Kiddy Winks Day Nursery

Inclusion: Needs attention

Children with special educational needs and/or disabilities do not receive the support they need. Leaders and staff recognise when children's development does not meet expectations. However, they do not act swiftly to implement targeted strategies to fully support children. Although leaders ensure that relevant professionals are involved, this is not always in a timely manner. Leaders do not recognise when children who speak English as an additional language require additional support in their communication and language development. As children do not receive targeted support soon enough, their rate of progression in learning is delayed.

Weaknesses in the implementation of the curriculum and teaching compromise children's ability to build on what they already know and to engage in new learning experiences. Leaders use early years pupil premium funding for resources they know children will enjoy. However, they do not always consider children's individual learning needs when making these decisions to help children who may be disadvantaged succeed. Staff are aware of children who are known to children's social care and monitor their experiences. They work hard to support and encourage children. They enthuse and motivate children to join in with musical activities to extend their learning. Children join staff to sing, clap and move their bodies to music. This helps to develop their communication and physical skills.

Curriculum and teaching: Needs attention

Leaders provide support for staff and have set out the curriculum intentions in each age group. Staff do not routinely plan for and build upon what children already know and can do. Some staff are not aware of what they want children to learn next. Activities and experiences set out for children are mainly focused on their interests or staff choice rather than their individual learning needs. Variations in the delivery of the curriculum and the quality of teaching mean that some children with special educational needs and/or disabilities do not always engage well and are left to amuse themselves. Leaders do not consistently ensure that staff implement swift interventions when gaps or delays in children's development emerge. Children do not receive sufficient targeted support. They do not make the expected levels of progress.

Children enjoy their time at nursery. They engage in the activities and experiences on offer. Staff encourage children to develop their mathematical understanding as they fill and empty containers in sand and water. Staff engage children at story time as they read a story about 3 little pigs. Children listen to the story and join in with repeated refrains. They talk about stronger houses made of bricks. Children later make their own houses and try to blow their stick houses over. This helps to promote a love of books and develops their understanding of the world around them as they discuss and compare the strength of bricks, straw and twigs.

Achievement: Needs attention

Some children do not make the progress that they are capable of due to inconsistencies in the delivery of the curriculum. In general, children make sound progress in their learning. Most children are developing their listening and attention skills. They enjoy sharing books and stories with staff. Babies receive kind and nurturing care. They develop supportive relationships with staff and are increasing their confidence to explore the resources on offer. Older children are gaining some skills and knowledge that will prepare them to achieve at school and later in life. Children who experience disadvantage and those with special educational needs and/or disabilities receive some additional support. Children play together cooperatively and take turns with resources.

Behaviour, attitudes and establishing routines: Needs attention

Leaders do not ensure that staff have a consistent approach in teaching children what is expected of them. Although leaders explain how staff should respond to behaviour and that there are simple behaviour rules across the nursery of 'kind hands, kind feet and kind words', staff do not always implement this approach. For example, some staff working with younger children respond with 'No thank you' or 'Stop', without providing age-appropriate explanations to help children understand expectations or learn how to regulate their own behaviour. However, children do generally behave well.

Leaders have a sound understanding about how to promote positive behaviour and attitudes at nursery. Children know the nursery routines. They help to tidy away toys at the end of the session. Children have a positive approach to learning and engage well. They form friendships with their peers. Staff talk kindly to children and give them praise when appropriate. Children know the nursery routines. They help to tidy away toys at the end of the session. Children have a positive approach to learning and engage well. They form friendships with their peers. Staff talk kindly to children and give them praise when appropriate.

Leaders are successful in maintaining a high rate of attendance at the nursery. They build relationships and share information with families. Leaders and staff act promptly to contact parents when children do not arrive as expected. This demonstrates their commitment to promoting children's attendance and safety.

Children's welfare and wellbeing: Needs attention

Leaders are not always aware of weaknesses in some staff practice. On occasion, staff do not follow the setting's policy regarding the recording of nappy changes. Staff supervision of children is generally appropriate, but lapses happen on occasions. Staff do not ensure risk assessment outside is robust. At times, the number of children and activities in the outdoor area increases the risk of children having accidents. For example, staff set out wheeled toys and ball games in close proximity, and children bump into each other. This limits children's ability to explore and play safely at all times. When leaders are made aware of such weaknesses, they take swift action to ensure staff take steps to minimise risks to keep children safe. On occasions, some foods available to children lack the nutrition and balance to help children develop healthy eating habits. This does not consistently promote their health. There are times when children with special educational needs and/or disabilities play in isolation and do not receive the targeted support and teaching to fully support their emotional wellbeing.

Staff build caring relationships with children. They happily join children as they play. Children enjoy daily opportunities for fresh air and exercise. Staff encourage children to develop self-care skills. They model good hygiene routines, including washing their hands.

Leadership and governance: Needs attention

Leaders do not ensure that staff practice is monitored closely enough to identify and address the gaps in staff's ability to effectively deliver a sequenced curriculum in all areas of learning. The overall quality of teaching is not at a sufficiently high quality. Leaders have put into place some training, support and coaching for staff. However, this has not yet had a sufficient impact on the care and learning needs of all children, including those with special educational needs and/or disabilities (SEND). Leaders respond quickly to rectify weaknesses identified relating to the safety, health and wellbeing of children. The variations in teaching mean that children's progress in learning is not fully developing.

Leaders are committed to providing high-quality education for all children, including those with SEND. They have made some progress towards making the necessary improvements. Staff feel valued and are happy in their roles. Leaders engage with parents and other professionals to help build positive relationships and to support continuity of care for children.