Little Adventurers Day Nursery Rising Sun

Inclusion: Strong standard

Leaders continually and consistently make a positive difference to children with special educational needs and/or disabilities (SEND) and other groups.

Baseline assessments and statutory checks ensure that children's progress is monitored consistently. Children's needs are identified and acted upon promptly. This helps children to make secure, sustained progress. Leaders work with outside agencies to rigorously measure achievement and plan next steps for children, including what support can be given at home. Outside agency strategies are evident in nursery. For example, when playing races, practitioners wait for a response before saying 'go'. This helps children respond and communicate when the game is repeated. Practitioners recognise when children may need extra time to process information, or if they need support.

Leaders identify, assess and reduce barriers to learning. The nursery has identified a need for communication and language improvement, and has sourced external agencies with the use of additional funding. As a result, practitioners and parents have been supported through informative webinars and other supportive approaches. This helps the progression of communication and language for all children.

Practitioners are highly skilled at planning and adapting the environment to support the needs of all children. Approaches from practitioners reflect the individual needs of the children. As a result, children with SEND and other groups are continually supported and make sustained and consistent progress.

Curriculum and teaching: Strong standard

Leaders have produced a deliberately ambitious, rich and inclusive curriculum. Leaders are consistently monitoring the curriculum and the quality of teaching and learning.

The curriculum is well sequenced throughout the nursery, and children learn vocabulary that is relevant to their age and stage of development. Song and rhyme are embedded in daily routines and repeated regularly so children are learning new words and sounds, as well as actions in songs, to support understanding. As children progress through nursery, practitioners repeat words back to them and add new words to extend vocabulary. Parents comment on how children's language development has rapidly improved since starting to attend. Core rhymes and storybooks are shared with parents to build on communication and language.

Children learn new words and independence at mealtimes, as they are supported to eat and socialise with each other in a calm environment. The curriculum for mealtimes is also well sequenced. Younger children have a bowl and spoon. Older children progress to a knife and fork and 'real' plates and glasses that they learn to care for. The nursery values mealtimes as a learning opportunity and a time to come together. This is further supported by deliberate activities set up for children to practise, such as pouring water in play and scooping mud with spoons. This helps children to make consistent progress in their skills.

The youngest children are taught mathematics through simple counting songs. Older children pick up 'heavy' stones and are exploring words such as 'full' and 'empty' in water play. Practitioners expertly support children's counting skills during all play experiences throughout the nursery.

Leaders ensure that interactions throughout the nursery are consistent. The newest of practitioners show evidence of high-quality interactions in the moment as they count, roll a metal ball and play pass with children. Learning is embedded as the interaction is repeated with a rolling pin later that day. As a result, the youngest children are learning to communicate and take turns.

Leaders have recently organised a training day to embed the curriculum and strengthen practitioner knowledge through the use of external sources and guidance. Leaders have a firm commitment to curriculum development, which means it is continually making a difference to outcomes for children.

Achievement: Expected standard

Babies cruise around low-level furniture ready for their next stage of physical development. Young babies look to practitioners for support and reassurance when they are feeling unsure. When they are supported, they are eager to pop bubbles with a spatula when sitting with peers. Practitioners acknowledge each pop with 'Yay!', which positively encourages children to repeat their actions.

Children fill containers, pour spiced, fragranced water and squeeze tea bags, further refining their physical skills. Children excitedly ask about places on the globe while they play with dough, smell and mix flower petals and explore colours. Practitioners support children as they add new language and experiences to activities. As a result, all children, including those with special educational needs and/or disabilities, are continuously achieving.

Behaviour, attitudes and establishing routines: Expected standard

Leaders continuously monitor and assess the environment. This has strategically contributed to the nursery's development. Practitioners role model and support behaviour positively throughout the nursery. For example, practitioners sit with children at mealtimes, and role model expected behaviours. As a result, children sit, socialise and eat together. Practitioners sing 'we are walking down the stairs, we are going to wash our hands' when transitioning, so children know what to expect.

Practitioners skilfully adapt play and distract children effectively to encourage expected behaviour. Practitioners praise children for their efforts. This encourages children's positive behaviour. Throughout the day, practitioners acknowledge if children are sad, so children are beginning to acknowledge their emotions.

The nursery works with families to monitor attendance. It has seen a positive impact, and attendance has improved to support children's learning and development.

Generally, children settle into the nursery well. However, routines are not yet consistently embedded to fully support children's emotional wellbeing.

Children's welfare and wellbeing: Expected standard

Activities are purposeful and deliberate. For example, practitioners and young children purposefully come together for small-group times and build relationships with each other. This supports young children's wellbeing effectively.

Children access outdoors regularly. They have ongoing access to drinking water indoors and outdoors, keeping them refreshed and hydrated. Mealtimes are an opportunity to talk about healthy food options, serve themselves and socialise with peers in a positive, calm environment. Practitioners follow safer eating practices and prepare food that is healthy and suitably prepared. They sit with children to eat, modelling positive behaviours.

Children are encouraged to rest or are offered a quiet space if they need it. Safe sleeping practices are followed, and regular checks are made.

Leaders are consistently reviewing the nursery through observations and meetings, where children's wellbeing is prioritised. The management team have identified target areas, improving outcomes for children. For example, because there have been some safety issues when playing around open water in the community, the nursery is implementing a swimming curriculum.

Practitioners form warm and caring relationships with children to support their emotional wellbeing. However, processes to support children when they transition to other areas of the nursery are not yet fully successful in developing children's confidence and self-assurance.

Leadership and governance: Strong standard

The nursery has a strategic leadership team that is committed to ongoing development. Regular meetings involve management as well as room leaders. As a result, information is cascaded down to practitioners effectively to support their practice.

Leaders have a robust recruitment procedure. New employees are supported by a highly detailed induction and performance handbook. Regular observations and an embedded culture of feedback support practitioner performance extremely well. Leaders and practitioners continuously reflect on and plan for ongoing development. Newly employed practitioners have developed their practice at a very fast pace. As a result, high-quality teaching and learning is embedded throughout the nursery.

Leaders understand the setting's context. For example, they understand safeguarding issues in the community and are proactively working with practitioners and families. Leaders have supported vulnerable groups and have been able to measure a positive impact.

Leaders have planned open days for new parents, sharing knowledge around child development, attachment, brain development and feeding. The nursery has introduced a 'Family Club' where families can be supported further. Some subjects include positive interactions and next steps in language. This supports children's learning at home and nursery very well.

Parents comment that positive communication systems are assuring to them. Parents feel their children are well cared for. Staff enjoy working at the nursery and appear happy in the positive environment that leaders create.