Deykin Avenue Community Nursery CIC

Inclusion: Expected standard

Typically, leaders and staff have created an inclusive culture where all children and families feel valued. Staff know all children well and identify emerging or changing needs quickly. They sensitively support children who are new to English, offering choices and using key words from children's home languages to support communication. Leaders reflect carefully on the diverse needs of the cohort and explain how children with no English on entry, have helped staff learn key words in their home languages. Staff use these words to support children with English as an additional language.

All children enjoy story time. Staff ensure that every child can access and participate in the story. For example, the introduction of signing enables all children to join in fully, enhancing their communication and language skills. Leaders have a clear understanding of the early years pupil premium funding that children are in receipt of. They use this funding to directly enhance children's learning and development. This helps to reduce barriers to children's learning.

Overall, staff refer concerns promptly, drawing on their professional judgement to ensure no child's needs are overlooked. Leaders signpost parents to the local special educational needs and/or disabilities offer, including webinars and resources such as 'Singing Hands', to help families understand the support available to them. Furthermore, leaders work in partnership with other agencies to ensure children receive support quickly.

Curriculum and teaching: Expected standard

Leaders have designed a well-sequenced curriculum that supports children's age and stage of development. They prioritise school readiness and use children's interests to shape the provision effectively.

Communication and language is a key focus. Staff skilfully add vocabulary to children's sentences. For example, as children scoop sand, staff introduce words such as, 'full'. Staff comment on children's sandcastles, and encourage children to hear and use new language. However, at times, staff do not always extend children's learning as fully as possible to help build on their knowledge and skills. Children, including disadvantaged children and those who may face barriers to their learning and/or wellbeing, independently select their favourite books and read aloud with confidence. They know familiar stories well and retell them accurately. In the cosy terrace area, children initiate conversations, share favourite parts of the story and talk about colours. They chat confidently, showing turn taking and respect.

Staff build children's mathematical understanding. They invite children to count how many children are present. Children confidently count to 14 as they count their friends one by one. This supports their early number knowledge. Staff model threading for children using animal shapes and laces. They demonstrate how to move the lace through, over and under, and children copy these actions with care. As a result, children develop their fine motor control and follow instructions clearly.

Achievement: Expected standard

Typically, children, including disadvantaged children, make progress from their starting points across all 7 areas of learning. They learn new vocabulary and retell stories with increasing confidence. Children enjoy sharing books with friends and talk about the pictures they see. They also love singing and use signing to support their communication. For example, children retell stories using sign language for animals such as a 'lion' and 'camel', and describe them as 'fierce' or 'grumpy'. These experiences help to support children's growing communication and language skills.

All children develop their physical skills. They learn to climb, run and slide with confidence when using large equipment. Children also build their strength and coordination as they make marks on the ground. For example, they have learned that their marks carry meaning as they confidently draw pictures and explore colour mixing with chalk. This helps children to improve their fine motor control and prepares them for their next stage of education, including readiness for school.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff have high expectations for all children's behaviour and attitudes. Staff reinforce expectations by reminding children to use 'kind hands' and to 'share toys'. They help children understand how to behave positively with others and know what is expected of them. Staff explain why behaviours such as running indoors or not sharing can affect others. This helps children to recognise feelings and understand the impact of their actions. Staff reinforce the importance of rules helping children to behave safely and respectfully.

Children take turns and share resources with support. They get along well with each other and have formed close relationships with their friends and key persons. Children build positive attitudes to their learning. For example, children persevere when their towers fall down and keep on trying until they succeed. Children, including disadvantaged children and those who face barriers to their learning and/or wellbeing, know their routines of the day and follow these with confidence. However, at times, some routines lead to periods of waiting. This means children wait for longer than necessary, which can reduce the flow of their learning.

Leaders and staff promote attendance and punctuality with families. They monitor attendance patterns and follow-up absences in a timely manner.

Children's welfare and wellbeing: Expected standard

Leaders and staff create a safe, welcoming environment for all children. Children typically form secure and trusting attachments with staff. Staff genuinely care for all children and provide nurturing support. Staff offer a healthy choice of fruit, toast and milk or water. They model good manners and positive social language, such as saying 'please' and 'thank you'. Children serve themselves and tidy away their cups and bowls independently. They also plan what fruit they would like next time. This helps children learn respectful interactions and supports the development of positive mealtimes.

Leaders have recognised oral health as a local concern. They are taking steps to introduce a toothbrushing initiative for children and families. This supports parents and children to understand the importance of effective toothbrushing habits. Staff promote children's safety. They encourage children to count how many of their friends are lined up. They use this knowledge to match the total to the number of children present for the day. This also supports staff to check that all children are present at crucial transition times. For example, they use this strategy when going outdoors, lining up for the bathroom and returning from the outdoor area. This helps to ensure children's safety and smooth movement around the setting.

Leadership and governance: Expected standard

Leaders are passionate about their roles. They are dedicated in understanding their community and making decisions that benefit children and families. Leaders have a secure understanding of their setting's context and the changing demographics. They know their families well and use this knowledge to shape their provision.

Parents report that they are happy with the support staff provide and feel their children have made clear progress, particularly in their communication and language skills. They say staff have supported their children with toilet training and note that their children are learning numbers and the alphabet. Leaders and staff share information with parents. However, parents are not always clear about how they should further support their children's learning at home.

Leaders have an understanding of their strengths and areas for improvement within the setting. They offer training for their staff to enhance skills and expertise. Leaders work very closely with their small team, creating a supportive and collaborative culture. Furthermore, they work with the on-site school to support children's education in preparation for the eventual move on to school. As a result, all children benefit from a smooth transition.