Dinky Groves Day Nursery

Inclusion: Strong standard

Leaders and staff know children exceptionally well and understand the needs of those who face barriers to their learning or wellbeing. Leaders gather detailed information from parents and review children's experiences with care and precision. This helps them to identify emerging needs at the earliest stage and ensure that every child is included in daily routines and activities. Staff make thoughtful adjustments so that all children can join in and learn alongside their friends.

Leaders provide highly skilled modelling for staff. This helps to ensure that children experience consistent and effective support across the nursery. Those responsible for coordinating the provision for children who have special educational needs and/or disabilities maintain strong links with parents and professionals. This helps to ensure that children receive seamless and consistent support. Leaders use additional funding with clear purpose. For example, they provide group sessions that teach Makaton, which strengthens communication for children who need this targeted help.

Staff understand deeply that behaviour and emotional development can be a barrier to learning. They offer space and movement breaks with sensitivity to help children to manage their feelings and return to being ready to learn. Staff support children who find group situations difficult by offering reassurance and extra time. Children stay engaged and feel part of the group and experience success alongside their peers. Leaders work closely with other agencies to secure timely help for children who need additional support. Children who are known or previously known to social care are monitored with care and staff maintain regular communication with families.

Curriculum and teaching: Expected standard

Leaders have a secure understanding of the new curriculum they have introduced and support staff well in its delivery. Staff use their knowledge of typical development when planning for children's learning. They have clear intent for the activities that they provide and understand what they want children to learn. There is a strong emphasis on language across the curriculum. Staff lead focused activities that help children to develop their communication skills. Staff help babies to develop early language skills using signs and simple words and phrases. They engage older children in conversations where they model an increasingly broad vocabulary. The nursery is filled with songs, rhymes and stories that expose children to a wide variety of language and help them build the foundations they need for confident communication.

The inclusive curriculum reflects children's interests, abilities and preferred ways of learning. Staff consider how children learn best, including outdoors and through sensory experiences. They adjust the environment often to help children to stay engaged and continue learning. Teaching is purposeful and responsive. For example, staff provide interesting activities at table height to support babies' first steps and early physical development. Overall, staff support all aspects of children's progress. The curriculum for personal social and emotional development is less embedded in their teaching than other areas of learning. Staff sometimes overlook the importance of children becoming confident before focusing on other knowledge and skills. Some children are not yet secure enough to take part in planned activities, which makes teaching less effective at these times.

Achievement: Expected standard

Children typically achieve well across the areas of learning and development and make steady progress from their starting points. Those who face barriers to their learning make steady progress in line with their individual targets. Babies are eager communicators who copy sounds and use the new words they learn during play. They explore new textures with curiosity and excitement. Toddlers stay focused in activities and show pride in what they can do. Older children share their creations with adults, for example when they make a caterpillar from dough. They show pride and enjoy celebrating their achievements.

Babies and toddlers copy sounds and gestures and build early language skills. Older children are very articulate and share their knowledge and ideas during games, shared stories and group activities. All children develop secure communication skills and many exceed age-related expectations in this area of learning. Overall, children develop broad skills and knowledge that build over their time in nursery and prepare them well for later learning in school.

Behaviour, attitudes and establishing routines: Strong standard

Leaders and staff have a shared understanding of their high expectations for children's behaviour and apply consistent approaches across the nursery. Staff are sensitive to children's abilities and understanding and adapt their expectations and responses appropriately. Children behave remarkably well and show a deep understanding of routines. They are able to describe what positive behaviour looks like and they show consistent kindness and consideration for others during play. They learn to get along with others and form meaningful friendships. Staff model positive behaviour and respond quickly when children become unsettled. They offer time and space when children need to cope with their frustrations and understand how to support children who struggle with their feelings. For example, they provide movement breaks that help children to work through their emotions and return to being ready to learn.

Children follow staff's guidance during familiar and embedded routines. They show remarkably positive attitudes to learning. Babies explore with curiosity. Toddlers stay focused in activities and show pride in their achievements. Older children enjoy conversations with staff and take part in group activities with confidence. Leaders take incisive action to promote children's regular attendance. They provide workshops to teach parents about the importance of early education, which leads to parents ensuring that their children attend well and benefit from all the nursery has to offer.

Children's welfare and wellbeing: Expected standard

Leaders set policies and procedures that promote children's welfare and wellbeing effectively. Staff create calm routines that help children feel secure. Mealtimes are relaxed social occasions where children enjoy conversations with staff and their friends. Those who need to rest do so safely and comfortably and under close supervision. Staff teach children to wash their hands and clean their noses. This helps children to learn ways to stay safe. At times, staff help children with tasks, such as at mealtimes and when managing their clothing, rather than encouraging them to try for themselves. This limits how well children learn to manage their own personal care needs.

Staff are vigilant and supervise children well at all times, which helps to assure their safety. However, the arrangements to help children to develop an understanding of ways to keep themselves safe are not yet embedded. Some children do not fully understand how to keep themselves safe during play, for example, by being more careful when moving around the outdoor space.

Leaders and staff are very aware of what can impact on children's welfare, such as prior experiences, changes at home and other factors that influence how children settle and feel. Staff are sensitive to each child's individual circumstances, and tailor care to meet their precise needs. Leaders support families with guidance and reassurance, so that home and nursery work closely together to remove any barriers to children's wellbeing. Children build close bonds with the familiar staff that care for them. This helps children to feel safe, secure and happy in nursery.

Leadership and governance: Strong standard

Leaders are deeply committed to providing the highest quality care and learning for all children. They monitor the quality of provision with great care and use feedback from parents and staff to shape the decisions that they make. Those with governance provide strategic direction and maintain a highly effective oversight of the nursery. They monitor staff's delivery of the new curriculum and are helping them to focus even more precisely on children's personal, social and emotional development.

Leaders place staff wellbeing at the centre of their work. Staff feel valued and supported and describe trusting relationships with leaders. Supervision and daily check-ins give staff space to reflect on their practice and share any concerns. Staff feel confident in their roles, have plenty of time to carry out their tasks and contribute positively to the setting's cheery, calm and purposeful atmosphere. Leaders consistently support staff to develop their skills and knowledge, including through focused and meaningful training that has a significant impact on children's experiences. Staff's increased understanding of how to support children's developing language and communication skills has led to children's rapid progress in this area of learning. Leaders model practice in the nursery rooms to support staff to apply consistent and effective approaches. They are supporting staff to strengthen the curriculum for personal, social and emotional development. However, more time is needed for this to become embedded.

Partnerships with parents are highly effective. Leaders build strong relationships through daily conversations and reliable support and guidance. Parents share information that helps staff understand children's routines and experiences. Partnerships with schools are well established and support children's smooth and confident transitions.