HARRY'S DAY NURSERY LIMITED

Inclusion: Strong standard

Leaders have created a culture of excellent inclusivity within the setting. They prioritise clear and consistent assessment from the moment children start attending. This ensures all children receive what they need to thrive. Staff know the children and their community very well and thoughtfully adapt their practice so that every child, including those with special educational needs and/or disabilities or who face barriers to learning, can participate within the provision. Through partnership working with parents and other professionals, children's needs are identified and acted on swiftly. High expectations and skilful planning means that children with complex needs learn alongside staff and in small groups. For example, additional support within the setting enables staff to support learning so children can socialise with peers.

Funding is used highly effectively to enhance opportunities for children. For example, the quiet room has been transformed into a dedicated sensory room. Children use this for one-to-one support with staff to help promote and meet their individual learning needs. All children, therefore, access a full curriculum, which helps to prepare them for the next stage of their learning, including school.

Leaders support staff and ensure they access training to meet the needs of all children. They make training purposeful and targeted so staff can fully support the individual needs of the children who attend. For example, more staff have completed special educational needs and/or disabilities training, which has had a positive impact because of the high proportion of children attending. This training further helps the setting identify changes swiftly.

Curriculum and teaching: Expected standard

Leaders have designed a curriculum with a clear focus on meeting the needs of all children, including those with special educational needs and/or disabilities and those who face barriers to learning. A recent review has strengthened practice in the pre-school room, where the revised approach is already having a positive effect. Pre-school children benefit from teaching that carefully builds on their interests and abilities across the different areas of learning. As a result, they show greater curiosity and engage more deeply in learning. Leaders have plans to continue to develop the curriculum so that consistently high-quality teaching is embedded across all rooms and all children benefit equally from strong practice.

Overall, the curriculum is inclusive and responsive. Staff use what they know about children's starting points, interests and needs to adapt experiences appropriately. For example, children's interest in fire engines led staff to set up activities linked to the fire service. As a result, children can access learning that is meaningful, ambitious and relevant to them, while also supporting their wider development. Staff know what they want children to learn and how activities are intended to build knowledge and skills over time.

Language and vocabulary are given clear priority across the setting. Staff use purposeful interactions to extend children's speaking, listening and understanding. This helps them to develop communication skills through everyday routines and play. Mathematical language is woven throughout the setting. For example, staff talk about size as children build a multi-storey car park. Personal, social and emotional development is also a priority, as staff talk about feelings and support independence. For example, children wash their hands before they eat and understand why this is important. Children also access a well-resourced outdoor area, where they develop physical skills, such as running and climbing, while also increasing their understanding of the world.

Achievement: Expected standard

Children enjoy a variety of activities and develop knowledge and skills across all areas of the curriculum, including those with special educational needs and/or disabilities and those who face barriers to learning. They make steady progress from their starting points because they are well supported by staff during both play and focused activities. At times, some staff move children on to new activities too quickly and do not give them enough time to explore and excel. Communication and language are a clear focus across the setting, supported by highly effective interactions between staff and children. For example, babies develop an understanding of new vocabulary as they share stories, while toddlers sing songs and take part in actions, such as pretending to sleep during a familiar song about rabbits, this helps them to understand the words of the song.

Children are well prepared for the next stage of their learning, including transitions between rooms and into school. Leaders and staff consider children's individual needs carefully so that support is timely, relevant and helps them build the knowledge, skills, and confidence they need to move on successfully.

Behaviour, attitudes and establishing routines: Expected standard

Attendance is promoted and monitored effectively across the setting. Staff follow the relevant policies and procedures consistently and demonstrate a clear understanding of their responsibilities. The setting communicates the importance of good attendance and punctuality to families and provides support, where needed, to help children attend regularly and arrive on time.

Leaders place a strong emphasis on positive reinforcement, which helps to create a consistent approach across all rooms and for all children. Staff use praise and encouragement effectively to recognise children's efforts, achievements and positive behaviour. For example, staff clap and say, 'well done' and 'wow' as children achieve. This supports children to feel valued, secure and motivated in their learning. This consistent use of positive reinforcement runs throughout the setting and helps children to understand what is expected of them. As a result, children, including those with special educational needs and/or disabilities, are supported to develop confidence and engage in activities positively. Staff typically build positive attitudes to learning for children, especially in pre-school.

Staff have built warm and caring relationships with children, which are clearly evident in their daily interactions. These positive relationships help children to feel safe, settled and ready to learn. Staff are positive role models to children as they show respect and care. Children are encouraged to use manners throughout activities, such as please and thank you.

Children's welfare and wellbeing: Strong standard

Leaders have built a warm, caring and positive ethos across the setting, where strong relationships between staff and children are clearly evident. Babies' and children's routines are supported through a thorough settling-in process, during which staff gather relevant information from parents and carers, such as likes and dislikes, allergies and sleep routines. Key-person systems are well established, and staff build effective relationships with families from an early stage. Staff have a strong knowledge and understanding of all children, including those with special educational needs and/or disabilities. Parents comment positively on how well staff know and understand their children and describe them as kind, caring and knowledgeable.

Leaders consistently prioritise children's welfare and wellbeing. Policies and procedures are reviewed carefully to ensure that practice is fully understood and embedded. For example, leaders share a weekly focus with staff, such as safeguarding, child development or health and safety. This strengthens staff knowledge and helps to ensure that children are kept safe.

Staff support children to understand the importance of nutrition and healthy lifestyles through activities and conversations at mealtimes. Children show confidence as they use knives to cut fruit with staff support. Staff remind them to handle the knives carefully and offer help where needed,. They provide an appropriate level of challenge so that children can complete tasks as independently as possible. Access to fruit is enhanced further because children and families can help themselves to fruit to take home at the end of each session.

Leadership and governance: Expected standard

Leaders demonstrate clear ambition and a strong understanding of the setting. They are committed to providing a positive experience for all children and families, including those with special educational needs and/or disabilities and those who face barriers to learning. Leaders identify the setting's strengths accurately, particularly the quality of relationships and the support offered to families, and ensure that the provision remains inclusive. They also have a clear vision for further development. For example, they plan to create a new baby garden, strengthen links with the local community and introduce the new curriculum approach in the baby and toddler rooms. However, these intended developments are in the very early stages. Therefore, leaders need more time to establish further improvements in practice and measure the impact of these on the quality of the provision and outcomes for children.

Parent partnerships are effective. Parents speak positively about leaders and staff. They value the regular communication they receive, both verbally and electronically, and say that they feel included in their child's learning. For example, pre-school children take library books home to support learning beyond the setting.

Safer recruitment arrangements are robust. New staff receive a thorough induction, and staff confirm that recruitment and induction procedures prepare them well for their roles. Leaders monitor staff practice closely, provide support through regular reviews and promote staff wellbeing effectively. Staff say that wellbeing is a priority and describe the leadership team as highly supportive of staff, children and families.