Dysart Nursery Limited

Inclusion: Strong standard

Leaders maintain a highly inclusive culture across the whole setting. Staff monitor each child's development thoroughly. This enables them to identify needs quickly and accurately. Leaders understand the importance of early help. They have built great partnerships with parents, specialists and other settings the children attend. They work closely with external agencies, such as medical professionals and services for young children. Staff acknowledge the advice and strategies given and use these regularly to support the children in their care. Children with barriers in their learning are developing extremely well.

Leaders support children with special educational needs and/or disabilities (SEND) effectively. Staff access relevant training to enhance their knowledge and understanding of specific needs. As a result, they can skilfully ensure the children thrive in their care. They make adaptations that are systematically and skilfully adjusted when needed. Children with SEND are happy and enjoy their experiences, which are making a significant impact on their development. Staff have high expectations for these children. They use funding provided to ensure these children can access resources appropriate for them to achieve in their learning. For example, leaders have purchased larger equipment and a sensory tent. Children are consistently meeting their small, achievable targets, which are constantly reviewed.

Curriculum and teaching: Expected standard

Leaders provide an ambitious curriculum, which allows for all children to achieve in the setting. The curriculum is well sequenced from babies up to pre-school. Staff ensure that children feel valued and have a sense of belonging. Staff work alongside parents to provide next steps for the children. They have good knowledge of where they are in their development and what they want the children to achieve. For example, children in the pre-school room are working on their self-help skills, spatial awareness and keeping themselves safe. This is in preparation for going to school.

There is a strong focus on communication and language skills across the whole setting. Staff model language well, using repetition or correcting language when necessary. There are many opportunities for children to join in with singing, storytelling and conversations. Staff make the learning fun, which keeps the children focused and develops a love for learning.

Staff know the children extremely well. They plan exciting activities that keep children engaged. They provide opportunities for the children to access their own learning. For instance, children build with construction toys alongside their peers. Staff also provide adult-led activities to enhance learning opportunities, such as making play dough. However, staff are not always sufficiently clear about what they want the children to learn through their planned activities. As a result, opportunities are missed to build on what children already know and can do. However, leaders have an accurate understanding of the quality of the curriculum and teaching in the setting. They have already put provisions in place to develop staff's teaching skills, which has started to have a positive effect on children's achievement.

Achievement: Expected standard

Children progress well in their development. Through ongoing assessment, staff identify if children need tailored support to meet their development milestones and prepare them for the next stage of their learning. Children have good independent skills, which are developed over time. For example, younger children access their own resources and activities, and older children show responsibility over their belongings. They can also manage their own self-care skills, such as dressing themselves. The children are happy, confident learners who understand their own wants and needs.

The children's listening and attention skills are remarkable. For instance, they all join for a welcome session where they listen to their staff and peers. Children have good physical development skills. They are developing their gross motor skills and can move in a range of ways, including balancing and climbing. Younger children are strengthening their hands through manipulating different materials. Children in pre-school have good hand-eye coordination and can use one-handed tools. These activities prepare children for early writing. However, children could achieve even more in their learning and development by ensuring staff consistently expand on children's learning.

Behaviour, attitudes and establishing routines: Strong standard

Children behave exceptionally well. They follow the rules and routines with ease. The routines are well established, and children know what is expected of them. Staff also provide 'now and next' boards so children can visually prepare for their day. Staff effectively gain children's attention and children follow instructions well. For example, staff put on music and children immediately start tidying up. All children, including babies, learn about their emotions and behaviours. Staff encourage children to have the best behaviour. For instance, they reinforce rules, which children follow consistently. Staff praise children constantly for their achievements, which makes them feel proud. Children show high levels of focus and attention, engaging in the activities on offer. They have positive attitudes towards their learning and enjoy their experiences.

Staff have built warm and trusting relationships with the children and parents. They have a key-person system, which allows staff to know their children extremely well and manage their needs with ease. Children look to their adults for support and reassurance. Staff teach the children to be kind and respectful. For example, children learn to share, take turns and use their manners. Children play well together and invite others into their play.

Leaders consistently take decisive, evidence-led action to anticipate, identify and tackle barriers to attendance. For example, they log all absences and look at trends. This helps to promote children's welfare, ensuring they are safe from harm, as well as preparing them for school.

Children's welfare and wellbeing: Strong standard

Leaders prioritise children's welfare and wellbeing. Leaders continuously review and adapt policies. They ensure their policies and procedures are robust to meet the ongoing changes in the setting. They have extensive knowledge of all the children, including those who have barriers to their learning. Leaders are very adaptable to meeting the ongoing changes that present themselves, for example, if a child receives a new medical diagnosis.

Leaders model high expectations for promoting healthy habits. They continuously monitor the food provided for children, ensuring they have access to a nutritional diet. Staff introduce new healthy foods to the children regularly, such as beetroot. Children get regular access to outdoors and opportunities to be physically active. For example, they dance, climb and ride vehicles. Staff are very aware of the rise in obesity in the local area and continue to work hard to ensure children learn healthy habits.

Children follow hygiene practices effectively. They learn the importance of keeping themselves clean, such as cleaning their hands and faces. Staff ensure children's personal needs are quickly and sufficiently met. Staff encourage older children to manage their own self-help skills. For example, they independently use the toilet and wash their hands.

Leadership and governance: Strong standard

Leaders give a detailed analysis on what they have been strengthening in the setting. They continue to develop the teaching of the curriculum, which is evident but needs more time to make it highly effective. Leaders continuously observe practice and support staff to make improvements. Leaders and governance work extremely well together. They identify, adapt and respond swiftly to changes to ensure excellence for all.

Staff undergo regular training to improve their practice, knowledge and skills. For example, they attend training in signing, behaviour management and areas of safeguarding. Leaders plan bespoke training, working alongside their local authority. This has a positive impact on the provision and practitioners' practice. Leaders have regular meetings with staff, such as termly supervisions, yearly appraisals and mental health check-ins. This allows staff to feel supported, continue to develop and feel valued in the workplace.

Leaders and staff have positive relationships with parents. The provision arranges events and meetings and gives regular feedback to parents. They work alongside each other to ensure that children thrive in their education. For example, they work together to provide next steps for children to encourage development at nursery and home. Parents are extremely happy with the care provided for their children.