Laugh N Learn Day Nursery

Inclusion: Expected standard

Leaders and staff demonstrate inclusive practice that ensures support all children, including those with special educational needs and/or disabilities (SEND) or those who may face barriers to their learning to participate fully. Staff work closely with parents and carers to identify children's needs early. They gain permissions promptly so that they involve external professionals without delay. This helps to reduce barriers and ensure that children receive the right support at the right time.

Staff typically use their observations to assess children's needs and adapt provision so that children can thrive. Children with SEND benefit from tailored strategies that help them to make steady progress from their starting points. Staff understand how to adjust their approaches, utilising relevant training to meet children's individual needs with sensitivity and consistency.

Leaders use additional funding appropriately to enhance children's experiences and improve outcomes. They monitor the impact of this support to ensure it is making a positive difference. Children who may be facing wider barriers to their learning or wellbeing receive nurturing and targeted support. This helps them to feel secure and ready to engage.

Curriculum and teaching: Expected standard

Leaders have a clear understanding of the curriculum and ensure it staff deliver this well across the setting. Staff know the intent behind activities and plan them thoughtfully in a stimulating environment that supports children's learning. Children benefit from a focus on children's social and emotional development, with staff offering calm and reassuring interactions. For example, younger children who feel unsure receive gentle encouragement to join in through the use of familiar toys and resources. This helps children to build confidence before exploring independently.

Children develop a love of stories and enjoy sharing books with staff. They repeat familiar phrases and show excitement as they anticipate what happens next. However, during some activities, staff repeat vocabulary children already know and do not consistently extend this. This means children do not consistently hear or practise new and ambitious vocabulary to extend their language further.

Teaching supports children to typically develop their learning across areas of early years foundation stage. Staff teach mathematical concepts explicitly, and children respond well. They use mathematical language as they print and draw shapes or count objects in sensory play. This reinforces children's understanding through hands-on experiences.

Achievement: Expected standard

Children make steady progress from their starting points. They enjoy a broad range of activities that support learning across all areas. Children with special educational needs and/or disabilities receive enhanced support that helps them achieve well and participate fully. Most children are suitably prepared for transitions within the setting and for moving on to school.

Children show growing independence as they attempt tasks, such as serving their own snacks or pouring drinks. These opportunities help them to develop confidence in managing everyday routines. However, some equipment children use, such as squeezing tongs or using large jugs, is sometimes difficult for younger children to manage. As a result, children often need staff to step in to assist, which limits their ability to practise these skills independently. This does not consistently strengthen children's independence and ensure they are very well prepared for future learning.

Behaviour, attitudes and establishing routines: Expected standard

Staff set clear expectations for children's behaviour, and children generally follow these well. Children form trusting relationships with their key person and other staff, which supports their emotional security. They show kindness in their interactions and demonstrate calm, engaged behaviour for most of the day. Children enjoy exploring sensory activities, such as coloured spaghetti or water play, and respond positively to staff's guidance. Leaders monitor children's attendance effectively and have clear procedures in place to support families.

Children listen to instructions and understand the setting's 'golden rules'. Staff remind them to take turns and respect their friends' contributions, helping children to develop positive social skills. Routines are mostly well established, and children know what some of the expectations. Children play collaboratively, sharing ideas as they role play or explore small-world resources. However, during some times of change, routines are less organised. For example, at lunchtime, some staff are not fully prepared. As a result, this means children lose focus and become a little unsettled. This does not strengthen children's focus and engagement at these times.

Children's welfare and wellbeing: Expected standard

Leaders typically prioritise children's welfare and wellbeing. They create a safe, warm and nurturing environment where children feel secure. Staff build positive relationships with children. They respond sensitively to their needs, ensuring they feel listened to and cared for. Children benefit from regular access to the garden, where they enjoy fresh air and physical activity that supports their wellbeing.

Staff generally promote healthy habits from a young age. They encourage children to wipe their noses independently. Older children discuss how water affects their bodies during play, helping them to develop an early understanding of health. Staff ensure they meet children's personal needs promptly and respectfully, supporting their comfort and emotional security.

Inclusive approaches underpin staff practice. Children with special educational needs and/or disabilities or those facing additional barriers receive thoughtful support that helps them regulate their emotions and participate in daily activities. Staff create calm spaces and offer reassurance when children need time to settle. Leaders monitor wellbeing closely. They ensure staff have the guidance they need to maintain quality care. As a result, children feel safe, valued and ready to learn.

Leadership and governance: Expected standard

Leaders provide steady and supportive direction for the setting. They are visible in the rooms and work alongside staff to model effective practice and positive interactions. This helps to maintain consistency in expectations and supports staff confidence. Parents and carers speak positively about the care their children receive. They value the warm relationships staff build with families.

Leaders reflect on practice and make improvements where needed, demonstrating a commitment to ongoing development. Staff report feeling valued and well supported. Leaders take account of staff wellbeing and workload. They ensure expectations are manageable and that staff have opportunities for professional discussion and reflection.

Staff engage in training that strengthens their understanding of children's needs, including children with special educational needs and/or disabilities. Leaders monitor the impact of training to ensure it improves practice. The setting maintains positive relationships with parents and the wider community. Leaders communicate effectively with families and work collaboratively with external professionals to support children's development and wellbeing. Generally, leadership is steady and effective, ensuring children experience a safe, inclusive and nurturing environment. Further work across some aspects of the provision will support raising the quality even further.