Maples Day Nursery

Inclusion: Expected standard

Leaders and staff work hard to implement effective systems to help reduce any barriers to children's learning, such as for children with special educational needs and/or disabilities (SEND). Those who have lead responsibility for the provision for children with SEND work tirelessly to ensure that children receive regular assessment, enabling them to identify any gaps in children's development or learning. Consequently, external agencies are able to provide swift support so that all children make progress from their starting points. Staff have attended relevant training which allows them precisely to target their teaching to suit the age and stage of development of individual children. Leaders are aware of how they would use additional funding to enhance children's early educational experience. Staff regularly assess children to establish the impact of additional support and they work closely with parents, sharing strategies that are successful in the setting. This supports a continuity of care between the home and the setting.

Curriculum and teaching: Expected standard

Leaders and staff have a good understanding of the curriculum across the whole of the nursery. Generally, they ensure that it is well taught and embedded. Staff are particularly skilled at providing purposeful teaching for the babies and younger children. Overall, older children are typically taught well to ensure that they are ready for the next stage in their education, such as moving on to school. Children develop very good physical skills. They have access to an environment that strongly encourages children to be active in a variety of ways, such as climbing and balancing. Staff encourage babies to use number language through routines and play, and help older children develop their mathematical thinking skills as they use measurements to organise who is the tallest and the shortest. Throughout all activities, staff ensure that all children receive plenty of praise and encouragement, which strongly supports children's growing confidence and self-esteem.

Rich discussions with children during routines, such as mealtimes, introduce children to new vocabulary. The curriculum is adapted for children who face barriers to their learning. Staff use ongoing assessment to ensure that learning is relevant for their age and stage of development. There are times when the quality of teaching can be variable. Some staff do not always fully understand the intent of the activity and what it is they want children to learn. Despite this, children's enjoyment and involvement during activities is high.

Achievement: Expected standard

Typically, children develop well as they progress through the curriculum. The skills that they gather support them to have a positive attitude to their learning. Children are confident in their communication and demonstrate this through discussions with other children and staff. For example, children are keen to engage in conversation about where the ingredients in their meal come from. Babies show their enjoyment as they interact with staff who are reading stories to them. They are confident to move around the setting, independently choosing what they would like to play with. Children demonstrate autonomy in their learning. For example, adult-led activities are arranged so that children can independently carry on with their own investigation. This approach helps children to build on existing knowledge and abilities and acquire new knowledge.

Older children are articulate and babies and younger children are rapidly learning how to communicate in a variety of ways, such as using sign language. All children, including children who face barriers to their learning, are developing the skills needed in preparation for the next stage in their learning, such as going to school, and make progress from their starting points.

Behaviour, attitudes and establishing routines: Expected standard

Leaders have an effective attendance policy in place and regularly monitor children's attendance. Staff are positive role models and have high expectations for children. They are kind and thoughtful and give children the respect that they deserve. This is especially the case with babies and younger children, who are given privacy during intimate care routines. Staff provide lots of opportunities for children to develop their turn-taking skills through routines, such as mealtimes and during activities. For example, older children wait patiently as they wait for their turn to serve their own food.

Staff know all the children well and have a good understanding of each child's individual circumstances. They adapt their teaching and behavioural expectations to successfully support children with special educational needs and or/disabilities. Staff ensure that they support children through transitions, when they move from one room to the next. This helps children to develop an understanding of what will happen as they move through the nursery and between activities.

Generally, children are very well behaved. Some staff do not yet have the necessary skills to deal effectively with some negative behaviours in the pre-school room. This has a negative impact on some children's learning. Children do not always realise that there are consequences from their behaviour, or fully realise the effect this has on others. Leaders recognise this and are working to support staff in this area. There is progress, but this is yet to be fully embedded.

Children's welfare and wellbeing: Strong standard

A key strength of the setting is how leaders and staff support children's emotional wellbeing. This is provided particularly well for children with special educational needs and/or disabilities. Staff offer a safe and welcoming environment in which children thrive. They ensure that they have strong attachments with children from an early age, which helps children to settle quickly. Staff work closely with babies and the youngest children, getting down to their level. They offer a very tactile approach, and children reach out to staff for cuddles and reassurance. Children are particularly well prepared to move between rooms as they grow older. Their key person considers if a child is ready to move on or if they need more tailored sessions with their new key person.

Children throughout the nursery are extremely independent. Children prepare their own snacks and serve their own food. Younger children and babies use cutlery to feed themselves with. Staff use every opportunity to discuss the benefits of healthy eating. They use occasions, such as mealtimes, to discuss with children how their food is grown and prepared. Children learn that some flours come from wheat, which is grown as a crop. All children enjoy running around in the fresh air, which supports their physical development well. They are beginning to understand how they could keep themselves safe, as staff remind them not to run inside and not to climb too high on the outside equipment.

All children are given areas to rest, when they might be overwhelmed or just need some quiet time, and staff are skilled at helping children identify how they are feeling. Staff are extremely vigilant when children are eating or sleeping, which strongly supports children to feel and be safe.

Leadership and governance: Expected standard

Leaders regularly reflect on their practice. They identify areas for improvement to help develop the nursery further and they are keen to celebrate their successes, such as the trusting relationships which they have with parents. Staff are keen to provide positive feedback and say they are well supported in their roles and are given opportunities to further develop their skills.

Leaders work very closely with parents to involve them in their children's learning. They organise regular and detailed opportunities to feed back on children's development and share how this can be supported in the home. Through focused training, leaders help staff to develop their skills to a higher level, such as for staff who show a passion for working with children with special educational needs and/or disabilities. Professional development is given a high priority, and staff are able to identify their own training needs. Consequently, staff feel motivated and valued.

Leaders and staff meet regularly to reflect on the organisation of the environment so that it meets the needs of all children. They evaluate the impact of the nursery's offer for children and families and identify areas that need further improvement, such as supporting staff to successfully manage children's behaviour more effectively.