Dreams For You Nursery And Day Care - Enfield

Inclusion: Expected standard

Leaders have high aspirations for all children and work collaboratively with parents and professionals to help ensure children receive appropriate support. They demonstrate that although they work with professionals, they do not wait for external interventions. Instead, they take the initiative to create tailored educational plans for children. This helps to ensure that any gaps in learning are addressed quickly. Therefore, children with special educational needs and/or disabilities (SEND) and children who have barriers to their learning typically make secure progress from their starting points. Leaders consistently monitor staff's assessments to identify children who require help with their learning.

Funding is used to enhance children's learning experiences. For example, the nursery has purchased bespoke equipment for children to support their learning. Staff have created home learning packs for parents to support their children's learning at home. Parents describe the nursery and staff team as being warm, nurturing and highly supportive. They say the nursery provides a safe environment where their children are thriving.

Leaders demonstrate a commitment to staff professional development. They recognise that some staff need more SEND training to consistently embed practice and further enhance the delivery of the curriculum for all children.

Curriculum and teaching: Expected standard

Leaders implement a broad curriculum that meets the needs of all children. They regularly review planning and assessment systems to ensure individual learning needs are met. Secure monitoring processes are in place as leaders carry out regular observations of teaching practice, helping staff to reflect and refine the learning opportunities they provide.

Staff know their key children extremely well and confidently explain how they support each child's progress. They share strategies used to involve all children, including those who face barriers to their learning. For example, staff use a favourite item of interest in the 'what's in the box' activity to motivate children to join in. Children are excited to discover hidden objects and enjoy listening to friends who suggest songs linked to what they find.

Staff promote children's communication and language skills well. They provide opportunities for children who speak English as an additional language to use their home language at nursery. This helps them to feel included and supports their language development. Children are developing mathematical concepts through age-appropriate experiences that build understanding of numbers, shapes, patterns and size. Older children learn positional language as they climb up, down and through physical climbing apparatus.

Achievement: Expected standard

Children engage enthusiastically in learning opportunities and show high levels of enjoyment. They are excited to jump, hop and dance during music sessions, singing along to familiar songs. Some children confidently choose to sing solos to their friends. Children listen attentively to stories and, when staff seek their views, clearly express their preference to continue the story rather than take a break for snack. Older children are developing skills needed for school. They manage their personal care well, follow instructions and work cooperatively to help keep their environment tidy. Children enjoy mark making and confidently talk about their chalk drawings. They proudly share how they have drawn a jellyfish and a shrimp linked to their sea life topic. All children engage in learning as staff use visual aids to support children's language development. This ensures children who face barriers to learning typically make secure progress from their starting points.

Behaviour, attitudes and establishing routines: Expected standard

Leaders promote consistent routines in partnership with parents, with a focus on regular attendance so children fully access the curriculum. Children behave well, supported by caring and patient staff. Children learn to work together, and being kind is reinforced. This is evident as children show empathy when friends are comforted after having a fall. Staff are skilled in de-escalating unwanted behaviours, encouraging children to sit quietly and practise their breathing skills.

Children play cooperatively and understand sharing and turn taking. For example, they wait for a friend to reach the bottom of the slide before taking their turn. Staff work closely with parents to support babies' home routines, while older children confidently follow familiar routines, for example tidying away and washing their hands before lunch. Children enjoy spending time with their key person, and demonstrate secure emotional attachments. They approach staff when they need help or want to share something exciting.

The nursery is a happy and busy environment where children are eager to engage in learning. Secure partnerships with parents and outside professionals help to ensure children's individual education plans are consistently monitored and updated. These secure partnerships help children make progress.

Children's welfare and wellbeing: Expected standard

Leaders and staff promote children's welfare and wellbeing through positive initiatives. For example, they have implemented tooth-brushing routines to support oral health. Children take part in regular exercise planned within the curriculum. They understand this is important, as staff teach them about the positive impact of physical activity on their bodies. Staff promote effective hygiene habits, such as encouraging children to wash their hands at key times of the day.

Leaders and staff create a nurturing, supportive and safe environment. They encourage parents to provide healthy snacks and meals for children who stay at nursery all day. While leaders promote healthy choices, they do not consistently embed their own healthy food policies, meaning that children do not always have nutritious options. Teaching healthy eating habits is an area that could be strengthened further. Children learn to recognise and express their feelings through stories and discussions with staff. They enjoy secure attachments with their key person, including those who face barriers to learning. Staff's warm, caring interactions positively influence how children view themselves. For example, children's self-esteem is boosted when staff praise their efforts, such as when they try something new. Children display good manners, saying 'please' and 'thank you'.

Leadership and governance: Expected standard

Leaders have a secure understanding of their setting and the unique dynamics of their locality. They remain committed to securing better outcomes for children, with a clear focus on what is needed most. Leaders continually review and refine the curriculum so learning experiences meet each child's needs. This helps all children, including those who face disadvantage, to make typically secure progress from their starting points.

Leaders value the staff team and give due attention to professional development. Staff say they are happy in their work and appreciate regular supervision meetings, where they can discuss key children's progress and their own development wishes. Staff, including apprentices, share that leaders are supportive of their wellbeing and will adapt workloads when required, for example to help staff manage personal childcare arrangements or attend appointments. These positive practices help ensure children receive nurturing care.

Leaders consistently reflect on their practice and have prioritised safeguarding and behaviour management training. This supports staff to carry out their roles with due focus on children's safety and welfare. Leaders recognise that further training is needed for staff less experienced in working with children who have special educational needs and/or disabilities to ensure children receive consistent support.

Leaders have implemented effective strategies to engage professionals and parents, promoting continuity in children's care and learning. Parents value staff working alongside them and say shared planning helps them understand what children are learning and how to support this at home. Parents report that their children learn new skills daily.