Field View Day Nursery Ltd

Inclusion: Strong standard

Leaders have secure knowledge of supporting disadvantaged children. They have a shared understanding of inclusion within their setting. Leaders are effective in self-evaluation and continual improvement. As a result, each room has a dedicated special educational needs coordinator. Children receive help from a deliberate vision that focuses on early identification and support.

Leaders and key staff in each room excel at early identification within the setting. Through accurate tracking systems, disadvantaged children have targeted support for their learning and wellbeing. Adapted support is woven into the environment and curriculum. This consistently enables disadvantaged children to fully access activities and opportunities. Staff effectively use visuals in interventions to support decision making. For example, a child was able to choose between 'bubbles' and 'blocks'. One-step instructions and repeated language was then used routinely. Tailored interventions have a clear and sustained impact in closing gaps in learning and development and wellbeing. Children's overall wellbeing and development is significantly supported across the setting.

Leaders have a strategic understanding of the funding available that can be used to support children and families. Funding is used purposefully to meet children's individual needs. For example, this includes through the purchase of resources and specific accessible furniture, and providing staff training. As a result of this training, staff are better equipped to identify and respond to children's needs. Leaders evaluate the impact of the provision. Therefore, barriers to children's learning and development are reduced.

Leaders work effectively with a range of professionals and parents. Professional links enable leaders and staff to access specialist advice. As a result, leaders consistently strengthen practice across the setting. Staff securely build positive and trusting partnerships with parents. Communication books are provided to parents. This promotes a consistent approach across the home and setting. Families feel informed and supported in their children's development.

Curriculum and teaching: Expected standard

Overall, leaders have a well-thought-out curriculum. Typically, it is taught well across the setting, particularly in the toddler room. Provision is adapted effectively to meet the needs of individual children. Disadvantaged children benefit from adapted resources, and visual and verbal prompts. Staff understand next steps for their key children. Generally, staff deliver a range of high-quality interactions. However, practice is not fully consistent across all staff. At times, staff do not interact with purpose to extend children's thinking and challenge their learning consistently. Leaders have a focus on personal, social and emotional development across their curriculum. Staff build secure relationships with children, helping them to develop positive attachments. Children feel safe, settled and happy in the environment. As a result, children show confidence and are ready to engage in learning opportunities. Staff use books, songs and rhymes to engage children and promote a love of language and stories. For example, within changing routines, staff members sing nursery rhymes to the children. In addition to this, textured books are used to give a multisensory approach for babies. Staff typically use a range of questioning techniques to check children's understanding during story time. Consequently, children have a range of opportunities to broaden their vocabulary and love of reading. Staff routinely weave early mathematical concepts into daily routines and experiences. Children practise counting skills and develop their understanding of mathematical language daily. For example, children are encouraged to count the correct plates they need at lunchtime. Staff support children's understanding of size and quantity. During snack time, children describe the size of the fruit. Due to this, children develop their mathematical language and concepts throughout daily interactions. This gives meaning to new words, which they then use independently. The outdoor environment offers a clear focus on gross motor development. Children access resources, such as bikes and large construction blocks. These encourage movement, coordination and physical challenge. Generally, resources and provision enable children to develop gross motor skills.

Achievement: Expected standard

Generally, children make steady progress from their original starting points. Staff have a clear understanding of children's next steps. Daily learning opportunities and support for disadvantaged children is typically considered. On the whole, children gain a broad range of knowledge and skills across each area of learning. Disadvantaged children and those with special educational needs and/or disabilities achieve well from their starting points. These children receive help through tailored provision. For example, children are given verbal prompts and motivators to then join in during story times. Additionally, books focused on emotions are used throughout the setting. As a result, children steadily build their emotional understanding and achieve positive developmental outcomes.

On the whole, children are prepared well for transitioning in to the nursery, between rooms and on to school. They demonstrate emotional security when arriving at the setting and when moving between rooms. Secure relationships with staff and effective planning for these moves help children feel confident and settled. As a result, children become emotionally confident learners.

