Diamond Days Nursery

Inclusion: Strong standard

Staff identify children with special educational needs and/or disabilities (SEND) or other barriers to learning or wellbeing swiftly when they start at the nursery. They work extremely closely with parents and carers from their initial meetings to carefully establish any extra support required. Staff use their professional knowledge to secure an understanding of where there are gaps in children's learning. They have secure and robust procedures to ensure that children with SEND or other barriers to learning can access the same experiences as their peers.

Staff fully support children in the nursery as individuals. They use a range of strategies to ensure that children with SEND or other barriers to learning or wellbeing make rapid progress from their starting points. For example, staff routinely use Makaton to support children with gaps in their communication and language skills. They use sensory items and social stories to support children in managing their own emotions and behaviour.

Leaders and staff have close relationships with many of the outside agencies that offer support to early-years children. They liaise regularly with the local authority's early years SEND team. Staff work alongside families and the community nurse to ensure that the children have the necessary support to make rapid progress. Leaders use the extra funding available for the best impact on children's progress, including one-to-one support and extra resources. Leaders and staff ensure that children taking their next steps in learning are incredibly well supported in making that transition.

Curriculum and teaching: Strong standard

Leaders have a secure understanding of what they want children to learn and ensure that the curriculum reflects this. They aim for babies to be ready to move in to the pre-school room, and for older children to be thoroughly prepared for school. Staff plan activities purposely, to reflect children's growing independence, and to give them opportunities to develop and practise skills for their next steps. For example, babies confidently take the bricks from a shelf and build independently.

The focus of the curriculum is on children's communication and language. Staff are highly effective at supporting children's skills and developing their vocabulary. They recognise how to support children who speak English as an additional language, and adapt their practice to fully meet their needs. For example, staff say 'hello' to children in their own languages and use Makaton for all children.

Leaders and staff recognise that children flourish with warm and positive relationships in a nurturing environment. As a result, children have high self-esteem and confidence. Staff explicitly teach children to understand emotions and to develop calming strategies. Babies learn to have 'kind hands', and demonstrate this by gently stroking each other's hands. Leaders promote a love of early reading, and children enjoy listening to stories and singing songs with staff. They learn to count and use their fingers to show how many. Staff are highly skilled at developing children's understanding in the moment of play. They use every opportunity to further enhance children's learning.

Achievement: Strong standard

All children, including those who speak English as an additional language, make significant progress in their learning, particularly in their communication and language skills. Children happily chat as they make up imaginary games to play. For example, they decide to make a cake and sing 'Happy Birthday' to each other.

Children recall their previous learning as they work out which day of the week it is. They can focus in small groups and listen carefully to staff reading stories. Children demonstrate persistence and resilience in their play. For example, babies work hard to pull apart 2 bricks. Children play extremely well together and can take turns without adult support in their play. For example, children wait patiently for their turn to have a go at kicking the ball into the net.

Children are extremely well prepared for their next stage of learning. They are confident in talking and asking for help, demonstrating independence skills appropriate to their age and stage of development. Children benefit from their parents and carers being well informed on how to support them in becoming ready for school, such as through workshops and information from the nursery.

Behaviour, attitudes and establishing routines: Strong standard

Leaders are highly reflective and recognise the importance of well-embedded routines which allow children to thrive. These are fully established, allowing children to develop the confidence to explore the wonderful activities available to them. This results in a calm and nurturing environment. All children, including those with special educational needs and/or disabilities, or other barriers to learning or wellbeing, are actively engaged in learning. Staff have high expectations of children's behaviour and use their skills to fully support children to make positive choices. They are excellent role models as they demonstrate kindness and positive manners throughout their interactions with children. As a result, children have well-developed social skills as they play alongside their peers. Staff consistently recognise and validate children's efforts to make thoughtful choices, with lots of praise.

Children have excellent attitudes towards their learning and enjoy taking part in more-focused activities. They think carefully about why things might float or sink. Children demonstrate independence and persistence in their learning. For example, babies persist at blowing bubbles. They show great joy and pride in their achievements. Staff work closely with parents and carers to ensure that they understand the need for regular attendance. Leaders have a flexible and understanding approach towards meeting the needs of families.

Children's welfare and wellbeing: Strong standard

Children's care, welfare and wellbeing are a strength of the setting. Leaders highly prioritise children's emotional and physical wellbeing. Children develop an age-appropriate understanding of how to stay safe and healthy. Staff know children and their family circumstances extremely well. They are sensitive and respectful in supporting them. Children build up positive and warm relationships with staff. They feel confident in talking to them. This allows those children with special educational needs and/or disabilities to receive the individual support they need.

Staff provide children with healthy options for their snack. They provide parents and carers with clear instructions on how to provide healthy lunch boxes. Staff use every opportunity to teach children how to be healthy. Children fully understand the need for hygiene. They develop independence in washing their own hands and being responsible for their own self-care from an early age. Children have many opportunities for physical play and are beginning to understand the importance of exercise. The nursery has been accredited with an award for supporting and caring for children's oral health, which is of a high level. Children understand why they need to brush their teeth, and all children in the setting practise this daily. Staff update parents regularly with information about oral health.

Leadership and governance: Strong standard

Leaders are incredibly dedicated to providing the absolute best care and education for young children. They are driven to ensure that high expectations and standards are maintained for the best interests of children. Leaders are highly inclusive and ensure that all children, including those with special educational needs and/or disabilities (SEND), or other barriers to learning or wellbeing, are fully prepared and ready for their next stage of learning. Their dedication to continuous development results in a culture of professionalism that is embedded across the nursery.

Leaders include all staff in a survey to work on improving the setting and their own practice. They support staff through professional discussions, regular supervision sessions and peer-on-peer observations. Leaders understand how to use staff's skills to enhance the learning experiences of children. For example, staff who are naturally sensitive to children with SEND receive encouragement to develop their skills through their own professional development. Leaders are respectful and sensitive to staff's wellbeing. As a result, staff feel that their opinions are valued. They demonstrate high-professional aspirations and feel well supported to fulfil their roles. This is clearly reflected in staff's interactions. The nursery has recently received a quality accreditation for having healthy children and a healthy workforce.

Leaders thoughtfully develop engagement with parents and carers. They adapt strategies to encourage parental involvement. For example, drop-in sessions provide parents with practical support. Leaders regularly survey the parents and act on their responses. For example, they changed the online app they use to ensure that parents have more regular communications through the day. Partnerships with families, health professionals and support agencies are well established. This results in coordinated support for children with SEND or other barriers to learning or wellbeing.