Glaisdale Day Nursery

Inclusion: Strong standard

Leaders and staff quickly identify potential barriers to learning and any special educational needs and/or disabilities (SEND). Highly knowledgeable staff and leaders make focused and effective decisions and work closely with families and other professionals. This helps to ensure that all children have consistent and secure support that allows them to thrive and achieve. Leaders and staff consistently make a difference to the learning and care experiences for all children and reduce any barriers to learning and development. Working with external professionals, staff swiftly identify additional needs or barriers to learning and create effective plans to support each child's needs.

Staff adapt learning and explore opportunities to ensure that all children, including those with SEND, have access to a rich and well-planned curriculum. This means they achieve well and move on to their next stage of learning fully prepared. For example, staff use visuals, sound buttons and sign language to support children with communication and language barriers and SEND. Children's progress is reviewed frequently, and staff assess and plan effective next steps and individual goals for children. This ensures each child makes secure and consistent progress in their learning and development. Leaders deliver training to staff that helps develop knowledge and understanding of a range of needs. For example, staff are trained to deliver sessions on emotional support for children who require help managing their feelings and emotions.

Curriculum and teaching: Strong standard

Leaders and staff implement a well-designed and effective curriculum that is inclusive and of consistently high quality. Across all age ranges, there are high expectations for children's learning to help them thrive. Staff teach children through well-planned activities and learning experiences and through routine and daily interactions. For example, older children self-serve their meals. When they have finished, they wash their plate and cutlery and store the items away. Staff work closely as a team to ensure that teaching is consistent across all age groups, sequencing learning to help children in readiness for their next stage of education. For example, younger children are encouraged to begin self-serving and tidying up, preparing them for their move up to the next room.

Staff plan, observe and tailor learning experiences for all children, including those with special educational needs and/or disabilities (SEND). They understand the importance of each interaction as a learning opportunity for children. Staff are highly skilled at adapting teaching to ensure all children, including those with SEND, are challenged and well supported at appropriate levels. Accurate assessment helps staff to swiftly identify barriers to learning or gaps. They reduce barriers to learning, which allows every child to access the curriculum and make excellent progress. For example, children with sensory issues are offered an alternative version of an activity to ensure they are still getting the same experiences.

Achievement: Strong standard

The effective curriculum and teaching mean that all children, including those with barriers to learning and special educational needs and/or disabilities (SEND), consistently thrive and achieve. Children learn key skills early on and develop these as they move through the setting in readiness for their move on to school. Children make secure progress in their communication and language development. For example, children with SEND and speech and language barriers achieve goals such as engaging in conversations and sharing their thoughts. Children are confident to learn and are well prepared for the next stage of learning. Children are proud of their achievements, often sharing with staff when they have met a new target. For example, older children excitedly share with staff that they played a new shape sorting game and completed the task.

Behaviour, attitudes and establishing routines: Strong standard

Staff consistently provide high levels of care that positively support learning and development. Across all age groups, there is a warm environment where children are calm, well behaved and engaged in learning. Staff effectively support children to manage their feelings and behaviour through consistent behavioural expectations. Children are responsive, listen carefully and are increasingly independent. Staff embed secure, consistent routines that help support children's behaviour, emotional regulation and positive attitudes to learning. For example, children in the pre-school room set up their own lunch table; they then wash their plate up and clear the area for activities that will follow.

Leaders share with parents and carers the importance of consistent attendance and the impact absence could have on learning and development. As a result, attendance is high and consistent. Staff and children have very secure bonds and attachments, and children build relationships with key staff from their first settle session. Staff model positive and respectful interactions with one another and expect children to do the same. Consequently, children are empathetic, kind and care for one another. Children settle well and build confidence and independence. For example, children are extremely patient and well behaved at mealtimes and demonstrate independence in following routines and managing tasks for themselves.

Children's welfare and wellbeing: Strong standard

Staff and leaders consistently prioritise the welfare and wellbeing of all children. Leaders effectively monitor and review policies, training, practice and procedures to support this. For example, leaders focus staff training to ensure they are confident about policies and procedures for keeping children safe. Staff have a thorough understanding of the children in their care, their families and any potential barriers to learning. Working with parents and carers, staff consistently deliver high-quality care to all children and meet their individual needs. For example, children with physical barriers to learning have specialist equipment to support their movement and to ensure they are able to effectively learn, develop and achieve.

Children are happy, sociable and secure. Staff have developed secure attachments with all children, which supports their emotional wellbeing extremely well. Through well-designed and embedded routines, children develop understanding of behaviours and habits that support their welfare and wellbeing, such as a healthy diet and oral health. Staff take on key roles to implement daily physical activities and learning opportunities. This securely embeds the importance of movement and physical play for children of all ages and abilities. For example, staff have had training to deliver yoga sessions to extend the physical activities they offer.

Leadership and governance: Strong standard

Leaders are adaptive and responsive, promoting the needs of staff and children. Through focused training and coaching, leaders ensure that staff are fully informed and confident in their roles. Leaders work closely with staff, reflecting on and reviewing the curriculum and learning resources and identifying adaptions that are needed. For example, leaders identified that their garden area required improvement to enhance children's outdoor learning experience. They are working to redesign this area for safe and effective use for all children. Leaders work with their local authority, parents and carers to make effective decisions about training, funding and areas for improvement. This helps to ensure children with barriers to learning and special educational needs and/or disabilities are well supported.

Leaders have a thorough induction process for new staff that ensures they are well trained for their role. For example, staff complete induction training including online modules before they work with children. Leaders use ongoing supervision and monitoring to address any gaps in knowledge or training needs. They have created a culture where staff are willing and confident to ask for support and additional training. Leaders reflect well on any concerns or areas for improvement and act in a swift and effective manner. This supports the high-quality care and education that is delivered at all times. Leaders work closely with the staff team to ensure their wellbeing and workload are managed well. For example, staff are offered flexible shifts, and leaders ensure they have enough staff to support flexible working hours.