Daisy & Jake Day Nursery

Inclusion: Expected standard

Staff cherish and nurture children's different personalities, enabling every child to be unique. Different interests are celebrated and woven into the activity planning. Children's opinions and ideas are listened to and incorporated into play. Every child is known and has a voice. This is an inclusive nursery where every child is valued and supported to flourish emotionally.

A small number of children who face barriers to their learning receive quick interventions. Individual care plans are swiftly written and identify clear and simple targets. If appropriate, staff seek expertise from wider professionals and include their input into individualised care plans. Staff ensure that children with special educational needs and/or disabilities (SEND) are supported to fully participate in daily routines. For instance, where needed, children benefit from one-to-one attention, and routines are flexible and adapted to meet children's differing needs. This means that children with SEND are supported in their learning.

Leaders, staff and parents work together to ensure that early years pupil premium funding is used to optimum effect. They spend money wisely by checking where children need most support, and buy equipment and resources according to their needs. This cautious, sensible and considered approach to this funding helps to narrow gaps for the most disadvantaged children.

Curriculum and teaching: Needs attention

Across the nursery, the quality of teaching is variable. Some staff have limited knowledge of children's development needs and their teaching lacks precision. Leaders often move staff around the nursery to satisfy ratios and keep children safe. However, this means that children are often cared for by new or temporary staff who do not have detailed knowledge of the children in their care. This impacts on the quality of their teaching and children's progress. Leaders aim to provide a high-quality, individually tailored curriculum, but further work is needed to ensure this is consistently implemented. Key staff work hard to complete regular observations of children's progress. However, staff workload is high, and this impacts on their ability to maintain accurate assessments or use these to inform their targeted teaching. In addition, children's communication skills are not always extended or supported through high-quality teaching. Sometimes, children play for extended periods while using dummy comforters. Staff do not address this or recognise the negative impact this has on children's foundational language skills.

Overall, most children remain busy and occupied. Staff plan a range of fun and interesting play opportunities, covering all areas of learning. Children acquire some skills needed to succeed when they start school. For instance, the curriculum to support children's social and emotional development is working well, and children are socially confident and independent. Mathematics, such as counting and number recognition, is incorporated into play, particularly for older children. Staff step back and allow time for children to complete tasks for themselves. Children are supported to be responsible and assertive.

Achievement: Needs attention

Children's progress and achievements are not consistent across all areas of their development. They do not make the progress they are capable of because the quality of teaching is inconsistent. Some children do not progress well in their language skills because they continue to use dummies while they play. This affects their ability to practise early language skills.

Children make some progress in some areas of their development. Babies and younger children enjoy listening to stories read aloud, developing their concentration and literacy skills. Older children explore the large garden with infectious enthusiasm. They run and kick balls, extending their physical coordination skills.

Children of all ages enjoy mixing with their peers and building friendships. This contributes to their emerging social skills because they learn to play cooperatively with others. Children with special educational needs and/or disabilities enjoy support from friendly staff. The social and emotional aspects of all children's development are a notable strength.

Behaviour, attitudes and establishing routines: Expected standard

Staff use a mixture of different strategies to successfully manage children's behaviour. Simple 'golden rules' help children to learn right from wrong and understand what is expected of them. Staff use reward stickers and meaningful praise to celebrate children's achievements. Staff adapt their interactions according to children's needs. For instance, children with special educational needs and/or disabilities are informed of changes to routines through pictures or items of reference to help them to understand. Staff apply these behaviour management techniques consistently and confidently. This contributes to all children's good behaviour and positive self-esteem. However, children occasionally experience disruption when they transition from one activity to another. This interrupts their routines and impacts on their attitudes to learning.

Children learn to be resilient, and staff actively encourage children to 'have a go'. Staff understand the value of nurturing children's 'can-do' attitude. For instance, during a throwing activity, targets get increasingly more difficult and children relish the challenge, showing grit and perseverance. This personal attitude is a great foundation for children's future learning. Leaders and staff monitor attendance and quickly respond to any unexpected absences. Typically, children's attendance is high.

Staff place heavy emphasis on supporting children's emotional wellbeing. Parents and grandparents report that their children are happy and enjoy their time at the setting. Staff show children lots of affection and positive encouragement. They are gentle and kind, and in turn, children are settled and content.

Children's welfare and wellbeing: Expected standard

Daily routines are flexible and responsive to meet children's changing needs. For instance, babies who become tired are quickly placed to rest in a calm and ambient area. Their care needs are immediately met, promoting their wellbeing. Staff sit near children during mealtimes, supervising their safety and welfare when they eat. They remind children to remain seated and chew their food carefully, teaching children positive behaviours. Children speak with great enthusiasm about 'being the leader' when going outside to play, and 'walking carefully' on the stairs. By giving them these small responsibilities, staff teach children to be responsible and manage their own personal safety.

Children thrive in their physical health. The menu is nutritious, and children enjoy their food. Children are active and experience daily fresh air and rigorous exercise. Furthermore, children are provided with plenty of nurturing affection from staff, who care about them. Children's emotional and physical wellbeing is promoted well. Although staffing arrangements are inconsistent, this does not impact on the quality of care children receive or their relationships. All staff know children well and have secure bonds with them.

Leadership and governance: Needs attention

Challenges in recruitment and staff retention impact on the quality of service. Leaders routinely move staff around the nursery to meet ratios and maintain safe supervision levels. Key workers are often displaced and, at times, staff teaching does not precisely match children's learning goals. Leaders understand this weakness, caused by recruitment challenges, and are working to improve staff consistency.

Some staff report that their workload is high. Leaders are aware of this and are taking steps to reduce the burden. Leaders continue to work hard to increase staff morale and teamwork. Staff show relentless dedication to the families they support and strive to work in partnership with parents. They communicate openly with parents and strive to promote a joined-up approach to children's care.

Leaders have recently recognised that standards are not as they should be and have taken steps to address weaknesses. They have identified clear priorities for improvement, and a detailed action plan is driving developments where needed. There is a sense of urgency and commitment from the current leadership team.

Staff supervision and training are not sufficiently effective to improve knowledge and skills quickly enough. All staff have attended mandatory training. However, coaching and professional development programmes for staff are not yet established. Leaders intend to expand the programme of professional support, but the impact of this is not yet evident.