Enchanted Day Nursery

Inclusion: Expected standard

Children with special educational needs and/or disabilities (SEND) or other barriers to learning are quickly identified. Key persons gather information during children's settling-in sessions and establish what children can do. This is measured against their age and stage of development, so staff are alert to any gaps in learning. After observations and monitoring, key persons involve leaders if necessary. They work collaboratively with other staff in establishing adaptations and setting targets to ensure that children with SEND or other barriers to learning can fully access the curriculum and learn and play alongside their peers. For example, children use a now and next board or have access to the sensory room when needed.

Staff have high expectations of children with SEND. However, on occasions, children become disengaged as staff are not consistently available to fully support their individual needs. For example, they sometimes overlook children who need support to engage with activities during busy periods. Staff share targets and ideas with parents and carers to ensure continuity of care.

Staff work closely with parents and other agencies if necessary to ensure the best outcomes for children. The spending of extra funding has a positive impact on disadvantaged children. For example, staff provide resources to support children during transitions and in the sensory room. This enhances children's experiences in the setting.

Curriculum and teaching: Expected standard

The curriculum has been designed specifically for the nursery by leaders and is thoughtful and inclusive. Leaders have ambitious goals for children and have a secure understanding of what they want children to learn. The curriculum covers all areas of learning and is well sequenced through the rooms. It aims for children to enjoy their learning and to be fully prepared for school by the time they leave the nursery. Leaders do this through building positive relationships between all, including children, parents and carers and staff. The curriculum focuses on developing children's independence in self-care and choices, exploring using their senses, widening their experiences and through developing communication skills. Staff generally teach the curriculum well, including for those children with special educational needs and/or disabilities or other barriers to learning. For example, staff engage babies with books, encouraging them to feel the textures, while introducing the word 'soft'. They introduce older children to initial sounds in words in an engaging and interactive way. However, on occasions, staff do not fully engage with children to support learning. For example, children stand waiting quietly while staff clear tables. This does not extend their communication skills. Children are typically independent. For example, babies learn to feed themselves while older children use knives and forks.

Children have lots of opportunities to develop their large-physical skills. Babies use furniture and small climbing frames to pull themselves up to standing, while older children learn to ride balance bicycles.

Achievement: Expected standard

Children develop a sense of security and belonging in the nursery. This means they typically feel confident to make the most of the learning experiences available and achieve well. Older children learn to listen carefully to instructions and show focus and engagement in appropriate age and stage of development, adult-led activities. Younger children enjoy joining in the active singing sessions with staff and each other.

All children, including those with special educational needs and/or disabilities or other barriers to learning, are prepared for their next stage of learning. Children's transitions from room to room are generally managed well and typically consider their individual needs, for example sometimes key persons will move with children. The transfer between the two baby rooms is well thought out as children and staff mix regularly in outdoor sessions. Preparation for the transfer to schools is started gently and early, so children become accustomed to routines, such as whole-class circle time and small-group sessions.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff have established a positive environment where children feel safe to explore and play. They role model kind behaviour to each other and to children. This means that children treat each other with respect. Leaders and staff have high expectations of children and embedded rules for all. Children benefit from the consistency of the rules throughout the nursery. For example, all children know that they should use their 'walking feet' inside and 'kind hands' all the time. Children with special educational needs and/or disabilities or other barriers to learning receive support to behave well. For instance, they keep resources with them, which help them to stay calm.

Children learn to recognise their own emotions. For example, when drawing pictures of themselves, they talk about what looks happy and what looks sad. Children learn to manage their emotions and to ask for help when they need it. Babies have opportunities to look at books of their families to build their sense of belonging and to self-soothe.

Children have positive attitudes to learning and can focus on the task in hand. For example, children are engrossed in pouring water down ramps. However, on occasions when staff are busy with everyday tasks, they do not use opportunities to engage with children who may need support. Leaders promote the importance of attendance to parents and carers. They are flexible and supportive in their approaches.

Children's welfare and wellbeing: Expected standard

Leaders have created a safe and welcoming nursery. All children, including those with special educational needs and/or disabilities (SEND) or other barriers to learning, enjoy their play and are happy for most of their day. Staff are very nurturing, and children feel secure in their care. Key persons know their children well, including those with SEND. They typically build secure and warm relationships with children. Leaders know children and their family circumstances very well. They allocate the same key persons to younger siblings where possible to strengthen these relationships.

All children have frequent opportunities throughout the day to enjoy outdoor learning. They learn how to keep safe outdoors, for example putting on sun cream. Children learn about the importance of exercise and rest, recognising when they need to sleep. There are secure hygiene practices in place. For example, older children recognise why they need to wash their hands after handling chicks. They sing a song to make sure they clean them for long enough. Staff provide children with a healthy diet. Children enjoy the social aspect of sitting with their friends for snacks and lunch. There are procedures in place to ensure that children with allergies are safe. Staff sit with children during mealtimes to support children with safe eating. They are alert to the possibilities of choking.

Leadership and governance: Expected standard

Leaders have a sound knowledge of the context of the nursery. The nursery catchment area covers 3 different authorities with differing ways of working. Leaders are sensitive to this and know which children are in which authority. Leaders understand their strengths and areas for development. For example, they are currently working on building a cohesive staff team to ensure that standards are consistent across the nursery. They are highly ambitious and passionate to drive forward changes for improvement. Leaders have a clear vision and are on the journey to creating this. They seek professional guidance where necessary and work closely with outside agencies, such as the local authority early years advisory team and the inclusion officers.

Leaders monitor staff's performance regularly and provide appropriate professional feedback and further development where necessary. They monitor the impact of this professional development. Where it has been high, they ensure that all staff have access to the same training, providing better outcomes for all children. Staff's wellbeing is a priority, and staff appreciate the open-door policy and feel valued and fully supported in their wellbeing. While staff generally make a positive contribution to improving children's learning, this is not consistent. Leaders sometimes do not recognise when staff are overstretched and finding it difficult to fully engage all children.

The leadership team fully engages with parents and carers. It is supportive to parents who need help, such as they have a clothes swap shop. Leaders communicate well with parents, who speak highly of the nursery as they see their children happy and making progress. They feel fully supported when children move rooms or to other settings or school.