Davyhulme Road Private Day Nursery

Inclusion: Expected standard

Staff identify and assess children's needs typically well. They are alert to any gaps that may emerge in children's development and reflect on the adjustments and strategies they can implement to support children's needs. For example, staff teach children hand signs which helps children to communicate their needs. Staff support children with special educational needs and/or disabilities (SEND) effectively. They are vigilant as they observe children and assess their needs. Staff adjust activities and the environment to support children to engage as much as possible and make individual progress.

Staff who are responsible for the oversight of the provision for children with SEND are experienced and knowledgeable. They generally support staff to plan activities and implement strategies which allow all children to access an accessible and inclusive curriculum. Staff work closely with parents to understand children's changing needs. They have developed partnerships with other professionals and follow strategies that have been identified, such as specialist speech and language activities to support children's communication and language skills. Leaders work with staff to ensure that any funding that children receive is spent to have a positive impact and remove the barriers that children may face.

Curriculum and teaching: Expected standard

Leaders have planned an ambitious curriculum which incorporates children's natural interests to enthuse and engage children in play. Planned activities are tailored to support children's individual age and stage of development. Staff offer sequenced learning opportunities for children to explore all areas of the early years foundations stage. For example, babies pull themselves to a standing position as they observe themselves in a mirror, toddlers use different tools as they play with sand and pre-school children use glue spreaders during an art activity. These activities help children to explore, build and establish their physical skills.

Staff promote communication and language well. For example, younger children clap hands as they listen to rhymes, toddlers enjoy listening to stories and preschool children enthusiastically sing about the weather. The inclusive curriculum is adaptive to children's needs. Babies stare in delight as they watch bubbles floating in the air and toddlers develop an understanding of the natural world through looking for worms in the garden. Pre-school children build their knowledge of mathematics as they touch their own head as they count out loud, which helps them to understand the meaning of number. Overall, staff support children effectively. They use vocabulary in context and model how to use resources. However, on occasion, staff do not recognise when to extend children's learning to further enhance their understanding. Opportunities for children to make connections in their learning and extend their thinking skills are not yet consistent.

Staff adapt teaching to support children who may face barriers to their learning. For example, they use visual prompts and give children lots of opportunities to recap on new knowledge. Staff adapt the curriculum to support children's learning and address any gaps in their learning.

Achievement: Expected standard

Children make progress in their learning and development. They independently access resources, lead their own play, express their needs and invite adults to join them as they play. Children express their needs and show that they are confident to share their ideas and make requests. Children gain high levels of confidence and self-esteem.

Those children who may face barriers to their learning are supported well. For example, children enjoy sitting on the knee of their key person during group activities as they observe their peers. Children who speak dual languages are supported well. They have lots of opportunities to use language in context and recap on prior learning. Learning opportunities are differentiated for children. For example, older children are supported to identify their name and form letters as they show an interest in early mark making. Children achieve well in this setting and are well prepared for the next stage in their learning, including the move on to school.

Behaviour, attitudes and establishing routines: Expected standard

Staff are positive role models and overall, promote good behaviour well. They encourage children to share, give gentle reminders about expectations and talk with children about how unwanted behaviour may make someone feel unhappy. Children listen well to instructions. For example, in the garden, children share resources and invite others to join in their play. Children in the toddler room enjoy helping to tidy up resources and pre-school children help their peers as they work together to build tall towers using construction blocks.

Children have built positive relationships with their peers and staff. They enjoy cooperative play. For example, babies enjoy exploring sensory resources together, toddlers enjoy sharing small plastic bears as they group them together and pre-school children enjoy working together as they use pipettes, coloured water and real flowers to make pretend perfume. Children are encouraged to get along with each other through role play and games.

Children take part in daily routines. For example, they wash their hands before lunch and post their name in a post box when they arrive to show that they have arrived. However, at times, routines are inconsistent for children. For example, staff give different instructions and use different strategies as children transition to different activities through the day. This can be confusing for children and does not support children to understand expectations throughout the day.

Staff are aware of promoting attendance. If children do not arrive as expected, leaders telephone the child's home to ensure that all is well.

Children's welfare and wellbeing: Strong standard

Staff understand children's individual care needs extremely well and are vigilant and consistent in their care routines. They follow routines from home as closely as possible, particularly for young babies who have multiple sleeps throughout the day. Staff support children as they learn about self-care, such as when they use the bathroom independently. Children who face barriers to learning are given additional time and support as they learn new skills. All children have forged secure attachments to their key person and know that they have a 'special' person they can go to for reassurance or help. Older children share ideas of activities they would like to do, which staff plan as much as possible. Children learn that their voice and opinion matters.

Children are supported to understand their physical development, personal safety and health and wellbeing. For example, staff talk with children about using the steps on the slide safely, remind children to keep hydrated and support children to be aware of foods which are healthy, helping their good oral health. Children are superbly supported as they transition to the next age group. Staff share meaningful information with one another so that care is seamless for children as they move through the nursery. Staff understand children's interests, characters and changing moods. They diligently support children's emotional wellbeing. Children access sensory resources which help them to stay calm and learn how to recognise and manage their emotions. As a result, children are independent and inquisitive learners.

Leadership and governance: Expected standard

Leaders and staff work together to offer high-quality care for children and place their needs at the heart of provision. Parent partnerships are well established. Parents are invited into the setting when children initially start and contribute to processes of ongoing assessment. Staff update parents on children's learning and development and share information to support consistency for children. For example, they share strategies that can be used at home to support children when they are toilet training. Professionals are welcomed into the setting and key information is shared with teachers as children prepare to transition to school.

Staff are supported through processes of induction, staff meetings and training. Staff access targeted training based on the needs of children. They have recently attended training on promoting positive behaviour as they noticed some children were finding behaviour expectations difficult to understand. Staff share that they feel well supported by leaders and that their workload and wellbeing are always considered.

Leaders regularly reflect on the provision for children. They evaluate practice to identify strengths and areas for development to directly benefit children. For example, they are currently developing an additional room for all children to use to enhance their physical skills through dance and yoga sessions. Leaders endeavour to do their very best for all children in their care as they develop new skills and establish a love for learning.