Daisy Fays Roseland

Inclusion: Expected standard

Leaders have established a positive culture in which children are valued, happy and supported to access learning opportunities that meet their individual needs. Effective systems are in place to promptly identify and monitor children's needs. Leaders use information gathered to adapt the curriculum and ensure that children receive the support they need to succeed. Staff know their key children well and understand their individual needs. Therefore, staff can typically consider whether they need additional support.

Leaders and staff work closely with external agencies and use their advice effectively to support children's outcomes. They monitor children's needs and consider where best to use funding to improve experiences for vulnerable children. For example, leaders use funding to provide suitable resources and ensure regular access to nutritious meals. These decisions support children's wellbeing and help them to engage positively in learning. Leaders maintain an open line of communication with parents and carers. They use information shared by parents and carers to inform their decision-making. Children benefit from this consistent approach supporting their transition from home to the setting.

Leaders promptly identify any potential barriers to learning children may have and put measures in place to address these. For example, they extend settling-in transition periods for children who may benefit from this to support their emotional security.

Curriculum and teaching: Expected standard

Leaders have adopted a broad and balanced curriculum across all areas of learning. They have identified the important knowledge, skills and experiences they want children to gain. The curriculum has a particular focus on communication and language, physical development and personal, social and emotional development to help children access further learning. Staff typically support children's language development by extending single word language from children and modelling it back to them. For example, in the baby room while reading the book of the week, staff model, 'Yes, a big shark.'

Staff know the children well through their efficient observations and assessments. They use their knowledge to tailor learning experiences to suit the interests of the children. For example, they use soft-play equipment to support children in their individual physical development. Mathematical language is introduced through set circle times in the toddler and pre-school room and then built upon in free-flow activities. The curriculum typically provides meaningful opportunities for children to develop their listening skills and understanding of stories and songs. Children show a strong interest in books and stories and readily make links between what they hear and their experiences. For example, children in the baby room enthusiastically take toy animals to staff, who respond by singing relevant nursery rhymes.

Achievement: Expected standard

Children develop knowledge, skills and attitudes that support their readiness for the next stage of learning. They communicate their ideas, make choices about their play and learning and engage confidently with others. For example, toddlers and pre-school children work together on using ingredients to make play dough. They pour and tip flour into each other's bowls and share spoons and water. However, not all pre-school children consistently demonstrate the skills needed to take turns and share cooperatively with their peers. At times, some children are unclear about what is expected of them during these interactions, which limits their ability to manage social situations independently and develop positive relationships with others.

Children present positive attitudes to learning and engage in activities designed to develop the skills they need to be successful learners. For example, children in the baby room spend time stacking coloured rings together using successful fine motor control which helps prepare them for future early writing development. Children make progress from their starting points, including those who have previously identified barriers to their learning. Children build independence in everyday tasks in an age-appropriate way. Toddlers and pre-schoolers receive encouragement to self-serve their own lunch, while younger children make attempts to feed themselves using spoons.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff are warm, approachable and successful role models for children. Daily routines are typically effective and provide children with a sense of security and familiarity. However, the organisation of some transitions is less effective. For example, children spend too long waiting during snack and lunchtime, which does not fully support their engagement and wellbeing. In addition, children are sometimes expected to remain on the carpet for longer than is appropriate for their age and stage of development. As a result, some children lose concentration and do not fully benefit from the learning opportunities provided.

Relationships between staff and children are supportive and nurturing. Leaders generally have high expectations for children's behaviour, and staff support children to develop their social skills. For example, staff use a traffic light system to develop some children's turn-taking skills. However, this is not consistently used across the setting. Children typically behave well. When staff are addressing unwanted behaviour, they do so sensitively and respectfully, quickly redirecting children to a suitable activity. Staff give children specific praise, which helps develop their self-reflection and social skills.

Leaders and staff understand the importance of consistent attendance. They promote this regularly with parents and have policies in place to monitor attendance.

Children's welfare and wellbeing: Expected standard

Staff embed care practices that help children feel safe, secure and valued. They know children well and respond sensitively to their individual needs. Children are becoming increasingly independent in managing their own personal care needs and confidently follow established routines. For example, older children wash and dry their hands independently before meals, demonstrating sound understanding of hygiene practices. However, practice is not consistently highly effective in promoting children's independence beyond established routines.

Positive relationships are built across the setting between staff and children. These help to build a safe and supportive culture where children feel confident to try new things. Staff in the toddler and pre-school room support children to develop an understanding of their emotions. For example, during circle time, staff encourage children to say how they feel and support them to articulate why they feel this way.

Leaders offer freshly cooked, nutritious meals daily. Staff and leaders allow children to explore unfamiliar foods in a non-pressured way. For example, they encourage children to touch, smell and feel new foods. This helps children expand their diets and supports healthy habits and lifestyles for the future. Staff work in partnership with parents to support children's healthy eating. They regularly share information about children's meals and snacks to help provide continuity between home and the setting.

Leadership and governance: Expected standard

Leaders have a sound understanding of the setting's strengths. Overall, they have an accurate view of the areas that need to be strengthened to further support children's wellbeing and development. For example, they recognise that changes in staffing arrangements may be unsettling for children. As a result, they have implemented an extended transition period, enabling children to build relationships with new staff alongside familiar adults.

Parents and carers share positive feedback about the setting. They celebrate staff's ability to make children feel welcome and happy when arriving at the start of their sessions. Parents speak positively about the open lines of communication as well as the level of communication they receive about their children's progress and achievements. Parents speak highly of the setting and describe it as, 'flexible and accommodating around naps, routines and eating'.

Staff morale is positive. Staff report that they feel supported and are comfortable approaching leaders for guidance and advice when needed. Leaders encourage a culture of improvement and provide opportunities for staff to share practice with one another. Overall, professional development arrangements support staff in developing their knowledge and skills. Leaders have identified the need to ensure agreed approaches are applied more consistently across the nursery to further improve children's experiences and outcomes.

Leaders and staff carry out risk assessments of the premises and activities to ensure children are safe and secure at the nursery.