Lily's Nursery Ltd

Inclusion: Strong standard

Leaders and staff complete regular and precise assessments of children's development. These help to identify any gaps in children's learning. There is effective communication across the nursery, particularly as children move to the next age group. This ensures that any concerns are consistently followed up on and children's progress is closely monitored as they move through the nursery.

Staff quickly identify where children may require additional support. They plan how to best support individual children and monitor these interventions. Strategies to support individual children are well known by all staff, and these are consistently applied. This means all children make steady progress, including those who may develop at a different rate to their peers.

Those with oversight of supporting children with special educational needs and/or disabilities have had appropriate training. This means they have the confidence and expertise to support children and make referrals when necessary. Leaders engage with a range of external professionals where necessary. This helps them to get additional or specialist support for children when needed.

Leaders have a clear understanding of how additional funds should be used. For example, they have identified gaps in children's learning to effectively use the Early Years Pupil Premium. Staff also identify other potential barriers to children's learning. For example, they learn simple words in children's home languages to help support them. This particularly helps children who speak English as an additional language, especially when they first start.

Curriculum and teaching: Expected standard

Leaders have developed a curriculum that builds on children's previous knowledge. This supports children as they move through the nursery and prepares them for their next stage in learning, such as school. Leaders have plans in place to further extend the curriculum. For example, by taking children out on meaningful trips within the local community.

Children's communication and language skills are very well supported. This is a priority within all age groups. In the baby room, staff model a range of words within play. For example, they discuss the texture of the broccoli as they play, introducing children to words like 'bumpy.' Older children create images with stickers. This leads to discussions about people. Staff explain new words to children, such as moustache, which they haven't heard before.

There are some opportunities in place to support children's mathematical language. For example, staff use language such as large and heavy with babies. There is a dedicated mathematics area where older children can explore a range of items and concepts, such as scales. However, staff lack confidence in the delivery and teaching of mathematics. This means it is not used consistently in practice and does not always provide enough interest, particularly for the oldest children.

Achievement: Expected standard

Children make secure progress in relation to their starting points. They develop effective language skills and a broad vocabulary. For example, babies learn the names for vegetables such as carrot and cauliflower.

Through well planned routines, children develop a range of skills, particularly in the prime areas of learning, such as physical development, communication and language. Children confidently navigate the climbing frame and ride push bikes around the outdoor space.

Children of all ages are developing skills to support their personal care needs. For example, babies wipe their hands before meals. Older children, including toddlers, confidently wash their own hands, ensuring they use soap.

At mealtimes, children help themselves to a plate and cutlery from the centre of the table. Leaders have identified areas where children's skills could be further developed, such as encouraging them to drink from open cups and pour their own drinks independently.

Behaviour, attitudes and establishing routines: Strong standard

Routines are well planned and established across all the rooms. These are commonly understood by children. On arrival, babies sit and remove their shoes. This also helps to develop their independence and self-help skills. At meal times, older children confidently take their plates and scrape any unwanted food into the bin.

Children have formed wonderful bonds with staff who are positive role models. Staff and children's behaviour is consistently kind and courteous. For example, children help one another to clear the table after meals. Staff teach children positive manners, supported by the use of Makaton signs, such as those for 'thank you'. They also sing a 'please and thank you' song before meals, which helps to reinforce these behaviours in a fun and engaging way for the children.

Staff are highly skilled as they identify opportunities to reinforce the rules during play and routines. For example, they remind children to use their 'walking feet' while inside. Staff offer meaningful praise to children when they demonstrate positive behaviours. In addition they talk to children about positive behaviour when children gather on the carpet.

Staff understand the importance of attendance. They work with parents to ensure children arrive on time for their sessions. This ensures children are not missing large parts of the day, including activities.

Children's welfare and wellbeing: Expected standard

Leaders have established a range of policies and procedures that support children's welfare and wellbeing. There is an effective key person approach in place, and staff know the children well. They are responsive to children's individual care needs. For example, staff provide additional support and reassurance to children who are new to the setting. Baby room staff are attentive to the developing needs of babies. For example, they know the stage of weaning each baby is at.

Staff teach children how to look after their teeth through activities. They already have plans in place to further support this through visits from a dentist. Children's meals are typically healthy and balanced. Babies learn to feed themselves using a spoon.

Staff place a focus on supporting children's mental health and awareness of their emotions. They teach children about a range of emotions and ask children how they are feeling. They support children to label their feelings through using the 'Colour Monster' books.

Leaders and staff support children to identify risks for themselves. For example, they teach children how to stay safe on an outdoor climbing frame. Staff teach children about road safety when out and about. They talk to the children about the different coloured lights they see at pedestrian crossings and when it is safe to cross.

Leadership and governance: Expected standard

Leaders understand the setting and what makes it unique. They continuously reflect on practice and the provision, making changes where required. This takes into consideration the ongoing changes in children and their individual needs. They have clear development plans in place, such as to further develop children's independence. Leaders are currently reviewing menus to ensure they are consistently healthy and take into consideration hidden salts and sugars.

Staff feel well supported in their role, including apprentices who are still studying towards early years educator qualifications. Newer staff are well supported through ongoing induction processes. Leaders regularly observe staff practice to further develop teaching. However, they have not yet identified weaknesses in the curriculum around the teaching of mathematics. That said, leaders are receptive to feedback and continuously seek out new training opportunities. Leaders regularly challenge staff to ensure their knowledge remains up to date. For example, they provide quizzes to ensure staff's safeguarding knowledge is adequate.

Staff and leaders regularly engage with parents and families in a range of ways. They share information with parents through an online app. For example, they send parents photos of their children along with a weekly update. Parents provide positive feedback about the staff and setting.