Eastfield Day Nursery

Inclusion: Strong standard

Leaders and staff are passionate about inclusion. Staff support all children, including children with special educational needs and/or disabilities (SEND), those who face other barriers to their learning and children known or previously known to social services, consistently well. Staff complete rigorous assessments to identify any support children may need and monitor progress. Leaders and staff act swiftly on any concerns about children's learning and development. They communicate immediately with parents and work with other professionals to put support in place. Leaders and staff share next steps and strategies with parents to support consistency and enhance experiences. For example, they share strategies to support speech and language, which has a positive impact on children's learning and development. As a result, children with SEND and those who face other barriers to their learning make progress from their starting points. Staff are well trained and have regular training opportunities. They share this training with other members of staff in the nursery. This allows staff working with children to know their next steps and support them effectively. Leaders and staff work closely with other agencies, such as speech and language professionals and the local children's centre. This means children receive effective support and that adaptations are made.

Leaders make effective use of additional funding. They regularly assess the children's individual needs and use funding effectively, for example for extra staff training or sensory resources to help support self-regulation. This ensures children receive the support they need to help them thrive in the nursery.

Curriculum and teaching: Expected standard

Leaders have an accurate understanding of the curriculum that reflects children's ages and stages of development. Staff provide different experiences and ensure every child can access the curriculum. Children develop the knowledge and skills they need as they move through the nursery. As a result, it prepares them for their next stage in their learning. The curriculum is typically taught well. Staff plan from assessments and children's interests. For example, children excitedly bring in autumn leaves and conkers. Staff use this interest to provide activities to promote their curiosity and learning further.

Leaders and staff put an emphasis on mathematical learning. Staff use mathematical language during activities and routines. For example, children count how many cups they need for lunch, and activities link to number, size and shape. This allows children to develop mathematical concepts that are age and stage appropriate.

Typically, staff support and model communication and language for children, including children with special educational needs and/or disabilities and those who face other barriers to their learning. Staff promote the children's love of books. Children enjoy a book of the month, where activities are provided and staff share key words with parents. This helps children to extend their vocabulary. For example, babies have a teddy bears' picnic, and older children make gingerbread men out of sensory play dough. However, there are some inconsistencies in the quality of teaching throughout the nursery. At times, some staff are not as confident to use high-quality interactions to support and extend children's learning during free play.

Leaders and staff focus on babies' and children's personal, social and emotional development and physical skills. Babies enjoy songs, where they repeat words and use their muscles to join in with different actions. Older children engage in imaginative play together. They make food in the home corner and use their physical skills to balance on planks.

Achievement: Expected standard

All children make progress from their starting points, including those with special educational needs and/or disabilities and those who face other barriers to learning. Children develop essential skills and develop knowledge across the 7 areas of learning. This suitably prepares them for their next steps in learning.

Children confidently explore the environment, both indoors and outdoors. They show a 'can-do' attitude and increasing high levels of concentration during the activities provided. For example, children spend time filling and emptying with natural resources and find different ways to get them out of tubs. Children gain a secure foundation in their personal, social and emotional development and physical skills. They confidently use their physical skills, both indoors and outdoors. For example, children enjoy using their muscles to join in with dancing and exploring the play dough. Babies have opportunities to pull themselves up and develop their walking skills. Children confidently invite each other into their play and give support when needed. For example, older children explain to younger children how to make eyes for their gingerbread man.

Children make progress in their communication and language. They use their communication skills to talk about the activities they are completing. For example, babies acquire words through books and songs. Older children use communication when exploring the puppets, discussing characters and different occupations.

Behaviour, attitudes and establishing routines: Expected standard

Staff are effective role models for children and teach them the importance of kindness, care and respect. Leaders and staff encourage positive behaviours, such as sharing and taking turns. For example, staff encourage children to share the paints when colour mixing and wait their turn to find the gingerbread man in the flour. As a result, children generally display positive behaviour. Daily routines are typically embedded. For example, there is an embedded tidy-up routine in all rooms. This means that as children transition into new rooms, they are aware of the expectations. Children pour their own water and self-serve, and staff encourage babies to feed themselves. Children develop independence skills as they move through the nursery. However, at times, some routines are not organised as effectively to support children to remain engaged in learning. For example, at mealtimes, children spend time waiting and start to become distracted.

Children access the activities and resources with confidence. They develop positive attitudes to their learning and engage well with the activities provided and with each other. For example, children talk together about how they can open a truck door and talk about the natural resources being 'spiky'. Children build warm, caring relationships with their key person and other members of staff. They seek out their key person for comfort and enjoy sharing play with staff. Staff are considerate of children's individual needs and stage and age of development. For example, they follow babies' routines from home and use visual representations to support routines. As a result, children settle quickly and feel safe and secure in the nursery.

Leaders promote attendance with parents. They have systems in place to check attendance and are proactive to ensure children attend nursery.

Children's welfare and wellbeing: Expected standard

Leaders typically prioritise children's welfare and wellbeing. Children settle quickly into nursery and develop secure attachments with their key person. Leaders and staff create a welcoming and safe environment, and children access a wide range of activities both indoors and outdoors. Staff gather information about children before they start, such as likes, routines and any allergies. This means children settle quickly into nursery. Daily handovers with parents are well embedded. Staff regularly share information with parents and meet the needs of children. Leaders and staff embed effective transitions from room to room for children. Children visit their new room and spend time with staff. As a result, children transition through the nursery with confidence.

Staff embed safer sleep routines and supervise children during mealtimes. Children have regular access to the outdoors, and staff recognise when children need time to rest. There is an emphasis on healthy eating. Children grow their own vegetables and become excited to see fresh berries in their drinking water at lunchtime. This means that children develop an understanding of healthy choices and diet. Children learn about oral health and how to take care of their teeth. Older children follow the teeth-brushing routine in the nursery, and children take home 'going to the dentist' bags. Children independently wash their hands after indoor and outdoor activities. This demonstrates that hygiene practices are embedded.

Leadership and governance: Expected standard

Leaders understand the setting's context and are enthusiastic about the care and education they provide for children. Leaders actively identify areas for improvement and constantly reflect on these with staff. For example, they discuss the different activities and room layouts, adapting these when needed. As a result, children engage more effectively within the environment.

Leaders have an effective induction and recruitment procedure, including mandatory training. This ensures that staff working with children are suitable. Leaders undertake regular meetings with staff, identifying any learning needs. For example, they have attended mathematical training, which has seen an impact on children's learning. Leaders ensure staff feel valued and supported to carry out their role successfully. Leaders and staff undertake regular peer observations to reflect on their practice and highlight improvements.

Partnerships with parents are well established, with families attending the setting for many years. Parents value the collaborative approach to support their children and speak highly of leaders and staff. Leaders and staff encourage daily conversations with parents and work with other professionals. They provide regular updates on children's learning and development. As a result, parents feel well informed about their children's learning and next steps and how to support them at home.