Laroche Day Care Nursery

Inclusion: Expected standard

Leaders typically support staff to identify any children that may need support early on. Staff make regular and accurate assessments of children's development. This helps them to recognise children that need additional support. Leaders make referrals for support for those children with special educational needs and/or disabilities. They work closely with other professionals to develop plans to support children. In the main, staff use them well. However, at times, staff lack an understanding of what is required and this leads to some inconsistencies in understanding and delivery of strategies that children need. For example, some individual plans include arranging small-group sessions when larger ones take place to encourage children to join in and participate. These are not consistently offered to children. Leaders make effective use of children's additional funding. They pinpoint what children need to help them to succeed and have used inventive ways to ensure that this benefits children. These have ranged from experiences, specific resources and equipment or resources for home. Leaders have sufficient oversight of children that are known to social care. They attend regular meetings with professionals to understand families' needs. Again, support is offered to those families that need it and, in some instances, this has really helped children's attendance at the setting. Leaders recognise key events in children's lives that may impact on their emotional wellbeing. They use stories to support children through challenging periods in their lives and the success of this is evident in how well-rounded, confident and self-assured children are.

Curriculum and teaching: Expected standard

Leaders provide children with a well-planned curriculum that generally covers all areas of learning. Plans consider children's interests, next steps in learning and provide them with a wealth of first-hand, exciting experiences that inspire them to learn and develop. Overall, children with special educational needs and/or disabilities are provided with the support that they need to develop. However, some minor inconsistencies between staff practise and the sharing of strategies, means that support is not always consistently implemented. Staff typically display appropriate teaching skills. They interact with children naturally, offering a mix of adult-led and child-initiated play. Staff focus on children's communication and language development well. Singing and stories form a prominent part of the daily routine. Staff sing to children during nappy changing routines and during play and group times. Children choose favourite stories and engage in themed activities to ignite their love of books. Staff also provide a shared reading library for children to take home favourites to share at home, further developing a love of books. Staff focus on children's growing understanding of mathematical development. From early on, they teach babies the concept of numbers and counting, introducing language, such as 'full' and 'empty', as they fill and pour grounded cereal. Staff support older children with developing a greater depth of number concepts. They ensure that this is taught explicitly and in the right order.

Achievement: Expected standard

Overall, children meet their age-related expectations and some develop some skills beyond typical for their age. In particular, their early literacy skills. For example, some children already recognise letters and sounds and identify familiar words. Children are competent communicators. Young children learn new words quickly and older children engage in conversations with their peers and adults. For example, babies show confidence in copying new and previously heard language, such as 'butterfly'. Overall, children with special educational needs and/or disabilities make sustained progress.

Children demonstrate curiosity and play skills. They concentrate well during play and group times. Older children enjoy engaging in small- and large-group time sessions led by staff. They show secure social skills, such as during competitive games, taking turns and sharing resources. Children develop suitable mathematical awareness. Even younger children recognise some numerals and join in with counting.

Children show that they are developing suitable physical skills. They move with balance and coordination outdoors and can use a range of equipment, including bicycles. Older children show suitable self-help skills. They help to pour their own water at snack time, use the toilet independently and can put on their coats and boots for outdoor play. Children are typically well prepared for their move to school.

Behaviour, attitudes and establishing routines: Expected standard

Staff promote children's positive behaviour in a range of ways. For example, they have incentives in place, such as awards and stickers and use praise, such as 'well done' and 'good girl'. Children's behaviour is positive, overall. However, on occasion, staff do not provide children with specific praise to help them understand what they have done well and maintain their motivation. For instance, they do not tell children why they have been given multiple stickers throughout the day.

Leaders act as positive role models. They ensure that staff treat children with the utmost respect and kindness. Relationships between children and staff are secure. Staff truly value children's voice and this is evident in all their interactions. For example, staff show babies an image of a nappy before asking if they can change theirs. Staff provide older children with a flexible snack time. This means that children make decisions about when to sit and eat and drink. Children understand routines, and typically, these are seamless throughout the day.

Leaders have agreed procedures in place for monitoring children's absences. They understand families' different circumstances and adapt their approach to ensure that they are effective. Leaders adapt sessions, where appropriate, to promote attendance and punctuality, meeting the needs of individual families.

Children's welfare and wellbeing: Strong standard

Leaders create a welcoming, homely and inclusive environment, where all children show that they feel completely settled and at ease. Children display high levels of confidence. Staff demonstrate an excellent understanding of children and their families. For example, they talk to children about experiences, such as their time spent growing vegetables at the allotment or recent family holidays. This helps children to make links between home and the setting and helps them to feel secure.

Children's welfare and wellbeing are given the utmost priority. Staff ensure that children's routines are expertly matched to their current needs. For example, sleep preferences are followed and this means that babies are settled for a nap when they need one, contributing to their wellbeing. Staff have a secure knowledge of children's likes, dislikes and preferences. For instance, some babies like to eat their main meal in separate dishes and others require oat milk to drink. Staff ensure that they cater for these individual preferences. Leaders have created a physically challenging outdoor space that children spend large portions of the day in. Children pull themselves up using age-appropriate equipment. They show balance and coordination as they zoom around the garden over ramps on bicycles. Children's good health is supported in a range of highly effective ways. For example, children enjoy engaging in toothbrushing routines, they eat healthy foods and snacks and are taught self-care skills, such as to 'pinch and pull' as they independently wipe their nose and dispose of tissues in designated bins.

Leadership and governance: Expected standard

The long-standing and experienced leaders work tirelessly to maintain and develop the quality of the provision. Many of the team have worked at the setting for several years and report that they feel valued and their views are listened to. Leaders empower staff and allow them to contribute to action plans and ideas, such as changing and developing their inspiring environments. Staff wellbeing is supported in a range of effective ways.

Working in partnership with parents and carers is a key strength at the setting. A regular 2-way flow of information is shared using a range of sources, such as photos, videos and detailed handovers. Leaders invite parents in to share their unique home experiences. For example, children have explored a real tractor and farm animals to learn more about life on a farm.

Leaders typically provide staff with suitable training plans. For example, staff working with children with medical conditions access targeted training to help them to understand and meet children's care needs. Leaders ensure that staff have a comprehensive understanding of child protection. They support staff to understand how to recognise the signs of abuse and reporting procedures. Staff are knowledgeable in this area of their practice. They know how to respond to allegations and how to escalate concerns if needed.

Leaders provide staff with regular coaching and mentoring opportunities. They work alongside staff, providing on the spot feedback and guidance. Some staff would benefit from more detailed and focused feedback to help with minor inconsistencies in practice. For example, to provide further support in understanding and implementing strategies and promoting behaviour consistently.