Behaviour, attitudes and establishing routines: Expected standard

Overall, there is a positive and calm atmosphere throughout the setting. Staff foster children's emotional security and wellbeing. Children have formed warm and trusting relationships with both staff and their peers. Due to this, children can typically settle, explore and thrive. Staff regularly offer praise and encouragement. For example, in the baby room, staff use high energy, clapping and praise, such as "wow, well done!". This boosts children's self-esteem and confidence as they try new activities. Typically, children are willing and eager to engage in learning opportunities. Leaders and staff model kind and respectful interactions with children and colleagues. This helps children learn how to treat others with kindness and respect. For example, children excitedly draw pictures for their friends, the staff members and visitors. They take turns and share the coloured pencils. On the whole, children interact well with one another and play alongside their peers. However, behaviour expectations and approaches are not consistent across the setting. Leaders carefully consider children's individual needs. Generally, staff support children to develop their attention and listening skills during both group and individual activities. Children are learning to focus, manage their behaviour, and follow instructions. As a result, children grow in confidence and make steady progress in their ability to focus, listen and follow instructions. However, opportunities to further develop these skills are not yet consistently provided across the setting.

Staff show an awareness of the importance of promoting positive attendance. They understand how regular attendance supports children's overall development.

Children's welfare and wellbeing: Strong standard

All staff have a secure understanding of children's welfare and wellbeing. Children's needs sit at the centre of all provision and practice. Staff consistently promote a safe and nurturing environment. Children have secure attachments, feel emotionally safe and flourish within the nursery. Staff have an excellent understanding of each child's emotional needs and respond swiftly when support is needed. As a result, children feel valued, safe and happy. A welcoming and family-oriented culture is clear throughout the setting. Staff provide consistent support for children and their families. This helps to establish trusting relationships between home and the nursery. Parents feel well supported and confident in the care provided for their children. Staff promote healthy habits and positive wellbeing. Children develop a secure understanding of oral health, personal hygiene and healthy eating. For example, children brush their teeth, tidy away after meals, show positive manners and talk about their health. Staff explain why we wash our hands, and why we should eat fruit and vegetables. As a result, children build lifelong healthy habits and learn how to keep themselves safe and healthy.

Leaders have effectively established daily routines that provide children with ample opportunities to develop their independence skills. For example, children are consistently encouraged to communicate when they need help, manage their toileting needs, pour their own drinks and choose elements of their meals. These experiences consistently support children to manage their personal needs. As a result, children develop confidence in their personal hygiene, self-care and independence skills. These highly impressive daily routines help to prepare them well for future learning and the next stages of their development.

Leadership and governance: Strong standard

Leaders have a detailed and accurate understanding of their setting. They identify their strengths and areas of improvement through thorough self-evaluation. Leaders make sure the provision reflects their vision, with a clear focus on communication and independence. They have high aspirations for every child. Staff work together to ensure children are well prepared for their next steps and transitions in learning.

Leaders have set up a supportive working culture that promotes continuous professional development. Professional growth is prioritised across the setting. Leaders work closely with staff to find personal development opportunities. As a result, staff become reflective practitioners. Staff feel that leaders are invested in their development. Leaders actively support them to improve their practice. This positively affects the provision and care the children receive.

Leaders recruit staff who align with their values and ethos. The recruitment process helps to keep consistent expectations across the nursery. Leaders foster an environment where collaboration and continuous improvement are valued. For example, key staff in each room are being trained to be a special educational needs and/or disabilities coordinator. Leaders want to ensure that a range of staff have effective training to support all children and families.

Staff feel genuinely valued, empowered and fully supported. Regular supervisions support staff with their emotional wellbeing and professional development. As a result, staff morale is high. There is a shared commitment to providing high-quality care and education for children.

Leaders actively engage with parents and local partners. They place a significant focus on building positive relationships with families and working collaboratively with other professionals. These effective partnerships support a joined-up approach between home, the setting and wider services. As a result, children's development and wellbeing is at the heart of all decisions.