Little Peaks Day Nursery

Inclusion: Expected standard

All children are cared for and nurtured in this inclusive environment. Leaders and managers recognise when a child or family may need additional help. They respond to promote children's regular attendance and behaviour, and work to remove barriers to development and learning. This includes adapting the environment when needed and using strategies to support children's physical development and strength. For example, leaders ensure that children who use specialist equipment can be fully included in mealtimes.

Leaders and staff have the knowledge to be able to identify current and emerging development needs. They keep up to date with their own learning for inclusion of children. They explain the importance of collaborative relationships and work well with parents and outside professionals to support and track children's progress. For instance, leaders learn and apply specialised physiotherapy exercises for children's specific development. This means that these children typically make positive progress, which enables them to catch up in their learning. Parents say that they value the interventions and support their children receive.

Curriculum and teaching: Needs attention

Leaders have ambition for the curriculum. It is in the early stages of development and implementation throughout the nursery. They have appointed a member of staff to a 'curriculum lead' role to provide direction across the staff team. However, the planning for children's learning is not yet fully effective. Staff do not provide a broad curriculum with high expectations for children's potential across all areas of learning. This is particularly evident for older children where the teaching of literacy is not age appropriate and the teaching of mathematics across the nursery is not consistent. This means that some learning experiences do not meet the high standards that leaders are striving for.

The curriculum for personal, social and emotional development is a particular strength at the nursery. Babies enjoy exploring their environment, supported by encouraging and kind staff who enable them to build confidence and independence. Toddlers enjoy learning to share and collaborate with one another. Pre-school children learn the importance of community as they take on responsibilities, such as during mealtimes.

Achievement: Needs attention

Children progress well in their physical development throughout the nursery. Through role play, they demonstrate their care and empathy for others. For example, children share their cakes made from modelling dough. Children develop positive social skills and build relationships with peers and staff. Where children's attainment in an area of learning is less than expected, staff typically work well with parents to create plans to promote children's development.

Staff identify when children have developmental delays. However, they do not support all children to reach their full potential in all areas of learning consistently. The curriculum is somewhat narrowed because staff focus too much on some areas of learning and do not give enough attention to others. This means that children do not fully benefit from a broad range of educational experiences to build continuously on their knowledge and skills in all areas.

Staff are not always secure in their understanding of age-appropriate learning. For instance, they encourage pre-school children to write letters before they have developed the necessary skills to do so. Consequently, children's learning experiences and expected outcomes are not always matched to their developmental stage and individual capabilities.

Behaviour, attitudes and establishing routines: Expected standard

Staff have high expectations for children's behaviour. Children are well behaved and have a positive attitude to their learning environment. Praise from staff reinforces positive behaviour. They are strong role models and encourage good manners and etiquette. Children enjoy familiar, established routines. This means that children develop a positive, kind attitude towards each other and good social skills. This helps to prepare them for the transition on to school.

Leaders demonstrate knowledge of individual children and the support they require. This highlights the close relationships that leaders have built with the families of children attending the nursery. Leaders encourage regular attendance and support families to increase children's sessions in readiness for children starting school.

Staff provide a clean and well-organised play environment. They support children's concentration and focus through appropriate interactions. This includes the transition on to new activities, such as when they move from singing songs to independently dressing for outdoor play.

Children's welfare and wellbeing: Expected standard

Children attending this nursery settle quickly. They separate from their parents confidently in readiness to start their day. Parents describe the nursery as an inclusive, warm and nurturing provision.

Children develop ways of keeping themselves safe and healthy. They happily follow hygiene routines at mealtimes and know, for example, to clean their hands again after touching the floor. Babies benefit from a flexible routine, which is based around their needs, such as time for sleep and nappy changes.

Safe-eating arrangements are well embedded. Staff promote inclusivity, social skills and encourage independence. This means that children are developing the skills to regulate their own behaviour, understand how to keep themselves healthy and feel confidence in social environments.

Leaders have good understanding of child welfare. They promote healthy and sociable eating throughout the nursery. They proactively seek ways to improve the current provision and food choices for children.

Leadership and governance: Needs attention

Leaders are generally ambitious in seeking positive outcomes for the children and are reflective of their practice. They provide a suitable environment and resources. However, they do not have sufficiently strong oversight of the curriculum implementation, or staff knowledge and teaching to ensure that children experience high-quality learning experiences consistently. They have recognised the importance of developing the curriculum with the nursery and have taken action to appoint a 'curriculum lead' to drive this forward. However, they have not taken action in a timely way to challenge or support staff knowledge of curriculum implementation. This means that high-quality teaching interactions with children are not yet happening consistently.

Parents report high levels of appreciation of the nursery's care and inclusion of children. They explain how they feel included and well informed about their children's wellbeing and development. Staff explain that they are content in their roles and feel supported in their journey of self-development. However, this focus is primarily staff led, rather than leaders identifying where there may be inconsistencies and addressing them through training and coaching.