Daffodils Day Nursery

Inclusion: Expected standard

Leaders have a positive approach to promoting inclusion for all children. They work closely with parents and other agencies to ensure the early identification of any special educational needs and/or disabilities (SEND). As a result, children's individual care and learning needs are known and respected. Staff are establishing effective systems to ensure that children gain any additional support that they need. Staff are attentive, caring and attuned to children's individual behaviours. Consequently, children with SEND or those who face barriers to their learning are supported well and make steady progress from their starting points.

Leaders carefully consider how any additional funding is used. They review children's learning needs and interests and obtain resources aimed at supporting children's engagement in learning. Children's individual learning needs are regularly reviewed and adjustments made to ensure that children with SEND are fully supported. High staff ratios enhance children's engagement in play, creating an inclusive learning environment for all children.

Generally, staff are mindful of barriers that children face to their learning, including those who are learning English as an additional language. Staff use pictures and props to support children's communication skills effectively.

Curriculum and teaching: Expected standard

Older children develop their speaking and listening skills well during group times. They keenly recite the days of the week and months of the year. Staff skilfully ask questions that enhance children's learning. Children talk about letters and sounds and number sequences. They quickly identify that the sound 'M' is for Monday and if they add one more to 17 it makes 18. Staff skilfully use bricks with younger children to measure their dinosaurs and discuss which one is the tallest. This supports children's early literacy and mathematical skills effectively. Younger children typically enjoy listening to stories read by staff. They develop their language skills well as they keenly talk about the animals in the story. Staff regularly sing songs with all children to enhance their language skills further. However, children have fewer regular opportunities to explore natural resources and learn about nature to fully enhance their understanding of the world.

Generally, children make choices and follow their own interests during play. Staff monitor all children's progress well and use this information to plan activities that relate to children's individual learning needs. As a result, all children, including those with special educational needs and/or disabilities or other barriers to their learning, make progress and are prepared for the next stage of their education.

Achievement: Expected standard

Older children develop a broad range of skills that help them prepare for their future learning. They develop their literacy skills while matching pictures and words and talk with staff about the letter sounds. They confidently draw pictures and recognise and write well-formed letters. Children count accurately during play and show secure self-care skills.

Children's free creative expression is successfully enhanced as they engage in a wide range of art, craft and drawing activities. They explore different textures while using paints, chalks and collage materials. Vast displays of children's artwork throughout the nursery show their efforts and achievements are valued.

Children develop their physical skills as they excitedly use the bikes in the outside play area and skilfully navigate the space. They confidently use the climbing apparatus, independently managing the steps for example. Children are kind and show an awareness of their differences as they share resources and actively play alongside each other.

Behaviour, attitudes and establishing routines: Expected standard

Children build friendships as they happily play together throughout the day. They build trusting relationships with staff as they freely approach them if they need help or support. All children behave well and follow familiar daily routines. For example, during mealtimes, they sit and eat well together, developing their social skills as they cooperatively take turns to serve their foods and know to put away their plates when they have finished.

When children's levels of excitement are raised when playing with cars together, staff quickly distract them to use the cars in different ways. As a result, any disruptions are minimised, and children's engagement in play is sustained and purposeful.

When children are moving between their group rooms and the dining hall or outside play area, all children walk sensibly. Staff remind them to wait at the 'stop' signs until others catch up or until the stairs are clear and ready for them to use. These effective routines help all children to understand about safety within the premises.

Children are kind and show consideration for others. They share and take turns during play, developing their personal, social and emotional skills well.

Children's welfare and wellbeing: Expected standard

Leaders and staff are committed to promoting all children's wellbeing. They typically work closely with parents to ensure that the needs of all children are regularly reviewed. This especially supports children with special educational needs and/or disabilities or other barriers to their learning so that staff make any adjustments to promote their welfare and any changing needs.

Staff ensure that children's dietary needs are known and respected. They support babies and younger children in developing their feeding skills and encourage them to try different foods. Children enjoy a varied diet of home-cooked meals. They talk with staff about the foods they like to eat, creating sociable and relaxed mealtimes. They develop healthy eating habits as they make choices of foods and the amount they want to eat. Children's health and hygiene practice is also enhanced through daily routines such as handwashing and brushing their teeth. They gain regular exercise during outside play and regular sports activities.

Staff talk to children about their feelings and emotions. Children develop close relationships with staff and each other. Babies enjoy cuddles that help them feel safe and secure in their learning environment.

Leadership and governance: Expected standard

Leaders understand their role and responsibilities in meeting the early years foundation stage requirements. Typically, leaders implement changes when needed and regularly review how staff are embedding any improvements. Leaders ensure that staff have regular opportunities to participate in supervision meetings. This enables them to discuss any concerns and review their practice and individual training needs. Generally, leaders have a clear overview of the nursery. They are developing systems to monitor and develop staff's consistent practice, although some movements of staff during the day create less settled learning experiences for younger children.

Leaders and staff have increased their awareness of safeguarding procedures through training and quizzes, for example. Staff complete regular risk assessments to ensure that the premises and equipment are suitable for children to promote their welfare. Typically, leaders work with other agencies and parents to ensure that children's individual needs are met. They have effective systems in place to monitor children's attendance. They encourage children's regular attendance so that they benefit from the full curriculum and also follow up on any absences so that children's welfare is assured.

Leaders and staff show a commitment to working in partnership with parents. They regularly share information about children's progress and promote children's learning at home. All children, including those with special educational needs and/or disabilities or other barriers to their learning, make steady progress and are well prepared for when they move on to school.