House on the Dials Day Nursery and Preschool

Inclusion: Expected standard

Leaders have created an inclusive culture where children are known as individuals. Staff typically use observations and their knowledge of children to identify emerging needs and barriers to learning or wellbeing. They regularly review children's progress and the support in place, making changes where needed to help children participate fully in nursery life. Visual timetables, for example, help children understand routines and what will happen next.

Leaders have a secure understanding of special educational needs and/or disabilities (SEND). They have previously supported children with speech and language and global development delay, working closely with families and external professionals to seek appropriate advice and support. While waiting for additional external support, leaders put strategies in place so that children's needs continued to be met. Leaders consider individual circumstances, including disadvantage, involvement with children's social care and other factors that may create barriers to learning and wellbeing.

Leaders' knowledge of SEND is well developed. However, this depth of knowledge and practical experience are not yet consistently evident across the staff team. Staff understand children's individual needs, but their wider knowledge of identifying and responding to potential barriers to learning and wellbeing is still developing.

Curriculum and teaching: Expected standard

Leaders have a clear understanding of the curriculum and quality of teaching. They use their oversight of practice to identify where teaching can be strengthened. Staff provide a broad, purposeful curriculum that builds on children's interests, individual needs, starting points and stages of development. Staff build on children's experiences beyond the nursery. For example, they use autumn treasures collected during local walks to develop children's exploration and understanding of the natural world.

Staff typically promote early mathematics effectively through everyday routines and play. They introduce mathematical language and concepts, including counting, full, empty, more, less and weight. For example, during water play, staff provided opportunities for children to explore quantity and weight. One child recognised that a bowl of water was too heavy to carry, and independently removed some water. This supported the child's developing mathematical understanding, alongside perseverance and problem-solving skills.

Leaders ensure that teaching takes account of children's individual needs and stages of development. Staff adapt experiences and the support they provide, helping children to participate and build on what they already know and can do. However, staff do not consistently use rich and ambitious language during their interactions with children. As a result, children's vocabulary, thinking and understanding are not extended as fully as they could be.

Achievement: Expected standard

Children typically make progress from their starting points and develop age-appropriate knowledge and skills. Children develop communication and language through conversations, books and songs. This helps them use new words, express their needs and ideas and communicate with adults and peers.

Children develop mathematical knowledge through experiences and use their knowledge in play. Children develop independence through handwashing, serving food, pouring drinks and putting on their shoes. This builds confidence and prepares them for their next stage of learning.

Children who face barriers to learning receive support to participate and make progress. For example, children seek reassurance from their key person when they start nursery or return from a time away. They become settled and secure, enabling them to participate confidently in learning and play.

Children develop an understanding of their local community through experiences beyond the nursery. However, opportunities to see their own lives, families and cultures reflected in the environment and celebrated are less well developed. This limits their understanding of identity and diversity.

Behaviour, attitudes and establishing routines: Strong standard

Leaders have established a calm, nurturing and respectful culture where children consistently demonstrate positive behaviour and attitudes to their learning. Staff have high expectations and build warm, trusting relationships that help children feel secure and confident. Children show kindness, cooperate well and readily help their friends, developing strong friendships and social skills.

Leaders have embedded highly effective routines that promote children's independence. Staff provide a calm, unhurried environment where children have time to complete tasks without unnecessary intervention. For example, during snack time, children independently peel their bananas, showing perseverance and pride in their achievements. Children confidently move between outdoor play, yoga, mealtimes and sleep, demonstrating their understanding of familiar routines.

Leaders promote positive attitudes to learning through encouragement and consistent expectations. Staff respond sensitively to children's individual needs and stages of development.

Children settling into nursery receive reassurance from their key person, helping them form secure relationships and participate confidently. Parents consistently describe how their children have become more confident, independent and socially secure.

Leaders work closely with families to promote regular attendance and punctuality, helping children benefit from consistent routines, secure relationships and continuity in their learning.

Children's welfare and wellbeing: Strong standard

Leaders place children's welfare and wellbeing at the heart of nursery life. They have established a caring, nurturing environment where staff know children well and respond sensitively to their individual needs. Close partnerships with families ensure care is tailored to each child, helping children feel secure, valued and confident throughout their time at nursery.

Leaders have embedded highly effective arrangements for safe sleeping, eating and personal care. Babies experience calm, predictable lunchtime and sleep routines, with familiar songs providing reassurance during transitions. Staff sit alongside children at mealtimes, offering attentive supervision and sensitive encouragement. These thoughtful routines promote safety, emotional security and growing independence.

Leaders ensure children's health and individual dietary needs are carefully considered. The nursery chef prepares meals on site and works with families to accommodate children's needs. Children enjoy positive mealtime experiences and develop healthy habits as they wash their hands, feed themselves and learn to drink from open cups.

Leaders give children's emotional and physical wellbeing equal importance. Outdoor play and yoga provide opportunities for movement and relaxation, while nurturing key-person relationships help children manage unfamiliar experiences. Parents warmly describe the care their children receive and report increased confidence, independence and successful settling into nursery life.

Leadership and governance: Strong standard

Leadership arrangements have recently been strengthened with additional capacity introduced at senior level and the existing team taking on wider responsibilities. This provides clear strategic and operational oversight, helping leaders respond effectively to the needs of children and staff. Leaders know the nursery well, recognise its strengths and make decisions that prioritise children's care, learning and wellbeing.

Leaders are visible and actively involved in nursery life. They observe practice, provide feedback and hold reflective discussions with staff. Additional senior oversight offers constructive challenge and support, helping staff understand expectations and strengthen their practice. This contributes to consistent care and learning experiences for children.

Leaders create a supportive culture where staff feel valued and confident to seek guidance. Termly supervision provides opportunities to reflect, discuss wellbeing and identify development needs. Leaders also provide administrative support to help manage workloads. Professional development, including apprenticeship training, builds staff knowledge and confidence, benefiting the children they care for.

Leaders maintain positive partnerships with families and have worked with external professionals, including speech and language therapists, to support children with additional needs. This collaboration helps leaders identify appropriate strategies and adapt provision to individual circumstances. Parents speak warmly about the welcoming atmosphere and regular communication. They feel informed about their child's experiences and value the relationships staff build with their families.

Leaders have established a positive and collaborative culture where staff and families feel valued and supported. Their clear direction, hands-on approach and commitment to professional development contribute to a nursery where children benefit from nurturing relationships, consistent care and positive learning experiences.