Good Manors Day Nurseries Ltd

Inclusion: Strong standard

Leaders have established a highly inclusive culture throughout the setting. They have a clear and detailed understanding of how to support children with special educational needs and/or disabilities and those that face other barriers to learning and/or wellbeing. Leaders are ambitious for all children, ensuring that targeted, individual support is put into place as early as possible. Staff know the additional arrangements that children need and understand children's unique needs deeply. For example, staff use learning plans with small, achievable targets that they check and update regularly.

Staff gather detailed information about children before they start, including information about their home life and what children know and can do. Leaders and staff are mindful of families' different circumstances and offer them thoughtful assistance for children's needs.

Leaders demonstrate motivation and passion about continually enhancing their knowledge and continuing to provide targeted training for staff to precisely support children's individual needs. Leaders and staff use robust systems for assessing and monitoring children's progress. They ensure that emerging concerns are acted upon promptly so that children access timely and targeted support. Leaders regularly review this in partnership with parents and external professionals to ensure that coordinated support and additional funding that children are entitled to is used effectively to improve outcomes for children. Leaders and staff support children who face barriers to learning consistently well, using highly effective measures to ensure that children stay regulated and engage in activities.

Curriculum and teaching: Expected standard

Leaders have an accurate understanding of the setting's curriculum and have improved the implementation of this and staff's understanding of it since the last inspection. Staff interactions are warm and positive, and teaching is adapted appropriately to meet the needs of all children, including children with special educational needs and/or disabilities and those that face other barriers to learning and/or wellbeing. The curriculum is well sequenced, taking account of assessment and tracking records, to ensure that children build and develop their knowledge.

Staff plan a variety of indoor and outdoor activities that reflect children's interests and provide ample opportunities for them to develop physically. Older children climb up steps to access the den area as staff, who are always supervising, encourage them to assess their own capabilities and manage risks safely. Babies delight in using their hands to paint, as staff help them understand that a greater movement creates bigger marks on their paper.

Children are well supported by staff with their developing communication and language skills. For example, staff support the youngest children with the correct pronunciation of words as they start to talk. Older children are supported with the introduction and explanation of new words, such as 'tender'. The teaching of mathematics is consistently embedded across the setting. Babies hear mathematical language, such as 'big' and 'small', as they explore different-sized blocks. Older children build on this knowledge by learning about size and weight, matching and counting during activities. This helps children make positive progress in understanding and using vocabulary.

Achievement: Expected standard

Babies and children make steady progress from their starting points, including those with special educational needs and/or disabilities and those that face other barriers to their learning and/or wellbeing. They are happy and confident and enjoy playing independently with their friends. Children gain important skills in areas such as their personal, social and emotional development and their communication and language. They build confidence in their play and can use appropriate vocabulary that allows them to socially interact with each other and make friends. For example, children enjoy talking together during mealtimes, discussing healthy food. They learn to take turns and develop early negotiation skills that are vital for collaborative learning.

Babies and children have a love of books and delight at listening to stories. They actively participate in music activities, where they enjoy singing familiar nursery rhymes and using musical instruments. Children use language effectively in their play, repeating and applying positional vocabulary, such as 'front' and 'behind'.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff have created a warm and welcoming environment where expectations for behaviour are clear and consistently reinforced for all children, including those who face barriers to learning. Staff use positive strategies, such as reminding and explaining to children about why we are kind to one another. When minor conflicts over resources arise, children generally accept staff guidance to share and take turns. Leaders closely monitor children's attendance. They work in partnership with families to support children to regularly participate in their early education.

Children are aware of their emotions and typically show empathy and consideration for others. Babies show warmth towards their peers through gentle pats and affectionate gestures, which staff narrate to help them understand friendship. Older children show kindness during play, such as inviting others to join in their role play.

Leaders promote consistent routines and expectations across the setting. Staff help children understand what is expected of their behaviour, and most children follow instructions well. For example, most children take part when it is time to tidy up, and staff support and encourage those who do not. However, transitions during lunchtime for older children sometimes involve long waiting times. In addition, when changes are made to the usual routine in the baby room, the impact on babies' care needs, such as sleep routines, is not always considered. At these times, some children lose focus and become less engaged in their learning.

Children's welfare and wellbeing: Expected standard

Leaders and staff develop warm relationships with all children, offering children comfort and reassurance as needed. Children show a strong sense of wellbeing as they form secure attachments with familiar adults and respond positively to consistent care. Children develop an awareness of healthy lifestyles, such as drinking water, enjoying healthy meals and participating in growing their own fruit and vegetables.

Transitions and changes in children's lives outside of the setting are managed with care to support children's emotional wellbeing. Staff use social stories to explain changes to children, such as when there is a new baby in their home or when a parent goes away. When children move between rooms, staff share information on children's interests and next steps, and key persons provide a reassuring presence. When children move to another setting or leave to go to school, they are extremely well supported. As a result, children feel safe and secure during times of change, ensuring that their learning and development continue without disruption.

Children's safety and hygiene are generally well supported across the setting. Staff follow safer sleep guidance and discuss weaning during settling-in visits to align with home routines. Leaders have recently enhanced the procedures for managing children's dietary requirements, and staff show a secure understanding of these practices to keep children safe. However, older children are not always supported to follow hygienic procedures. For example, they are not consistently encouraged to wipe their nose, and, when they do, they do not always dispose of tissues hygienically. This does not fully support children to understand how these practices protect them from risks, such as the spread of germs.

Leadership and governance: Expected standard

Leaders have a clear vision for the setting and are driven to continually improve. Since the last inspection, leaders have developed and strengthened staff practice to improve outcomes for children, especially regarding communication and language and mathematical development. Leaders have enhanced staff training to support staff's professional development. They provide staff with consistent support through effective supervision, mentoring and coaching. This has strengthened staff's knowledge and understanding of the curriculum and improved their teaching practice.

Leaders recognise staff achievements and support the team's wellbeing. Staff comment that leaders are approachable and they feel well supported. New staff complete a structured induction process and dedicated shadowing sessions to familiarise themselves with policies and procedures. Leaders have regular meetings with the team to share practice ideas and changes to legislation, as well as focusing on areas of improvement within the setting.

Leaders know the children and families well. They have close links with parents, providing them with continual support and sharing information. Leaders make informed decisions that prioritise children's best interests, including children with special educational needs and/or disabilities and those that face other barriers to their learning and/or wellbeing. They work in close partnership with parents and external professionals to ensure that children receive prompt and appropriate targeted support and make progress from their starting points.