Magical Moments Day Nursery

Inclusion: Strong standard

Leaders ensure that all children, including those with special educational needs and/or disabilities (SEND) and children who speak English as an additional language, are included and feel they belong. Staff know children well and identify barriers to participation, adapting support so children can engage alongside their peers.

Leaders and staff assess and provide targeted support that helps children access learning and remain engaged. Staff use clear language, repetition and key words from children's home languages to support understanding and communication. These approaches help children to follow routines, build confidence and participate in activities.

The environment supports inclusive practice effectively. For example, children can access quieter areas, including a sensory space, when they need support to regulate their emotions. Staff use this thoughtfully to support children who may become overwhelmed, helping them to return to play and learning when they are ready.

Leaders ensure that staff consider inclusion, when planning experiences and routines. Staff adapt activities and interactions so children with SEND can participate successfully alongside their peers. They respond sensitively, review support and adjust their support to meet children's individual needs.

Leaders work in partnership with parents and external professionals to support children effectively. Information is shared regularly, and strategies are used consistently to support children's development. As a result, children feel valued and included and develop confidence in their abilities.

Leaders have a clear understanding of how children's needs are identified and supported. They ensure that staff receive relevant training, including in SEND, so they can respond effectively to children's needs. This helps ensure that all children, including those with additional needs, make progress from their starting points.

Leaders demonstrate an understanding of how early years pupil premium funding would be used to support eligible children, including identifying potential barriers and providing targeted support and resources to improve outcomes.

Curriculum and teaching: Strong standard

Leaders design a broad and purposeful curriculum that supports children's independence and early learning across all areas of development. The curriculum is based on the early years foundation stage and informed by the curiosity approach. It provides opportunities for children to explore and learn through meaningful play. Leaders place a clear emphasis on children's personal, social and emotional development. Staff support children to develop confidence, independence and positive relationships, enabling them to engage in activities.

Staff plan learning carefully and use routines and interactions to support children's understanding. They provide a balance of adult-led and child-initiated experiences, enabling children to follow their interests while developing new skills. Staff use ongoing assessment to identify what children know and can do. They observe children during play and interactions and use this information to plan next steps, ensuring learning is tailored to children's starting points. Leaders monitor the quality of assessment through discussions with staff and review practice to ensure it is used effectively.

Staff embed communication and early mathematics throughout the day. For example, during imaginative play, children count objects and use language, such as 'more' and 'less', as they explore. Staff model language clearly and use questioning to support children's understanding and vocabulary. Additionally, physical development is prioritised within the curriculum. Children benefit from regular opportunities for active play, which supports their coordination and confidence.

Staff ensure that children with special educational needs and/or disabilities access the same curriculum opportunities as their peers. They adapt activities and provide additional support so children can participate successfully and build confidence in their learning.

Leaders monitor the curriculum and work alongside staff to ensure it is implemented effectively. Staff plan engaging experiences based on their knowledge of children, supporting learning across the curriculum. They adapt their support so that learning is appropriate to children's ages and stages of development. Leaders evaluate the quality of teaching through observation and discussion with staff and provide feedback to support improvement. They support staff to refine their teaching through guidance and professional development.

Achievement: Strong standard

Children make secure and consistent progress from their starting points, including those with special educational needs and/or disabilities and those who speak English as an additional language. They develop knowledge and skills in communication, early mathematics and social development through experiences that build on what they already know.

Children use a growing vocabulary and respond to familiar language during activities and routines. They apply early counting skills in their play and begin to use mathematical language as they explore. Children show persistence when trying new experiences and remain focused and motivated as they take part in learning. For example, during a musical activity, children join in with actions and begin to use gestures and emerging words to communicate.

Children demonstrate increasing independence in their play and routines. They make choices, follow instructions and take part in activities with confidence. They engage well with others and take pride in what they achieve. Children develop the knowledge, skills and confidence that prepare them well for their next stage of education.

Behaviour, attitudes and establishing routines: Strong standard

Children demonstrate positive behaviour and interact kindly with one another. They learn to share resources, take turns and cooperate during play. Staff model expectations clearly and guide children calmly so they understand boundaries and develop respectful interactions with their peers. For example, younger children are supported with gentle reminders and close guidance to help them understand expectations, while older children are encouraged to manage their behaviour more independently and take responsibility during routines.

Children follow routines confidently and show increasing independence during everyday activities. Staff support children to manage tasks, such as handwashing and taking part in daily routines. These expectations help children understand how routines support their wellbeing and contribute to a calm and organised environment. Staff take account of children's ages, stages of development and individual needs when supporting them, helping all children to feel secure.

Children with special educational needs and/or disabilities are included fully in routines and learning. Staff provide reassurance and adapt their support to help children manage their feelings and remain involved. Children develop positive attitudes to learning. They show confidence, independence and a willingness to try new experiences, supporting their readiness for the next stage of learning.

Leaders promote the importance of regular attendance and punctuality and work with parents to support consistent routines. This helps children to feel secure, maintain continuity in their learning and develop positive habits for the future.

Children's welfare and wellbeing: Strong standard

Children's welfare is supported through attentive and responsive care. Staff provide reassurance and guidance that help children to feel emotionally secure and settled. Children with special educational needs and/or disabilities receive support tailored to their needs so they can take part in routines and experiences. For example, staff provide close support and reassurance during routines to help children feel secure and remain engaged.

Children benefit from a safe and secure environment, where they can move around confidently. The space is arranged to support children's independence, enabling them to explore and engage in activities. Staff support children to understand how to keep themselves safe, for example, by reminding them how to use equipment safely and supervising them closely during play.

Staff support children to develop an understanding of healthy lifestyles through consistent routines and guidance. Mealtimes are sociable occasions, where children sit together and enjoy their food. Staff sit with children and encourage conversation, supporting children's awareness of healthy choices. Children follow hygiene routines as part of everyday expectations and begin to understand the importance of healthy lifestyles, including oral health.

Staff provide calm and consistent interactions that support children's emotional security. They ensure children feel valued and understood, helping them to develop confidence and a sense of belonging. Staff support children to recognise and manage their emotions, for example, by helping them to name how they feel and providing reassurance to help them regulate their behaviour. As a result, children feel safe, settled and supported. They develop confidence and emotional security within a nurturing environment.

Leadership and governance: Strong standard

Leaders provide clear direction and maintain high expectations for care, learning and safeguarding. They ensure that the curriculum supports children to develop knowledge and skills over time. Planning takes account of children's interests and individual needs, including those with special educational needs and/or disabilities, so that all children can take part in learning.

Leaders monitor the quality of the provision regularly. They review practice across the nursery, observe interactions and discuss routines with staff to check that children are supported and that expectations are applied consistently. This helps leaders maintain an accurate understanding of the provision and supports a consistent approach across the team.

Leaders support staff through supervision, guidance and ongoing professional development. Staff receive feedback that helps to strengthen their practice. Leaders support staff to develop their knowledge and skills through training and guidance. This has a positive impact on children, for example children are supported to engage confidently in activities and develop their skills over time.

Leaders reflect on the effectiveness of the provision and make changes, where needed, to improve outcomes for children. For example, they work in partnership with external professionals and local services to support children's development and transitions.

Parents report that their children enjoy attending the nursery. They value the regular communication they receive and feel well informed about their child's development. Parents describe staff as approachable and supportive, and highlight how staff provide guidance that helps them support their children at home. These partnerships support continuity between home and the setting. As a result, the nursery is well organised and consistent. Children feel secure, develop confidence and are supported effectively in their learning and development.