Daisy Chain Nursery

Inclusion: Expected standard

Children's needs are identified through early baseline assessments, daily observations and close communication with families. Staff use individual support plans and tailored care plans to understand what each child needs and how best to reduce barriers to learning. Leaders work closely with the local authority inclusion partner and attend regular meetings, so children receive coordinated support from everyone involved in their care.

Children with special educational needs and/or disabilities benefit from targeted strategies, such as sign language, sensory resources and visual cues. This helps them to communicate, regulate and participate alongside their peers. Staff adapt routines, environments and expectations so children can access learning confidently. Children who face additional challenges, including behavioural needs or difficulties with transitions, receive reassurance and guidance. Staff recognise triggers and offer support that helps children settle and re-engage quickly.

Children learning English as an additional language hear repeated vocabulary, signs and simple phrases that strengthen understanding and confidence. Families feel welcomed and valued. Leaders work collaboratively with parents when considering decisions, such as deferral to school, ensuring children's wellbeing remains central.

Leaders are aware of available funding for children and use this in appropriate ways to support children. As a result, children make suitable progress, develop positive relationships and participate in all aspects of nursery life.

Curriculum and teaching: Needs attention

Overall, leaders have developed a curriculum that identifies the essential skills that children need to be successful, however, inconsistencies in teaching mean that some children's progress is due to incidental learning rather than intentional teaching. Children with special educational needs and/or disabilities are supported by staff to make progress from their starting points.

In the youngest rooms, teaching is less consistent and not as well planned to take account of what children need to learn next. Staff plan appropriate next steps and understand the curriculum aims. Children have access to a range of resources that match their interests. However, purposeful interactions are not consistently used to build on what children already know and can do. This means that intended next steps are not always fully supported.

Staff engage children in songs and rhymes and read favourite stories. Staff support children to develop their mathematical knowledge but do not always consider the best way to teach children concepts, such as 'more than', or connect this to teaching early counting skills. This means that although children hear mathematical language, teaching does not support children to fully embed these concepts.

The youngest children enjoy books. They take them to staff, who look through the pages with them. Staff engage in warm conversations with children and help to develop their vocabulary. Staff provide experiences to support early mark-making and sensory play. However, younger children sometimes lose interest in activities because staff move away to supervise other activities, and any intended learning ends. This means that children sometimes lead their own learning and are not always supported to extend their ideas and knowledge.

Achievement: Expected standard

Most children make progress and leave the nursery with the age-appropriate skills and knowledge they need for the next stage in their education. Children with special educational needs and/or disabilities make progress from their starting points due to effective support arrangements in place. They show developing communication skills and growing independence in their personal care needs.

There are plenty of opportunities for children to learn. However, inconsistencies in the quality of teaching means that some children, particularly the youngest group, do not have the same opportunities to learn as quickly from experiences as others. This means they do not always access learning in a way that fully supports their development.

Children show developing independence and confidently pour drinks and cut their fruit. They show familiarity with routines and listen and respond well to staff. This helps them to successfully manage transitions across the day.

Children develop a range of physical skills such as running, jumping and throwing and catching balls. Babies develop fine motor skills and learn to roll balls back and forth. These early physical skills help them to prepare for future learning, such as writing and riding wheeled toys.

Leaders use assessment to identify children who may be at risk of falling behind. They offer additional support to help children to close gaps and prepare them for the next stage in their learning.

Behaviour, attitudes and establishing routines: Expected standard

Leaders set clear and age-appropriate expectations for children's behaviour. Children typically behave well and respond positively to directions from staff. They show secure attachments to trusted staff and seek comfort when needed.

Staff use explicit praise to reinforce expectations and remind children about kind hands and turn taking. This helps them to develop positive attitudes that support their ability to concentrate and focus on their learning. Children generally show curiosity and engagement during sensory play, imaginative play and outdoor exploration. Older children enjoy being the 'daily helper'. This helps them develop an early sense of responsibility and pride in their achievements.

Transitions are generally smooth, though some children struggle during long waits after snack. These are managed with songs and opportunities for children to help tidy away and reset the tables after lunch. Children with special educational needs and/or disabilities develop an awareness of routines through visual timetables and visual aids. Staff recognise when children may need time in their 'safe' space to manage their feelings. This helps them to feel calm and be able to return to play. Children collaborate during play and show empathy, such as caring for dolls or helping friends.

Leaders set clear expectations for attendance and encourage parents to arrive for their session time. They make adaptations for children who may find busy drop-off times overwhelming. This ensures that children remain happy to attend.

Children's welfare and wellbeing: Expected standard

Children's welfare is promoted well. Policies and procedures are securely understood and followed across the nursery. Staff follow safer sleep guidance and explain how they monitor children during their sleep. Staff wash hands after wiping noses and model positive hygiene routines that help children to develop healthy habits for the future.

Children peel fruit, pour drinks and learn about oral hygiene through the nursery tooth brushing programme. Staff manage allergens carefully and check food safety before serving children. This ensures that children with allergies and medical conditions are kept safe. Children enjoy healthy snacks and meals that support them to develop an awareness of healthy lifestyles. Children show lovely manners during mealtimes and show independence in a range of tasks, such as washing their hands and wiping their noses.

Children with special educational needs and/or disabilities develop secure attachments that help them to feel safe and promote their wellbeing. Staff provide 'safe' spaces where children can manage their feelings and emotions. They are fully attuned with individual children's needs and cater for these with care and sensitivity.

Children feel safe and valued. Staff respond sensitively to emotional needs and offer reassurance. Children show confidence as they explore environments and engage with staff. Leaders respond swiftly to identified risks, such as the exposed pond feature, by updating risk assessments and adding safety barriers.

Leadership and governance: Expected standard

Leaders have a clear understanding of the curriculum and of the quality of teaching they expect children to experience. They recognise that this expectation is not yet consistently translated into practice. Leaders recognise the areas requiring improvement and have been taking steps to address this through staff training and development and regular role modelling. They are proactive in supporting staff to develop their teaching through a thorough programme of training.

Leaders use supervision, peer observations and reflective discussions to support staff development. Leaders attend training, share best practice across the group and use progress tracking to evaluate impact. Senior leaders provide regular oversight and ensure that setting leaders are supported to make required changes. Leaders are empowered to make decisions that affect children. They have a determined capacity to drive changes and use action plans to monitor and measure the impact of changes.

Staff feel supported, and leaders ensure that they feel valued and that workload is manageable. Regular supervisions provide staff with opportunities to talk about their wellbeing and discuss their key children. Targeted training is organised for staff to address any identified areas for development. This is helping to secure ongoing improvements in the quality of teaching.

Leaders have developed supportive relationships with parents and professionals. They share regular updates about the progress children make and work in partnership with health and education specialists to support children with special educational needs and/or disabilities to make progress from their starting points.