La Guarderia Spanish Nursery Limited

Inclusion: Expected standard

Leaders plan an inclusive curriculum where every child joins in. This includes children with special educational needs and/or disabilities (SEND). Staff work together to identify any barriers that children have to their learning. They take steps to ensure that strategies effectively help children to access learning. For example, staff consider when children need reminding before the next activity. They thoughtfully consider what each child needs to feel emotionally safe and ready to learn. This helps to promote children's happiness and wellbeing. Staff identify children who need more support to develop their communication and language. This includes children who speak English as an additional language. Staff use a range of strategies to help children to understand and follow instructions. Staff plan interventions and adapt the curriculum for children with SEND. Managers help staff to understand strategies that may support individual children. However, these adaptations are not systematically planned into the curriculum. For example, staff do not always have time to ensure children with SEND have daily interventions that they know will help further extend their learning. Leaders have not yet ensured that these approaches are fully embedded to help make a sustained difference to children with SEND.

Curriculum and teaching: Expected standard

Leaders have a clear vision for an inclusive curriculum and this is typically implemented consistently by skilled staff. For example, staff create a culture of storytelling at the nursery. They spend time teaching children to develop a love of books. This helps all children, including those with gaps in their learning, to develop their knowledge and understanding. All children, including babies, develop key early literacy skills. For example, they understand that words have meaning and how to use books to find information. Staff repeat stories to children to deepen their understanding. As a result, children develop a set of core language skills in preparation for school.

Staff support children with special educational needs and or disabilities (SEND) to access an equally ambitious curriculum. They track children's progress as they learn. Staff teach mathematical skills by helping children to understand quantities through measuring, pouring and weighing materials. Children feel successful as they investigate and learn about the world around them. Every interaction with staff is an opportunity for children to learn new words in both English and Spanish. For example, children excitedly explore science experiments as they learn colours, numbers and sensory language. Children make progress in their language skills from their starting points.

Achievement: Expected standard

Children enjoy learning. They confidently explore the nursery, making choices about what to do next. For example, children enjoy solving problems. They work together to use tools to transfer materials to different containers. Children hear language all around them. They are captivated by staff as they learn how things work. Children who need extra help receive it. For example, children who feel different textures for the first time receive gentle encouragement. All children, including those with gaps in their learning build on their prior knowledge. They experience success because staff pitch activities accurately around their ages and stages of development.

Children feel excited to take part in physical activities that develop their strength and coordination. They receive attention from staff when they need it. For example, children enjoy learning how to use the parts of their body they need to use to stay up right. Typically, all children build a solid foundation of core skills in preparation for their future lives.

Behaviour, attitudes and establishing routines: Expected standard

Staff teach children about kindness. Children learn that sharing is caring as they take turns with each other well. Staff have high expectations of all children. This helps children to understand how to treat others with respect. Staff adapt their teaching to consider the needs of children with gaps in their social development. They take steps to give children additional support to behave well. Staff recognise when children need comfort at appropriate times, such as favourite objects to help them feel safe. This helps children with special educational needs and/or disabilities to feel secure. Staff help children to make decisions to help themselves feel better. For example, children can make choices so they feel involved in the planning of routines. This helps to mitigate children's difficult feelings. Children feel very happy and emotionally secure.

Staff teach children key independent skills. They learn to tidy up and dress themselves. Children enjoy showing what they know and can do. They feel a sense of achievement as they learn to do things for themselves. Leaders have taken steps to promote attendance and punctuality among families. However, the impact of this is in its early stages and has not yet had a positive impact on the learning of all children.

Children's welfare and wellbeing: Strong standard

Staff closely consider children's health and wellbeing when planning their curriculum. For example, staff ensure that equipment is hygienic and ready to use to promote children's physical health. Staff consistently promote children's physical development through opportunities to climb, dance, and develop stamina. They help children to understand that playing outside helps develop their strength. The work staff do to help support children's physical development and health is impressive. They plan a wide range of opportunities for all children to understand about their bodies and what they can do. All children consistently choose to take part in physical challenges. They develop an excellent sense of physical health. Staff strategically adapt their procedures that promote children's wellbeing. They work closely with families to adapt routines that enhance children's wellbeing. For example, staff support children with difficulty sleeping to use different strategies to settle and feel calm. For example, helping children select soothing objects or listen to their favourite lullabies. Staff share these strategies with parents and carers, which helps to support children's wellbeing beyond the nursery. Staff take excellent steps to promote children's emotional and mental wellbeing. For example, they get to know every child well to identify strategies that help them to stay calm and cope with difficult feelings. As a result, all children including those with barriers to their wellbeing, develop a positive self-image.

Leadership and governance: Expected standard

Leaders have a clear vision for their curriculum and what this means in practice. They ensure focused supervision sessions for all staff that help them to identify training to continue to develop their practice. Leaders are reflective of their practice. They evaluate the impact of each staff member on children's progress. This helps them to continue to develop over time. Staff supervision sessions and training help them to understand their roles and what this means for their practice. Staff enjoy working at the nursery and have high levels of wellbeing.

Leaders support staff to engage with parents and carers in a range of ways. This includes sharing what children have been doing as well as their likes and interests. Leaders have started to strengthen how they communicate with harder to reach parents so that they can work more closely to help understand children's backgrounds and experiences. Leaders are using different strategies to try and focus more on what they know about children's learning and wellbeing beyond the nursery. For example, strengthening how they track children's language development at home where children speak English as an additional language. Leaders recognise that the impact of this work is not yet felt by all children to enable them to thrive in all aspects of their development.