Incredible Kids (Derby) Limited

Inclusion: Expected standard

Overall, leaders and staff know the children that they care for well. Leaders ensure that staff understand the role of the special educational needs coordinator and how they can support all children. Staff complete an assessment of children's skills and knowledge right at the start of their journey at the nursery. Staff use information that parents and carers share about their children so that children's needs are identified and addressed swiftly. For example, children who require support with their physical development receive tailored interventions, which helps them progress in this area. Adjustments are made to the provision that is offered so that all children, including those with special educational needs and/or disabilities, can access the full curriculum. For example, staff adjust the physical environment so that all children can access the activities and experiences on offer.

Leaders and staff regularly review the progress that children make to ensure that their interventions are having a positive impact on children's development. Leaders and staff understand the importance of partnership working alongside parents and other professionals. They incorporate strategies provided by other professionals to help children make the progress that they are capable of. Leaders ensure that additional funding is used appropriately and is based on what the children need to learn next. Staff work with the parents and carers of children who are known or previously known to children's social care. They adapt the service and support offered to ensure that the needs of the children are met. For example, they recognise that some children may need longer to settle when they first start and provide additional settling-in visits. Partnerships with other settings that children attend are not as well embedded.

Curriculum and teaching: Expected standard

Leaders have an accurate view of the quality of teaching and the curriculum that children are receiving. Staff and leaders have developed and implemented a new curriculum across the whole nursery. This has resulted in a curriculum that not only supports children's individual needs, but provides age- and stage-appropriate experiences for children. Staff assess children's development accurately and understand how children develop and build their skills over time. For example, staff prioritise teaching the youngest children the skills they need to start walking, to be able to communicate and to begin to understand being independent. This is then built upon as children progress through the nursery as older children begin to manage their own care needs, take part in conversations and skilfully balance while playing outdoors.

Staff help children progress in their communication and language. Staff repeat single words to younger children to secure learning. Staff model language with older children. For example, staff say 'splash' and 'flick' in response to children's actions. Staff ensure that all children develop age-appropriate mathematical knowledge. For example, they encourage counting through games such as hide and seek. Staff adapt teaching to meet the needs of all children, including those with special educational needs and/or disabilities. For example, during routine times, such as circle time, children's participation is gradual so as not to overwhelm them.

On some occasions, staff ask questions that do not allow children the chance to develop their conversational skills. Sometimes, staff do things for children that they can already do for themselves, for example, when serving themselves at snack time.

Achievement: Expected standard

Overall, children develop skills and knowledge, which are built upon over time and help to prepare them ready for the next stage of learning. Young children understand rules as they make up their own games and use language such as 'ready, steady, go' as they play games with staff. Older children understand instructions well and hang up their aprons and wash their hands after an activity without needing adult support. Older children independently get themselves ready for outdoor play and follow the rules of games.

Children with special educational needs and/or disabilities develop well from their starting points. For example, children who require support with language development start to say single words. Occasionally, some children do not always respond, which impacts on their ability to consistently develop communication skills. Children play alongside their friends and engage in activities while learning to share and take turns. Children are prepared for their next stage in learning as they learn to concentrate and play with their friends.

Behaviour, attitudes and establishing routines: Expected standard

Staff and leaders have consistent expectations for children's behaviour. Staff notice when young children share with each other and add language, such as commenting they are sharing with their friends. This helps children begin to understand what it is they are doing. When older children share, staff praise them saying they are 'kind' as they pass paint to their friends. Overall, staff support children to understand the rules and boundaries that are in place when there are minor conflicts between children. Staff remind children to gently tap their friends when they find them in their game of hide and seek. This helps children to respect each other's wishes and learn that not everyone likes lots of physical contact. Staff know the children they care for well, so when children are upset, staff provide the most appropriate comfort. For example, young children who are a little unsettled enjoy a cuddle while being carried for a short time.

Staff select activities that engage and interest children. Children spend time concentrating while they learn. For example, young children remain focused and listen to staff as they build a tower with blocks. This is despite their friends taking part in different activities around them. Staff understand the importance of regular attendance at nursery. They work with parents and carers and vary the hours of attendance. This supports children to attend the sessions that they are entitled to.

Children's welfare and wellbeing: Expected standard

Staff know the importance of having positive relationships with the children in their care. They demonstrate this through lovely interactions with children. For example, staff ask young children if they can take them to the bathroom before doing so. Staff then talk about what they are doing so that children can start to learn about their personal care needs. Staff have clear routines to support children's health. All children know that they wash their hands before lunch and do this with little adult support.

Staff know children well, and they know about their lives outside of the nursery. They recognise things can happen that affect children's emotions. Staff help children to understand their feelings in an age-appropriate way. For example, to help the youngest children learn about different feelings, staff use dolls and say that they might feel sad and need a cuddle. Staff remind children about safety rules. For example, when children are going down the slide, they know to wait for their friend to finish before they take their turn. Staff provide opportunities for children to be physically active but also understand the importance of restful activities, such as yoga.

Staff gather information about children's routines and preferences and follow these when children first start so that children feel settled. When children move to the next room, parents and carers are invited into the nursery to meet the new key person. Leaders recognise that while children receive a healthy diet at the nursery, further development is needed to work with parents and carers to promote children's oral health.

Leadership and governance: Expected standard

Leaders regularly monitor the quality of provision. This gives them an accurate view of the experiences that children have. Leaders have identified areas that needed to be improved, such as the curriculum, and they have taken action to improve this. They know what it is that they want to work on and how they can achieve this. Staff have regular meetings with leaders and receive feedback on their practice. This helps staff to provide a curriculum that meets all children's needs. Leaders give targets to staff to help improve their practice and knowledge even further. Leaders understand the importance of staff wellbeing and have reduced paperwork that staff need to complete to help this.

Leaders ensure that staff receive expert training when caring for children with special educational needs and/or disabilities (SEND). Leaders communicate well with other professionals involved with children, taking on board advice to ensure that children with SEND are provided with appropriate care and learning.

Parents and carers are well informed about their children's day. They speak highly of the progress that their children are making. Leaders have recently identified that they do not share ongoing information with other childcare settings that children attend. This means that children might not receive consistent care and learning across the different settings.