Easy Peasy Nursery and Daycare

Inclusion: Expected standard

Practitioners know children well, including those with special educational needs and/or disabilities and those who face other barriers to their learning. They are quick to assess and identify children's individual needs and adapt activities, routines and interactions accordingly. For example, when children who have recently moved to an older group room become overwhelmed, practitioners respond sensitively by supporting them to spend time in their previous room where they feel secure. Practitioners communicate effectively with one another and adapt routines to ensure continuity of care and that children's individual needs are consistently met. This means that children feel safe and well supported, enabling them to engage positively in their learning and development.

Managers and practitioners have high aspirations for all children, and they are committed to minimising barriers to learning by tailoring support to meet children's specific needs. They build trusting relationships with families and work closely with them to ensure consistency in children's care and learning. Managers seek advice and support from external professionals and work effectively with other agencies to secure the best possible outcomes for children. For example, partnership work with the local authority helps to provide targeted support for children's communication and language development. As a result, children receive the help they need in a timely manner, make progress from their starting points and are fully included in all activities and experiences at the setting.

Curriculum and teaching: Expected standard

Managers have developed a curriculum that supports children's progress in all areas of learning. Practitioners take account of children's interests and prior learning when planning experiences, which helps children to build on their knowledge and skills over time. Managers typically ensure that the curriculum is inclusive. Practitioners make appropriate adaptations to teaching, resources and daily routines to help remove barriers to learning. As a result, children with special educational needs and/or disabilities, and those who may face additional challenges, are able to participate fully alongside their peers. Managers monitor the quality of the curriculum and teaching effectively and have clear understanding of strengths and areas for development. Practitioners have recently completed training to enhance the quality of their interactions with children, which has improved practice across the setting.

Practitioners provide warm and nurturing interactions that support young children's personal, social and emotional development effectively. Young children respond positively to practitioners, joining in enthusiastically as they sing familiar nursery rhymes and listen to stories. Practitioners generally promote children's communication and language development well. They engage children in meaningful conversations and introduce new vocabulary as part of everyday activities. For example, practitioners name insects that children find in the garden and they support children to describe the shape and colour of objects as they build towers. This helps children to broaden their vocabulary. Practitioners promote children's mathematical development through a range of play-based experiences and daily routines. They incorporate mathematical language and concepts into children's learning, helping them to develop an understanding of early number, shape and measure. For example, children join in with the headcount as they enter the garden, developing their counting skills and awareness of quantity.

All children benefit from regular access to outdoor play, and younger children also have access to large soft-play blocks. This helps to develop their physical skills and increasing confidence. Practitioners provide activities that help to strengthen small muscles in children's hands in preparation for early-writing skills. For example, children explore play dough by rolling, squeezing and kneading it, as well as using a range of tools to manipulate it.

Achievement: Expected standard

All children, including those with special educational needs and/or disabilities, generally make progress from their starting points. They demonstrate increasing confidence in their communication and language skills. For example, while looking at insects, children respond enthusiastically to interactions and engage in meaningful conversations, sharing their ideas and related experiences while developing their language and conversation skills.

Children make progress in developing the skills needed for their next stage of learning through a range of activities and experiences. They show growing confidence in many areas of development. Older children are developing some independence skills. However, opportunities to strengthen these further are not fully realised. At mealtimes, children use forks independently, but they do not routinely use a full range of age-appropriate cutlery, which can limit the development of their self-help skills. As a result, some children use their hands to eat food such as peas and sweetcorn. Children confidently access drinks from their water bottle, however opportunities to develop skills to drink out of an open cup are not offered. Consequently, some aspects of independence are not as well developed as they could be in preparation for the next stage in learning.

Behaviour, attitudes and establishing routines: Expected standard

Children generally behave well and demonstrate positive attitudes towards learning and engage enthusiastically in activities that capture their interest. They play cooperatively with their peers, learning to share resources, take turns and work together. Managers and practitioners typically establish clear expectations for children's behaviour. Consistent and predictable routines are embedded throughout the setting, helping children to feel safe, secure and confident in understanding what is expected of them. Practitioners support children to understand and follow the settings rules and routines and act as positive role models. They use praise to recognise children's efforts and achievements, which promotes children's confidence and self-esteem. Practitioners consider children's ages, stages and individual needs when supporting behaviour and adapt their approach accordingly. For example, when children begin to chase one another with toy trucks, practitioners respond calmly and sensitively, redirecting them to an appropriate area and modelling cooperative play. This helps children to develop positive interactions and engage safely in their play.

Managers maintain accurate attendance records and implement effective procedures for monitoring and following up on children's absences. This helps to ensure that children's safety and wellbeing are consistently promoted. Robust systems enable practitioners to identify and respond promptly to any concerns regarding attendance, supporting their safeguarding responsibilities effectively.

Children's welfare and wellbeing: Needs attention

Managers do not consistently ensure that practitioners prioritise children's safety. They do not monitor the implementation of risk assessment procedures effectively enough to minimise identified hazards in a timely manner. For example, during outdoor play, practitioners are not always positioned appropriately to supervise all children effectively. As a result, children occasionally access climbing equipment and trampolines without suitable support and oversight. Consequently, practitioners do not always identify or respond promptly to potential risks, which compromises children's safety.

An effective key-person system is in place that helps children to develop a secure sense of belonging and emotional wellbeing. Children, including those with special educational needs and/or disabilities, form positive relationships with familiar practitioners who know them well and understand their individual needs. Practitioners typically provide care and support, helping children to feel settled and confident within the setting. These nurturing relationships support children's emotional security and contribute positively to their ongoing learning and development.

Managers promote children's health and wellbeing effectively. Children benefit from nutritious meals and snacks throughout the day. Practitioners teach children about healthy food and encourage them to try new foods. This supports their growth and development. Practitioners support children to follow appropriate hygiene routines, such as washing hands before meals and after using the toilet. This helps children to develop good habits and supports their understanding of self-care. Practitioners are good role models for children. They consistently encourage children to use good manners in their interactions with others. Typically, children say 'please' and 'thank you' and share and turn take with their friends. Children benefit from regular opportunities to play outdoors in the fresh air, which supports their physical health and overall wellbeing.

Leadership and governance: Needs attention

Managers' oversight is not always effective to act promptly to minimise potential safety risks for children. Practitioners are not always proactive in identifying risks or positioning themselves better to support or supervise children on outdoor climbing equipment and trampolines. This does not consistently promote children's safety and wellbeing.

Since the last inspection, there have been changes to the leadership team. Managers demonstrate a positive approach and attitude to ongoing improvement. They have ensured a smooth transition, providing appropriate training, support and oversight to raise the quality of the provision. Practitioners understand their roles and responsibilities well and work effectively together to promote positive outcomes for children. Practitioners benefit from regular supervisions and report that their wellbeing and ongoing professional development is well supported. This helps to create a positive culture in which they feel valued and supported. This contributes to a positive staff morale and supports their continued professional development.

Managers are ambitious for all children and families. They work closely with parents to support children's learning and development and develop positive relationships. Managers and practitioners work effectively with external professionals to help ensure that children with special educational needs and/or disabilities receive the support they need. As a result, children and families benefit from a collaborative approach that promotes inclusion and positive outcomes.