Destiny Haven Nursery & Pre-school - Noel Park

Inclusion: Expected standard

Staff know children well and create an environment where all children can access and enjoy activities. They use observations, regular assessments and discussions with parents and carers to promptly identify children's individual needs. This enables staff to plan and implement effective strategies to support children's development. Generally, staff adapt teaching so that every child can engage and learn. For example, they changed the organisation of cooking classes to ensure all children, including children with special educational needs and/or disabilities, can take part and benefit from them. As a result, children make steady progress from their starting points.

Leaders and staff understand the importance of referring children to outside professionals for further assessment and support. They signpost families to relevant services and local support. Staff act promptly on the advice of other professionals, such as speech and language therapists and nutritionists, to develop targeted strategies to reduce barriers to learning. Leaders understand how to use funding to support all children. They explain how this may include purchasing resources to meet their individual needs or accessing training to increase staff knowledge and offer tailored support.

Curriculum and teaching: Expected standard

Leaders design a broad curriculum based around all areas of learning. Staff know children well and use observations and assessments to identify next steps in their learning. In the main, staff adapt their interactions with children to meet their needs and maintain their interests. Where children have barriers to learning, staff make simple changes to ensure they take part in the activities and make progress. However, at times, experiences provided for babies and younger children are not always sufficiently tailored to their individual needs.

Children's communication and language skills are encouraged throughout the day. Children are eager to join in with rhymes and songs. They compare fast and slow sounds during music sessions. At story time, younger children recognise characters and repeat key words, which staff reinforce with praise. Older children gain a sound awareness through playful activities. For example, they look at the letter 't' and think of words around them that begin with the sound.

Children play cooperatively and strengthen their motor skills. They enjoy parachute games where they are asked to shake it at different paces to make gentle and stormy waves. Children giggle as they take turns to sit under the parachute while their friends lift it and drop it over their heads.

Staff encourage children to clap their hands and count the beats while listening to music. They sing number songs. However, staff do not always consistently plan adult-led activities that focus on using numbers and develop further mathematical concepts.

Achievement: Expected standard

All children, including those with special educational needs and/or disabilities and those facing barriers to learning, make progress across the curriculum. They are confident communicators and listen attentively at story time, joining in with key phrases. Children generally develop the skills and confidence they need for their next stage in learning, including school. They show increasing independence and self-care. For example, children serve themselves and are encouraged to drink from open cups at mealtimes. However, interactions with babies and younger children in larger groups do not consistently help them to extend and build on their skills.

Children benefit from 2 outdoor spaces, where they can enjoy fresh air and develop their physical skills. Children skilfully negotiate space while riding scooters and pedalling cars. In addition, they strengthen their fine motor skills while squeezing sponges at the water tray.

Behaviour, attitudes and establishing routines: Expected standard

Children behave well. Staff set clear and consistent expectations and provide reminders, such as 'walking feet', to help children understand boundaries. Children follow the setting's rules and are kind towards each other. When younger children join in activities, older children are welcoming and invite them to sit next to them. Staff are good role models for the children and encourage positive behaviour. For example, they ask children to be mindful of their friends and to wait for their turn when playing with the slide. Children are delighted to receive 'high fives' to celebrate their efforts and achievements. They learn to use good manners. Children enthusiastically join in with staff to sing the 'please and thank you' song before mealtimes.

Children show a positive attitude to learning. They independently choose what they want to play with and engage in a variety of activities, both indoor and outdoor. Children understand and follow routines that are embedded into daily practice. For example, they line up to go outdoors, help tidy up when they finish playing and wash their hands. However, some of the routines, such as getting ready for mealtimes, take too long. This has an impact on children's engagement.

Leaders encourage regular attendance and follow up absences promptly. This supports children to gain good habits for the future.

Children's welfare and wellbeing: Expected standard

Children are happy at this setting, benefiting from warm and trusting relationships with staff and each other. The key-person system is well embedded, and children have positive attachments with the adults who care for them. This helps children feel safe and develop a sense of belonging. Staff help children manage their emotions by acknowledging their feelings and responding to their needs. For example, staff understand when children are tired and make sure they have space to rest.

Staff promote children's understanding of healthy habits. Older children learn where food comes from and help staff to plant and grow fruit and vegetables, including pumpkins and tomatoes. Children enjoy nutritious, home-made meals and learn about oral hygiene through planned activities. In addition, they have daily opportunities for exercise and energetic play. They enjoy playing in the garden and use different equipment to test their skills. Children learn to keep safe as staff remind them of safety rules during play, such as holding the rails when climbing the stairs to the slide.

Staff manage sleep routines safely. Babies and younger children rest in cots and older children on sleep mats, while staff check on them regularly.

Leadership and governance: Expected standard

Leaders generally understand the setting's context, strengths and areas for development. They are reflective and make changes to improve children's outcomes further. For example, leaders plan to reorganise the wide range of outdoor resources to enhance children's concentration while playing outside.

Leaders know families well and understand the barriers some children face to their learning. They support families to ensure their children receive the support they need. Parents and carers are very positive about the setting. They comment that leaders and staff genuinely care for the children and that their children love attending. Parents praise the level of education their children receive and the progress they make. They are aware of the key-person system and know about their children's learning and next steps. This demonstrates the effective communication between the setting and parents.

Leaders support staff to access additional training linked to their interests. Staff feel well supported and valued. They enjoy working at the setting and comment that it is a close team. This results in a low turnover of staff, which provides consistency for children.

Leaders work with local schools to support children's smooth transitions. They organise meetings with future teachers and invite them to visit the children while they are still attending the nursery.