Goose Hill Private Day Nursery

Inclusion: Expected standard

Leaders have effective systems in place to identify any children who may need tailored additional support. They prioritise inclusion and ensure that all children access intervention if needed. Leaders and staff gather information from parents/carers about children's development when they start. This means that staff are able to monitor progress closely and intervene at the earliest opportunity.

Staff work closely with a variety of professionals to support both children and their families. They are proactive in welcoming a range of agencies into the setting, who provide targeted support to ensure all children are fulfilling their potential. Staff consistently assess children's progress and adapt their approach to suit the needs of the children in their care. Leaders also give staff opportunities to undertake additional training based on the needs of the children. For example, staff are currently completing speech and language and sign language training in order to develop communication skills.

Leaders adapt their support based on children's needs. For example, funding such as early years pupil premium is used to give children experiences they may not otherwise have, such as attending local dance classes to build on their physical skills. However, these experiences are not always tailored to children's individual needs and next steps.

Curriculum and teaching: Expected standard

Leaders have created an ambitious and sequenced curriculum. It is balanced and develops all areas of learning. Staff focus on younger children's core skills, such as communication, physical skills and social development. As children progress through the setting, the focus extends to mathematics and literacy. Leaders regularly evaluate the effectiveness of the curriculum and adapt this to suit children's needs. Staff regularly adapt teaching and make appropriate adjustments to ensure children with special educational needs and/or disabilities can access the curriculum.

Staff use stories and songs to introduce new vocabulary to children. They use sign language and visual aids for children who struggle to communicate verbally. However, staff do not always check children's understanding of new vocabulary for them to be able to use it independently and accurately.

Babies develop physical skills through independent exploration. In the baby room, younger children pull themselves up to standing on age-appropriate resources. Toddlers mould and manipulate dough to create minibeasts. This builds strength ready for early writing and develops their imagination. Pre-school children draw and paint. They show pride in their work and spend long periods focused on activities. This shows activities are engaging for children.

Achievement: Expected standard

Children typically make continuous progress across all areas of the curriculum. They are prepared for their next stage in learning. For example, babies and toddlers are ready to move to the next room. Pre-school children are well prepared for school. Disadvantaged children and those with special educational needs and/or disabilities progress well from their starting points. Children have opportunities to access experiences they may not otherwise have, such as dance lessons and 'zoo' visits to the setting. Children show an interest in early reading. They sound out letters and blend sounds together to create words. Children show good knowledge of letter ordering, such as knowing capital letters appear at the start of sentences. Children retell fairy tales with confidence by re-enacting scenes in the outdoor area. They build friendships and seek out others to join in their play. For example, children excitedly sing and dance to familiar songs together. This supports children's personal, social and emotional development.

Behaviour, attitudes and establishing routines: Expected standard

Staff develop solid relationships with children. They act quickly to support children's emotional wellbeing. For example, they use calm approaches to promote positive behaviour. Staff teach children to be kind to others, and children play happily alongside one another. Leaders support staff to adapt their approach to managing behaviour and adjust expectations based on children's age and understanding. Staff regularly communicate with parents to ensure behaviours are managed consistently between the setting and home. This supports children's wellbeing even further.

Children have a positive attitude towards learning and are motivated to explore. They particularly enjoy playing in the outdoor area where they are engaged and active. Older children play with younger children. They are kind and share resources and equipment fairly. Children seek out others to extend their play. For example, when wanting to play on the see-saw, children find others and invite them to join. Children respond enthusiastically to praise from staff.

Leaders ensure routines are consistent and children know what to expect and when. Children tidy up after themselves and clear their plates after mealtimes. Staff monitor attendance and promote regular attendance for all children. They are flexible based on the circumstances of individual families. This promotes a sense of belonging and consistency for children.

Children's welfare and wellbeing: Expected standard

Children form secure attachments to the staff at the setting. They have strong bonds with all of the staff, not only their key person. The environment is welcoming and inclusive and staff reflect on this to ensure that all children are able to safely access learning opportunities. Routines are adjusted to promote emotional wellbeing. Babies' sleeping and eating routines are personalised to provide consistency. Children attend settling-in sessions when they first start, which are bespoke to each child's needs. Staff are flexible with parents to ensure children feel safe and secure in their care.

During mealtimes, children show independence when pouring their own drinks and clearing their plates. The youngest children are encouraged to use cutlery and open-lidded cups to develop their independence. Menus are healthy and are inclusive of the variety of cultures of families that attend the nursery.

Staff are supportive and caring when children show disappointment. They discuss how children are feeling by labelling emotions and modelling techniques to calm emotions. Children, including those facing disadvantage and children with special educational needs and/or disabilities, are supported to understand their emotions and develop skills to begin to self-regulate when needed.

Leadership and governance: Expected standard

Leaders have an accurate understanding of the setting's strengths and areas for improvement. They reflect well and make decisions that benefit children's progress and development. For example, they have introduced a sensory space for children to use when navigating difficult emotions or needing a quiet space. Leaders are in the process of improving the outdoor space to ensure children can build their physical skills, as many children are unable to access garden spaces.

Parent partnerships are a key strength of the setting. Information is shared about children's development and ideas for continuing learning at home. This provides continuity in children's learning at home and at the setting. Staff signpost families to access support if needed. Parents particularly comment on the 'family' feel of the setting.

Leaders create relationships with a variety of agencies outside of the setting. They are efficient in requesting advice to support staff to increase children's overall development. This means that children with special educational needs and/or disabilities make good progress from their starting points at the setting. They thrive alongside their peers.

Staff report feeling well supported. They can access additional training to improve their practice. Leaders consider staff workload when making decisions about the setting. Staff who are completing qualifications feel supported and staff retention is high. This means children feel safe and secure with regular and well-known staff members. Leaders have an open-door policy and this is reflected in the positive working environment.