Krazy Dayz Nursery Ltd Oak Tree Farm

Inclusion: Strong standard

Staff identify any emerging needs swiftly and put in place suitable adaptations to the environment or daily routines. This helps make a sustained positive difference to children's opportunities and experiences. Leaders and staff work well in close collaboration with external professionals, such as paediatric nurses and speech and language therapists. This ensures that evidence-based approaches and interventions are timely and impactful and support children in the best possible way.

The setting ensures that all children are able to access the curriculum and thrive, including those with special educational needs and/or disabilities. Leaders and staff know the individual needs of children, and their next steps in learning, very well, skilfully adjusting adaptations when needed. Progress is rigorously monitored to ensure that all children progress to their next stage of learning. Leaders strive to ensure that staff have a secure understanding of how to support children's needs consistently, such as how to use specialist equipment to support physical needs, or visual aids to support individual communication needs.

Leaders have a solid understanding of the importance of additional funding and how this should be allocated, based on the individual needs of children, for example purchasing additional equipment or resources tailored to children's interests.

Staff share key information about children's progress, offering guidance and support if required. Parents and carers speak very highly of these positive relationships, noting that their children are happy and safe, feel included and receive highly attentive care.

Curriculum and teaching: Expected standard

Leaders have a solid overall understanding of the quality of the curriculum. They are developing an action plan to bring about further improvement to ensure it is of consistently high quality because it is not yet securely focused on developing breadth in children's knowledge and skills.

Children access an inclusive curriculum which is typically taught well. Staff understand the steps in children's learning to help build their physical skills and emotional development so that they generally achieve well. This includes inclusive teaching approaches, where staff adapt their teaching to meet children's individual starting points and stages of development, including those with special educational needs and/or disabilities.

Staff plan suitable and engaging activities based on children's interests and introduce new words to help strengthen children's understanding of early mathematical concepts and language at any opportunity. For example, some children explore putty while staff weave in appropriate mathematical language to help embed early mathematical concepts such as size and number. Children use a range of tools and toys that help them gain increasing muscle control. Children are typically well engaged in their learning. They demonstrate a love of books, enjoying stories that reflect their interests. Staff introduce new words to describe different textures as children play in different sand and water activities. This helps to support children's communication and language skills.

Achievement: Expected standard

Children show through their behaviour and body language that they feel valued and included. Some children enjoy the outdoor water tray activity, while others play collaboratively with putty and measure their hands. Children generally achieve well from their individual starting points and are suitably prepared for their next stage of learning as a result of attending the setting. This includes those children with special educational needs and/or disabilities.

Children develop in confidence and demonstrate positive engagement and attention skills during imaginative kitchen play with others. They acquire age- and stage-appropriate communication skills, as well as a love of stories and songs. For example, children eagerly join in with a song before mealtime, taking turns, participating in actions and interacting pleasantly with each other. Children develop confidence in early mathematical concepts such as shape, space and size during everyday routines and activities.

Behaviour, attitudes and establishing routines: Strong standard

Leaders have embedded a warm and inclusive environment where children feel safe, valued and able to thrive. Staff build warm, trusting relationships with children and their families. They use this understanding to adapt routines and approaches so that each child feels supported and included. Key-person arrangements enable staff to support children's evolving needs, which helps children to feel secure and able to learn. Carefully planned and embedded routines meet the needs of all children and provide consistency throughout the day.

Leaders and staff work closely with parents to encourage regular attendance and take decisive action to tackle any barriers to learning, ensuring children benefit from the wide range of opportunities available. Leaders carefully monitor children's attendance and have robust procedures to follow up on absences.

Staff are positive role models for behaviour. As a result, children follow these examples by showing kindness, excellent manners and collaborative turn taking with each other. They demonstrate consistent, highly positive attitudes to learning. To support daily transitions, staff effectively use songs and stories. This enables children's best possible behaviour. For example, children eagerly respond and join in to help when it is time to tidy up. Children are increasingly able to manage their emotions, and staff are attentive to ensure that children are supported consistently.

As a result of well-embedded routines and high expectations, children demonstrate that they feel emotionally secure, interact pleasantly with others and are confident to approach learning.

Children's welfare and wellbeing: Strong standard

Leaders promote a warm, welcoming and inclusive approach by working collaboratively and effectively in partnership with families. This ensures leaders and staff recognise and have a comprehensive understanding of the changing needs of all children who attend the setting and consistently prioritise children's welfare and wellbeing. The setting places great value on developing independent skills, as children are encouraged to regularly wash their hands and feed themselves. They pour their own drinks, when this is age- and stage appropriate.

Children enjoy attending the setting, and staff work effectively to help children settle quickly. They build genuine, strong attachments to ensure children feel emotionally safe and secure. As a result, this helps enable all children to develop positive relationships with their peers and engage positively in their learning, which is demonstrated through their interactions and behaviour.

Staff create different opportunities to teach children about the importance of adopting healthy lifestyles. They weave in information through children's experiences and conversations. For example, children routinely take it in turns to carefully prepare fruit for snack and mealtimes, developing their knowledge about the importance of eating fruit and vegetables. As a result, children consistently make their own healthy choices. Staff follow government guidance on safe eating practices during snack and mealtimes. This helps to ensure children's safety, and staff are highly responsive to any change in children's needs.

Staff carefully plan and adapt experiences to include all children. For example, they use sensory activities to aid exploration for children with special educational needs and/or disabilities. All children have daily opportunities to develop their physical skills and spend time outdoors to support their emotional wellbeing.

Leadership and governance: Expected standard

Leaders are reflective and know what they need to do to improve. The actions identified to further broaden the curriculum are not yet embedded. This means that sustained improvement in developing consistently high-quality provision for all children remains a work in progress. Staff say they feel valued and motivated in their roles. Leaders monitor staff workload and wellbeing through regular support and supervision. However, the arrangements for supervision do not yet fully support staff to achieve consistently high-quality teaching.

Leaders value staff, who support the ethos of the setting. This is reflected in the individual attitudes and behaviour of staff. Those responsible for leadership and governance place children's best interests at the heart of decisions, to help ensure that children are safe and supported. Although there are currently no children in receipt of additional funding on roll, leaders have a clear understanding of how such funding could be used to support children's individual needs. Staff undertake mandatory training to support their professional learning, such as paediatric first-aid courses, which help them carry out their roles well.

Parents speak highly of the setting, commenting on the individualised approach and progress their child has made as a result of attending. Parents value the strong relationships between staff, children and families, as well as the clear and open communication. This helps ensure that all children's needs, routines and medical requirements are understood and supported.