Dots 'N' Spots Day Nursery and Out of School Club

Inclusion: Needs attention

Children with special educational needs and/or disabilities (SEND), are not consistently supported across the nursery. This is because some staff are not familiar with children's individual plans and they do not implement specific strategies advised by other professionals. For instance, they expect children with SEND to remain still and quiet in a circle time and remove resources from them. This results in some children becoming dysregulated and they are less able to participate in learning.

In contrast, senior staff who work closely with children with SEND, and those children who face barriers to learning, know them exceptionally well. They complete regular assessments and detailed reviews of their progress which they share with parents and other professionals. Other staff supervise children closely to ensure they stay safe. Senior staff support families and children with SEND to prepare for their transition to school. They hold meetings with other professionals to promote continuity for children. Leaders ensure extra funding is used appropriately to help the children it is allocated to. For instance, some children benefit from one-to-one support and have specific resources to help them regulate their emotions.

Curriculum and teaching: Needs attention

Staff do not implement the curriculum consistently for all children. Recent staff changes mean that teaching is not always matched to meet all children's individual learning goals and levels of support and challenge are not appropriate. For instance, some children spend a lot of time outdoors. They play independently and explore the activities staff prepare. However, some staff do not engage purposefully with children to extend their learning, and they maintain a supervisory position. This means that some children's learning is incidental and opportunities to deepen their understanding are not made use of. In addition, staff do not consistently adapt the curriculum or their teaching to support children with special educational needs and/or disabilities. For instance, they continue to use complex language and do not use the visual cards effectively to prepare children for what comes next. Leaders identify areas of the curriculum that staff need to prioritise, such as children's communication and language development. Staff use specific group times to sing familiar songs with children. However, during children's self-chosen play, staff do not consistently model clear words or new vocabulary, to fully extend and develop this area of children's learning.

In contrast, some staff know what children need to learn next, and their interactions are of higher quality. Babies show enjoyment as they explore sensory activities and listen to familiar stories. Young children roll balls down the tubes and staff carefully support them to go down the steps safely. They show an interest in imaginative play and use creative skills to make 'aliens'. Older children begin to develop an awareness of mathematical concepts and staff challenge them to catch and count 'pom poms' in their net.

Achievement: Needs attention

Children are not supported to reach their full potential and their progress is inconsistent. This means some children are ready to start school while others are less well prepared. For example, some children with special educational needs and/or disabilities wander around the garden and interactions with them are not purposeful. In addition, children are not typically supported not make the best possible progress in their communication and language development. However, some children who have gaps in their learning copy actions and listen to new words modelled by staff as they play in the sand.

Babies achieve well in their physical and social development. They begin to sit up, crawl and pull themselves to stand. Babies show delight as they splash in the water and are keen, enthusiastic learners. They build solid foundations for the next stage in their learning. Overall, children make progress in their personal, social and emotional development. They are kind, caring and begin to play alongside each other. Older children collaborate during play and know how to share and take turns.

Behaviour, attitudes and establishing routines: Needs attention

Staff are not consistently familiar with the daily routines in some rooms of the nursery. This is because recent staff changes have altered the deployment of the team. For example, staff do not have realistic expectations of children's abilities to sit for long periods of time in a circle for a story, or the levels of support and challenge children need. This results in some children becoming frustrated and unable to participate. Although there are challenges regarding the deployment of staff, they are all responsive to children and speak to them with kindness and respect. Staff speak to other team members to try and find out what children need and what their interests are.

Children show positive attitudes to learning. Staff generally prepare the environment so children can access a range of activities independently. For example, children sustain their interest in water and sand play. Staff support them to take turns with the resources and remind them not to throw sand. Babies benefit from established routines and staff know them well. They gather information from families about their feeding and sleep times. This helps staff to follow babies individual routines and work in partnership with families.

Children's welfare and wellbeing: Needs attention

Recent breaches to the requirements of the early years foundation stage have had an impact on children's welfare and wellbeing. Leaders have taken action to ensure that staff understand the procedures to follow if they have any concerns about staff practice and conduct. Although there are challenges with the recent staff changes, children continue to benefit from seeing familiar faces in their room. Leaders work tirelessly to try and maintain consistency of care for children. Children show they feel happy with staff and have positive relationships with all of them.

Children benefit from fresh air daily and develop their physical skills in the large garden areas. Staff ensure all children are kept safe in the sun by providing sun cream and hats. Staff implement effective procedures to maintain safety during sleep and mealtimes, including for children who have specific dietary requirements. Children benefit from healthy meals which are freshly prepared in the setting. They follow positive hygiene routines, such as washing hands before they eat, and staff provide them with plenty of water. However, staff do not talk to children about why they wash their hands, to develop their understanding. Additionally, opportunities for children to develop their independence are limited. For instance, staff cut up their food and pour their drinks without offering them the opportunity to try this for themselves.

Leadership and governance: Needs attention

This inspection was conducted as a result of the risk assessment process and a previous breach to the safeguarding and welfare requirements was identified. Leaders have promptly provided all staff with further guidance and training on how to identify, record and report any concerns about staff's practice and conduct. Staff demonstrate an understanding of the correct procedures to follow to keep children safe. This means there is no further action for Ofsted to take. Leaders are yet to make changes to the deployment of staff to improve consistency for children. In addition, they do not ensure there is a designated manager or deputy manager on site. Improvements made to the curriculum are not embedded. Leaders acknowledge staff need further guidance and coaching to raise the quality of teaching and support individual children, including children with special educational needs and/ or disabilities. They have recently evaluated the effectiveness of the provision and have a clearer understanding of the areas to develop.

Overall, senior staff provide support and promote staff wellbeing. Staff say they are a close-knit team and report that they feel supported during difficult times. Safer recruitment procedures are followed effectively, and leaders have recently completed staff supervision meetings. This is helping to identify training needs and providing staff with time to talk in confidence with leaders.

Staff work hard to maintain positive partnerships with families. Leaders ensure that they communicate changes effectively using the online forum and provide parents with updates on their children's learning. Overall, children are supported during transitions. For example, staff talk to parents about preparing to move children to the next room of the nursery and teachers are welcomed in to meet children in preparation for their move on to school.