Goulton Grange Day Nursery

Inclusion: Expected standard

Leaders and staff are sensitive to the needs of individual children. They know the children well and quickly identify their interests and requirements. Additional funding is used thoughtfully and tailored to each child's specific needs. For example, staff provide extra creative resources to encourage children to interact, share and communicate with their peers. Leaders ensure that staff receive appropriate training and develop the skills needed to support children's learning effectively. For instance, staff working with children who struggle to regulate their behaviour complete additional training. This enables them to offer consistent support to children and helps children engage positively with their peers. Leaders acknowledge that further work is needed to help children learn about similarities and differences between themselves and others and to develop an understanding of cultures and traditions beyond their own.

Leaders recognise that partnerships with other professionals promote a collaborative approach to meeting children's needs. Robust, ongoing assessments involving all parties allow staff to evaluate the effectiveness of strategies and adapt their approach when necessary. They understand that timely referrals ensure that support is in place to aid children's transition to school and sustain their ongoing learning.

Curriculum and teaching: Expected standard

Leaders have designed a curriculum that meets the development and learning needs of all children. Staff carry out regular progress checks to identify the next steps in children's learning. Children, including those who need additional support and those in receipt of funding, receive experiences tailored to their individual needs. Staff understand the importance of working closely with external professionals when required. As a result, children are well prepared for the next stage of their learning. Typically, staff model language effectively during interactions, and children enjoy conversations and are eager to speak. However, on occasion, staff ask too many questions, and children's communication and language does not consistently progress to high levels.

The promotion of children's physical development is a strength of the setting. Younger children show resilience as they successfully feed themselves during mealtimes using spoons, supporting their developing hand-eye coordination. The outdoor provision encourages children's appropriate risk-taking and promotes their large-muscle development. Children of all ages are supported to navigate climbing equipment, fostering their confidence and independence.

Achievement: Expected standard

All children make typical progress across all areas of the curriculum. Children develop independence from an early age. Babies practise feeding themselves with support, while older children sit at tables and competently use cutlery. Children demonstrate a good understanding of mathematical concepts. Older children can confidently count to six and accurately identify some single-digit numerals. They also use interactive resources effectively, applying mathematical vocabulary to describe their actions.

Children understand the importance of listening to others, and they enjoy in engaging in two-way conversations. They show a clear enjoyment of books and listen to stories with enthusiasm, often repeating familiar refrains and predicting what will happen next. Developing these skills and behaviours ensures that they are well prepared for the routines and expectations they will encounter at school.

Behaviour, attitudes and establishing routines: Expected standard

All children behave well. Caring staff make the most of play opportunities to help children learn and develop the social skills they need for positive relationships. They talk to children about their feelings, helping them recognise emotions in themselves and others. Warm interactions and loving care from staff inspire children and babies to be kind to one another. This encourages responsible, caring behaviour and supports children in learning how to manage risks as they play.

Leaders make every effort to ensure that children attend regularly, supporting their access to the nursery's educational provision. Children concentrate well during play and become deeply engaged in their learning. They persevere when developing new skills. For example, toddlers keep trying for several minutes to dress a doll until they succeed.

Children's welfare and wellbeing: Strong standard

Leaders consistently prioritise children's wellbeing, ensuring that they are happy and settled in the nursery. Children are warmly welcomed by friendly, attentive staff who show genuine interest in their welfare. Staff know each child very well and conscientiously tailor their support for children's care to meet their individual needs effectively, helping them feel secure and ready to learn.

Daily routines, including the arrangements for children's sleep times, are well established and thoughtfully considered. Children are carefully monitored while sleeping outdoors in the fresh air. They benefit from daily outdoor experiences in all weathers, including interesting walks at the farm, which further support their health and wellbeing.

Staff consistently and pro-actively promote children's awareness of personal safety and consideration for others. Older children enthusiastically take part in carrying out risk assessments and building their understanding of safe practices. For example, during snowy weather, they confidently identify hazards, such as icy paths that they could slip on, and understand the importance of wearing coats and hats to help them keep warm.

Leadership and governance: Expected standard

Leaders consistently reflect on the care they provide and adapt to the changing needs of children and families. They understand the setting's strengths and identify areas for improvement. The ongoing discussions and reflection between staff and leaders help them work to provide children with the best possible experiences, including those who face barriers to their learning or require additional support. Staff report that they enjoy working at the nursery and feel there are opportunities for professional development. They also appreciate that leaders are mindful of their wellbeing and workload, fostering open and trusting communication that helps them and the children to thrive.

Parents comment on how happy their children are attending the setting. They value its unique environment and emphasis on outdoor experiences. Parents are appreciative of all the ways that leaders and staff help them and their children. They also welcome the regular updates on their children's progress and development. Many use the nursery's lending library to share books at home, helping to nurture a love of reading from an early age. Parents are confident that their children feel happy and safe.