Jancett Childcare, Ross Road, Wallington

Inclusion: Expected standard

The setting is inclusive, and all children are welcomed. Leaders demonstrate commitment to ensuring children receive the help they need at the earliest opportunity. For example, they work with external professionals to ensure they are equipped to implement strategies that support children in overcoming barriers to learning. Funding is used to support children's individual needs and to offer experiences they may not otherwise have.

Leaders involve parents in children's learning journey and decision-making. This means that children with special educational needs and/or disabilities (SEND) progress from their individual starting points and are generally ready for their next steps in learning. Staff support inclusive communication with children with SEND by implementing effective strategies, such as using visuals, 'Now and Next' boards and hand gestures.

Leaders ensure that children who are known to, or previously known to, children's social care are well supported. Staff work in collaboration with parents and carers and external professionals from the beginning to help children feel safe and secure. For example, to support children's emotional needs, staff provide safe spaces for them to express their emotions. This helps children to process their experiences and develop positive wellbeing.

Curriculum and teaching: Expected standard

The curriculum generally supports all areas of development. Staff use regular observations to assess children's progress. This helps staff tailor plans to support individual children's next steps. Children with barriers to learning are given extra support and guided by staff to take part. Leaders have developed a curriculum where activities, teaching and learning are centred around weekly core books. This promotes children's communication, language, literacy and understanding of the world by immersing them in rich story themes, new ideas and vocabulary. Typically, the teaching supports children to build on what they already know and practise skills to support their next steps. Staff model vocabulary clearly, narrate play and use questions to encourage children to think and respond. Not all staff are consistently confident at extending children's learning and development through high-quality interactions. This means that children are not always supported to make the best progress.

The outdoor provision has a large space for children to run, climb, balance and exercise. However, leaders and staff have not yet considered how to further support learning and development by providing resources that offer further challenge and promote imagination and curiosity. Although these are promoted through indoor activities, leaders recognise that further improvements to the outdoor curriculum would support children to make even better progress.

Achievement: Expected standard

Typically, children make progress across all areas of learning and development. Older children demonstrate concentration when listening to stories. They anticipate what will happen next and enjoy sharing their ideas. They share their feelings about going to school and discuss emotions such as nervousness and excitement. Toddlers work together to achieve goals. They help each other to build a tower with construction bricks, counting the bricks as they go. Babies confidently access resources they wish to play with. For instance, they cover a dolly with a blanket, pat them on the back and gently sing 'Twinkle, Twinkle, Little Star'. This shows that babies are secure and comfortable in their environment and able to express themselves. Children balance on tyres, climb over obstacles and learn how to move their bodies in different ways in the outdoor space. Children with barriers to learning and/or wellbeing make steady progress from their starting points and are supported to take part in nursery routines.

Behaviour, attitudes and establishing routines: Expected standard

Children generally behave well. Incidents of conflict are swiftly supported by staff, who talk to children to help them understand expected behaviour and why. For example, children are reminded not to snatch, as it can upset their friends. Staff promote golden rules, such as using 'kind hands'. As a result, children collaborate and get along with each other. Children develop secure friendships at the nursery and invite each other to play. They sit together during group times and are supported in taking turns and listening to one another. All children have positive attitudes to learning and eagerly engage in play throughout the day.

Lunchtime routines are generally organised well, with staff interacting positively with children and encouraging independence through self-serving. However, practice is not yet consistent across all groups. At times, resources such as cutlery and cups are not prepared in advance, which results in children waiting unnecessarily. This disrupts the routine and reduces interactions with staff, making it more difficult for children to understand what is expected of them during this time. Staff role model saying 'please' and 'thank you', which supports children's manners. Leaders promote the importance of attendance in preparing children for school. They share this with parents verbally and through newsletters and their online communications.

Children's welfare and wellbeing: Expected standard

Children are supported to recognise, express and manage their emotions. For instance, during circle time, older children share how they are feeling about recently visiting their new schools. Staff listen and reassure children. This supports positive emotional health. Children with barriers to learning and/or wellbeing are supported to use the sensory room to help them feel calm and ready to learn.

Leaders and staff provide healthy meals. Staff ensure that children with special educational needs and/or disabilities are fully included at mealtimes and sit alongside their peers. However, at some mealtimes in the baby room, staff are not highly responsive to babies' individual needs. For example, there is initial confusion as to whether babies should wait to eat or start. Although staff reassure and comfort babies at this time, they do not amend their practice effectively to consistently promote children's wellbeing.

Children are taught personal safety, such as being reminded not to run with sticks in their hands as they could injure themselves. Leaders understand the importance of giving children regular opportunities to go outside for fresh air and to engage in physical activities. Leaders share the importance of oral health with children and families. Staff send useful tips, guidance and support on oral health home to parents and carers to support them in establishing healthy habits with their children.

Leadership and governance: Expected standard

Partnerships with parents are a strength of the setting. As a result, parents and carers feel valued and are kept up to date with children's learning and development. This supports consistency for children and provides continued learning opportunities at home. Leaders and staff communicate through an online app, monthly newsletters and detailed verbal daily feedback. Parents are given opportunities to share feedback. Leaders then use this feedback to make timely changes to their provision, improving their service to families. For example, they recently adapted their hours to meet the needs of local working families. Parents and carers report that leaders and staff offer tailored support and guidance, which has had a positive impact on their children's outcomes.

Leaders are reflective and have a clear vision of the nursery's strengths and areas of development. They give priority to promoting the wellbeing of staff. Staff feel well supported and enjoy being part of the team. Leaders follow safer recruitment procedures and ensure that new staff complete a detailed induction. Regular supervision helps staff reflect on their practice and the quality of their teaching with leaders. Leaders understand there is scope to further support staff to enhance all children's learning and experiences and have a clear action plan to do this.