Fenwood House Day Nursery Mapplewell

Inclusion: Expected standard

Leaders have clear oversight of children's progress and regularly evaluate the effectiveness of support strategies. Where progress is less secure, leaders review plans in partnership with parents to help ensure children receive the support they need. Leaders identify opportunities to strengthen strategies for children with special educational needs and/or disabilities (SEND), improving practice further. For example, external agencies visit the nursery to provide further guidance. Leaders focus on building effective partnership working with external professionals to further enhance outcomes for all children.

Support for children with SEND is generally effective. Observations and regular reviews enable leaders and staff to build an accurate understanding of each child's development. Staff identify gaps in learning effectively and ensure that children's individual needs benefit from targeted support and reasonable adjustments, such as using signs and visual aids. Leaders have recently introduced a sensory room for children for small intervention group work. This helps to reduce barriers to learning and promote inclusion for all children.

Effective use of additional funding ensures children benefit from high-quality support. For example, funding is used for additional hours and resources that support children's needs. Leaders carefully track the impact of this to ensure disadvantaged children, including those known to children's social care, receive support to participate fully, develop confidence and make positive progress from their starting points.

Curriculum and teaching: Expected standard

Leaders have a secure understanding of curriculum quality through regular monitoring, including room and staff observations. They use this knowledge to make informed decisions that strengthen teaching and enhance children's experiences. However, at times, staff do not consistently consider the most effective ways to extend children's learning and build on what they already know. When this happens, some children do not make the strongest possible progress.

The curriculum is carefully designed to cover all areas of learning. Leaders ensure they provide children with a broad and ambitious foundation. For example, babies develop their fine motor and sensory skills as they handle dough and explore oranges in flour, encouraging exploration and early hand control. Children's knowledge and skills generally build progressively over time, preparing them for their next stage of learning.

Staff place a secure emphasis on communication and language. They model vocabulary, engage children in meaningful conversations and use questions to support thinking. Staff promote mathematical understanding through everyday opportunities, such as pouring and filling during water play, alongside counting and identifying shapes and patterns. Leaders prioritise children's physical, personal, social and emotional development as key to confidence and independence.

Leaders use assessment effectively to understand what children know and can do. Disadvantaged children and those with special educational needs and/or disabilities receive appropriate adjustments, and leaders work with families to reduce barriers and support secure progress for all children.

Achievement: Expected standard

Children make progress across the curriculum, particularly in communication and language. They listen attentively, respond to questions and use an increasing range of vocabulary to express their thoughts. Children enjoy weekly focus books that support their understanding of stories and encourages discussions with staff and peers. Babies recognise familiar words, respond to their names and communicate through gestures and early sounds, while older children confidently join conversations and speak in longer sentences.

Children show growing independence and resilience, attempting tasks for themselves and taking pride in their achievements. For example, children serve their own drinks and use tweezers to pick up their snacks. Disadvantaged children and those with special educational needs and/or disabilities make positive progress from their starting points and benefit from support that helps minimise barriers.

Children develop the knowledge and skills needed for their next stage of learning. They follow routines, manage personal care and begin to apply early literacy and mathematical understanding, supporting their readiness for school.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff have high expectations for children's behaviour. They promote this through positive reinforcement, which creates a calm and orderly environment. Expectations are clear and consistently applied. Children behave well, understand routines and show respect for others. They respond positively to reminders and are increasingly able to regulate their own behaviour. Staff model considerate interactions and use strategies to help children recognise emotions and develop self-control. This builds a culture of kindness and respect.

Children develop secure attachments with their key person, supporting secure and trusting relationships. Children seek reassurance from familiar staff, who understand their individual needs and stages of development. This helps children feel safe and confident to participate in activities. Children learn to collaborate through shared play, taking turns and cooperating with their peers. Staff adapt expectations well, including for children with special educational needs and/or disabilities, ensuring all children succeed.

Leaders promote the importance of regular attendance and punctuality through conversations with parents. This helps children to settle quickly and benefit from daily learning. Children show positive attitudes, growing confidence and engagement in their learning.

Children's welfare and wellbeing: Expected standard

Care practices are effective in meeting children's individual needs and supporting their welfare. Detailed information from families helps ensure care reflects each child's routines, preferences and circumstances. Disadvantaged children and those with special educational needs and/or disabilities receive responsive support. For instance, staff provide one-to-one support effectively to support children who struggle with their emotional regulation. This helps reduce barriers to children's wellbeing and participation.

Children form secure attachments with their key persons and confidently seek reassurance when needed. These warm, responsive relationships help children feel emotionally safe and ready to explore. Staff support children to recognise and express their feelings. For instance, during group times staff support children to speak about how they are feeling. This enables children to develop increasing self-awareness and emotional resilience.

Children gain a growing understanding of physical health and personal safety. They practise good hygiene, engage in regular physical activity and begin to manage age-appropriate risks. For example, children learn to climb safely on the climbing frame, when playing outdoors. Daily routines, including sleeping, feeding and personal care, are sensitively organised around children's stages of development to promote comfort and consistency. Children demonstrate a secure sense of security, confidence and overall wellbeing.

Leadership and governance: Expected standard

Leaders have prioritised secure foundations to support the smooth day-to-day running of the nursery. They have embedded clear expectations for practice. Overall, leaders demonstrate a secure understanding of the nursery's emerging strengths and generally identify appropriate priorities for development. Leaders take proactive steps to enhance outcomes for children. For instance, they seek specialist support from external agencies to further support children with special educational needs and/or disabilities. This inclusive practice helps to ensure all children are supported to engage and make progress from their starting points.

Leaders carefully consider staff wellbeing when making decisions. They monitor workloads, which supports staff through regular supervision and open communication. All staff attend mandatory training, such as safeguarding. Professional development is prioritised and strengthens the quality of education and care. For example, recent training enabled staff to implement new allergy procedures, promoting children's safety. Staff are valued and well guided in their roles.

Overall, partnership with parents is effective. Parents attend stay-and-play sessions and receive updates through an online platform and daily conversations. Leaders ensure that children and their families are welcomed and informed about their child's day. However, some parents are unaware of their child's key person and next steps in learning. This limits support for learning at home.