. They learn to put on their own shoes and coats, feed themselves and attend to their personal care with increasing confidence. These experiences help to prepare children for their next stage in learning and development.

Behaviour, attitudes and establishing routines: Expected standard

Leaders create a calm environment, where staff use effective positive behaviour strategies. This supports children's understanding of expectations in the setting. For example, staff remind children about using 'kind hands' and 'walking feet' to promote respectful and safe behaviour. Staff also reinforce safety messages, particularly in the outdoor area, helping children to understand how to keep themselves and others safe.

Staff recognise and praise children's achievements, which supports their confidence and helps them to understand behavioural expectations. Staff actively engage in children's play, modelling positive interactions such as sharing and turn-taking. As a result, children behave well. They develop self-regulation skills and demonstrate positive behaviour towards others.

Children demonstrate an understanding of daily routines. For example, they independently wash their hands before mealtimes, collect their own cups and plates and serve their own food. These consistent routines help children to develop their independence and self-care skills. Leaders and staff build positive relationships with parents and effectively monitor attendance.

Children's welfare and wellbeing: Needs attention

Staff do not always prepare foods for children in line with safer eating guidelines to help minimise the risk of choking. Leaders do not have consistent oversight of food preparation or ensure staff are confident to challenge how food is prepared.

Children are served healthy nutritious meals and staff sit with children during mealtimes, making mealtimes a sociable time. Staff talk to children about making healthy choices. Children learn to manage their self-care and follow good hygiene routines. For example, they wash their hands before mealtimes, supporting good health. Children develop independence, knowing staff are nearby if they need help. They pour their own drinks and serve their own food. Staff support children who require sleep during the day, helping to meet their wellbeing needs.

Children are confident to seek out familiar staff to share their ideas, thoughts and feelings. This demonstrates they are developing trust and emotional security within the setting. Staff teach children how to keep themselves safe. For example, they remind them to wear helmets when riding bikes. When children are sleeping, staff carry out regular checks and remain close by.

Leadership and governance: Needs attention

Leaders do not consistently have sufficient oversight of the quality of practice across the setting. Although staff complete training, leaders do not oversee practice to ensure staff are following recommended guidelines about safer eating. There are occasions when food is not prepared in a way that effectively minimises the risk of choking. The lack of robust oversight means that children's safety is not always fully assured during snack and mealtimes. There has been a high turnover of staff recently and leaders do not ensure all staff have the necessary skills to fulfil their role.

Parents report that their children are safe and well cared for within the setting. Staff work closely with parents to share information when children are identified as having gaps in their learning. They offer support and guidance to parents to continue children's learning at home. Leaders liaise with outside professionals to help children to make expected progress. This ensures a collaborative approach towards supporting children's development. Leaders use additional funding carefully to support children's specific needs. Leaders liaise with schools to support transitions effectively. They arrange for children to visit schools, to help prepare them for their next stage in learning.