High Ercall Day Nursery And Holiday Club

Inclusion: Expected standard

Children are celebrated as individuals at this caring nursery. Leaders and staff get to know each child very well. They work in partnership with parents to find out about children's early experiences and use this information to shape their individual induction to the nursery. Early observation and assessment of children means that leaders and staff are generally able to identify children's specific learning and development needs. Children's needs are recognised by staff and, with parents' permission, leaders and staff liaise with outside agencies for advice and support on how to enhance children's learning. Children with barriers to their learning receive individual support to meet their targets. This includes activities to promote the development of communication and language or physical development. The interventions that are in place for children mean that those with special educational needs and/or disabilities (SEND) make steady progress from their starting points.

Leaders and staff celebrate each child's and family's unique experiences and typically offer adaptations wherever possible to ensure that children receive quality care and education. This includes offering flexibility in children's hours of attendance and increasing this gradually to support smooth transitions. Leaders also work collaboratively with parents to support children who speak English as an additional language. Children gradually develop their understanding of English and build a repertoire of key words to help them to communicate. Additional funding is used effectively to provide for children's unique needs. This includes bespoke training for staff to support children with communication and language needs. Staff are eager to enhance their understanding of how to support children with SEND through additional training.

Curriculum and teaching: Expected standard

Children enjoy their time at the nursery and they benefit from a curriculum that offers a broad range of learning to meet the needs of all children. This includes those children who face barriers to their learning or have special educational needs and/or disabilities (SEND). Staff use assessment effectively to identify what children know and can do. For instance, they identify when children require support with their physical development. They offer support and encouragement for children to explore different ways of moving and celebrate their successes. Children explore climbing equipment in the outdoor area. They discover how to climb to the top of the climbing wall and negotiate how to climb back down the other side. Other children explore wooden building resources. They create paths to walk along and discover different ways of passing balls through objects and rolling them down slides.

Staff observe and interact with children as they take part in learning activities. There is a strong emphasis on the development of communication and language. Staff share stories with children throughout the day to offer a rich and varied vocabulary. Staff sometimes offer questioning to extend children's thinking and check their understanding. Staff support children to recognise numbers and find objects to match the correct quantity. However, there are times when staff do not recognise how to extend children's learning further to offer them opportunities to excel in their learning and development.

Achievement: Expected standard

All children, including those with special educational needs and/or disabilities or other barriers to their learning, typically make positive progress from their starting points. Children attending this nursery benefit from a variety of experiences that help them to grow and achieve in all areas of their learning and development. Children explore the environment and make choices about what they would like to take part in. Each activity supports children to engage in play and make progress towards their next steps. For instance, children explore shapes and patterns. They follow shapes and lines with pasta, demonstrating a growing ability to concentrate for extended periods. Children practise making patterns with coloured cubes and are able to identify when their pattern has changed. Children learn how to problem-solve with the support of staff.

Children learn how to be independent. They collect their own cups and plates at mealtimes and serve their own food. Children learn to recognise when they are full and scrape their leftover food into the bin so that their plates can be washed. This helps them to develop essential skills and confidence ready for their transition to primary school.

Behaviour, attitudes and establishing routines: Expected standard

Children arrive happily at this nursery. They are warmly greeted by staff, who are positive role models for all children who attend. Staff work together collaboratively, demonstrating how to communicate effectively and work as a team. This promotes positive attitudes and behaviour in children. Children play cooperatively with their peers. Where there are instances of children struggling to share, staff encourage children to try to resolve their problems together before offering ideas to help them. Children generally behave well and are well mannered. They use language such as please and thank you.

Leaders and staff are active in promoting and supporting children's regular attendance. They work with families to overcome any barriers to attendance and offer solutions to help children to attend regularly. Children are familiar with and typically follow the daily routines. They listen to instructions from staff and work together at tidy-up times. The inclusive ethos of the nursery supports all children to grow and develop at their own pace. Leaders and staff review and adapt the learning environment in preparation for the children who attend each day. This promotes children's positive attitudes towards learning.

Children's welfare and wellbeing: Expected standard

Children are supported and are generally well cared for in this nurturing setting. Children develop secure relationships with all staff and settle well. Leaders offer individual inductions to nursery based on each child's and family's individual needs. This helps children to feel safe and cared for. Staff work in partnership with parents to get to know children's individual experiences and interests. They use this information to get to know children well and are attentive to their needs. Staff recognise the importance of having up-to-date information about children's health and dietary needs so that they can keep children safe. Parents share up-to-date information with staff so that children's needs can be consistently met. Staff ensure that children receive healthy, balanced and nutritious meals each day. Children explore a variety of foods, which they serve and feed themselves. Children sit with their peers and staff at mealtimes. They learn the importance of social mealtimes where they can communicate together and learn from each other. Staff support children to develop safe eating habits, such as sitting while they eat.

Staff are highly responsive to children's needs and comfort them if they get hurt. Children learn about good health and hygiene. They wash their hands when they come in from outdoor play and before eating. Children take their own shoes off when they come inside and learn how to attend to their own toileting needs. Staff offer nurturing changing times, where they ask children if they are ready to be changed before taking them. They recognise when children are focused on their play and give them a little more time before inviting them again.

Leadership and governance: Expected standard

Leaders recently failed to notify Ofsted of a significant event that could have affected the suitability of the early years provider. However, leaders have taken appropriate actions following this event, and Ofsted is satisfied with the action taken to keep children safe.

Leaders are committed to offering a nurturing and inclusive environment to all children who attend this nursery. They consistently reflect on the children and families who attend, and they strive to adapt to their changing needs. Leaders and staff work collaboratively with other agencies, such as the on-site school, to offer smooth transitions for those moving up to the next stage of their education. Parents speak highly of the nursery and the communication that they receive about their children's development. They are pleased with the level of progress that their children make at nursery. Parents understand how they can share any information or concerns that they may have with leaders.

Leaders and staff routinely reflect on practice. They take part in regular supervision, where they discuss practice and training opportunities. Staff take part in regular training and speak positively about the support that they receive for their wellbeing. That said, staff do not yet receive effective feedback on how they can improve their teaching. Leaders recognise that teaching is not always consistent and that children do not always benefit from explicit teaching that deepens their thinking and learning opportunities. Leaders also identify that the curriculum can improve and have plans in place to develop this further, to enhance outcomes for children. Although leaders are aware of these areas for development, action has not yet been taken to address this.