Liberty Day Nursery and Preschool

Inclusion: Expected standard

Staff have a secure understanding of children's circumstances and are dedicated to meeting children's individual needs. Observation and assessment ensures that children who need additional support and those with special educational needs and/or disabilities are quickly identified and referred to outside professionals where necessary. Leaders and staff work closely with parents and carers and other professionals. They develop plans and implement strategies that are specific to children's individual needs.

Staff receive regular training and attend workshops to keep their knowledge of how to support children's needs current. Staff focus on children's speech and language development. They have taken part in several communication projects led by sector professionals. This helps to enhance staff's skills, supporting all children to become confident communicators. All children's wellbeing is a priority. Staff get to know families well and support them through challenges, referring them to local services for extra help where needed. Leaders' use of funding has a positive impact on reducing barriers to learning. Staff have recently created a sensory room to help children to regulate their emotions and concentrate on maintaining attention during small-group activities.

Curriculum and teaching: Expected standard

Children practise their physical skills in the outdoor play area. They enjoy regular trips to local amenities, such as the library, shops and parks. This encourages their social skills and understanding of their community. Staff ask appropriate questions during adult-led activities, which supports children's thinking skills and encourages discussion around emotions. For example, children eagerly guess what colour will be made during a colour mixing activity.

Overall, staff encourage children to do things for themselves. However, support for children's growing independence skills is inconsistent. Staff encourage children to put on and take off their own coats, but sometimes intervene too quickly to help younger children cut up fruit and pour drinks, for example.

There is an inclusive approach to supporting children with special educational needs and/or disabilities. Staff assess children's progress, tailoring teaching so that every child makes steady progress. Leaders take positive steps to evaluate their curriculum. Improvements to the quality of teaching, such as the focus on promoting children's early communication and language, help to close gaps in learning. Staff recognise and celebrate the diversity of children and families at the nursery. They incorporate learning experiences that teach all children about religions, traditions and events that are meaningful to their friends.

Achievement: Expected standard

Children at all stages of development make steady progress in their learning. Children are prepared for their next stage in learning, including for their move on to school. Children gain confidence and participate during group times, sharing their ideas and discussing recent events. Children make secure progress in their speech and language skills, confidently communicating with each other and adults. They engage in regular conversations and make predictions about what might happen next in a story or during an activity, for instance. All children, including those with with special educational needs and/or disabilities, achieve well from their starting points.

Behaviour, attitudes and establishing routines: Expected standard

The effective key-person system focuses on children's wellbeing and personal growth. Children are happy at the nursery. They form bonds with staff as a result of caring and thoughtful interactions. Children's behaviour is positive, and they get on well with each other. Staff set clear expectations, which they explain to children at the start of each session. Children remember to share and take turns. They listen carefully and use good manners. The nursery has a calm and focused atmosphere, where all children play well together. Staff use encouragement and meaningful praise to support positive behaviour. Staff adapt their expectations and consider children at different stages of learning. For example, when younger children lose interest in a book being read to them during group time, staff adapt their teaching. They keep children's focus and attention by introducing action songs. Leaders monitor and promote children's attendance and punctuality.

Children's welfare and wellbeing: Expected standard

Personal care for all children is carried out in a sensitive manner. Staff encourage children to make choices to promote their own wellbeing. For example, children choose which fruit they would like for snack. Staff get to know all children well and build secure trusting relationships with them from the start. Children begin to understand their emotions. Staff help them to name how they feel, and manage their feelings in a kind and sensitive way. Children laugh and chat throughout the day with staff and their friends. They enjoy being physically active and relish their time spent outside. They roll cars down large ramps and work together to make pretend meals in the outdoor kitchen.

Children understand the daily routines, which helps them to feel secure in knowing what comes next in their day. Routines such as sleeping and eating support children well. Staff adapt routines for children with special educational needs and/or disabilities. For example, they use visual timetables and make all activities accessible.

Leadership and governance: Expected standard

Leaders evaluate the provision effectively, highlighting areas for development. For instance, they reflect that there are some variations in the quality of teaching. A sharper focus on professional development would more consistently raise the level of teaching. Leaders take swift action to minimise gaps in all children's learning. For example, they engage with outside professionals to support individual needs. Staff are well supported and have ample opportunities to address any concerns they may have. Leaders are mindful of staff's workload and support their overall wellbeing. Staff report they are happy and supported in their roles. Leaders form positive relationships with parents and carers and other professionals to support all children's education and care. When children move on to school, leaders engage with school staff to help them understand the needs of each child. Leaders arrange meetings with teaching staff, sharing information to support children with special educational needs and/or disabilities to transition seamlessly to school.