Matchbox Day Nursery

Inclusion: Needs attention

Leaders work hard to support staff to identify children's individual needs. Although these needs are correctly identified, not all children, especially those with special educational needs and/or disabilities (SEND), have appropriate measures put in place to reduce these barriers. Targeted support to ensure some children with SEND are developing positive relationships with other children is not consistent.

Leaders monitor children's progress and assess the impact of the provision on learning. They understand their responsibility for supporting disadvantaged children. Leaders use the additional funding they receive to provide training for staff. For example, the early years pupil premium is used to provide training on an adult-led intervention to develop shared attention, concentration and communication skills with children. This training is still in its infancy and so the impact of this cannot be measured as yet.

Leaders engage with families and outside professionals to support children's development. They pride themselves on their open-door policy and make themselves readily available for all parents and carers. Parents say how happy they are with the responsiveness of the nursery team.

Curriculum and teaching: Needs attention

Although leaders understand what a quality curriculum looks like, this is not embedded throughout the nursery. Staff are not always clear about what they want children to learn. They do not always prioritise what is important for children at that stage of development. During a group activity, for example, a sharp-enough focus was not placed on the development of communication and language. The size of the group had a negative impact on what was being taught, and so children did not make sufficient progress. The use of dummies also acts as a barrier to support effective communication and language. Although staff know the impact of dummy use, this is not removed swiftly enough to support the development of communication and language.

Typically, mathematics is taught progressively throughout the nursery. It is sequenced to ensure concepts are introduced carefully. Children relish in playing a game of football. They proceed to a count down before they shoot and hit the back of the net. Staff skilfully tally up how many goals are scored and use language of comparison to demonstrate the difference.

Children's personal, social and emotional development is supported well. Children enjoy voting for which book they want to focus on for the week. They work with their parent and/or carers to complete a voting slip and eagerly post it in the postbox. This supports children to feel like their voice is heard and develop a positive sense of self.

Achievement: Needs attention

Children's achievement is variable because the curriculum is not securely embedded. As a result, some younger children are not always prepared for the next stage in their learning. Younger children are not securely supported with their language and communication development, and so do not always achieve as well as they could. Children with barriers to learning are not always given the opportunity to express their needs and wants. This means they do not always make as much progress as they could.

Generally, children achieve from their starting points in some areas of learning such as their personal, social and emotional development, physical development and mathematical development.

Children develop a love for maths. They enthusiastically count how many blocks they have stacked on top of each other. They squeal with excitement when the tower becomes unstable and falls. Practitioners share their enthusiasm and discuss what could be done differently to ensure they have a stable structure. Practitioners carefully model the language of counting and reinforce mathematical vocabulary to describe size. They address misconceptions in a sensitive and supportive way.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and practitioners have established a positive environment. They have high expectations for behaviour which are typically understood. Children behave well. Practitioners have realistic, age-appropriate expectations of children's behaviour which they model sensitively. Unwanted behaviours are addressed in a warm, responsive way and clear alternatives to behaviour are given. Children are generally calm and considerate to their peers.

Effective key-person arrangements ensure children's care needs are met. Leaders establish a co key-person system which enables all children to have secure attachments and practitioners know the children well. This supports children to develop their confidence, resilience and independence. Leaders and practitioners have a clear system to support children's attendance and punctuality. Practitioners consistently follow-up with absences and work alongside families to establish important habits for later success.

Generally, children have a positive attitude to learning. Some children are supported to use their imagination and create different structures. They delight in creating a 'farm school' in which all the animals learn. Practitioners skilfully support children to play collaboratively and share the resources available. Children know what is expected of them. Consistent routines support this understanding. Children are given advance warning to help them anticipate what is coming next. For example, a bell is sounded 5 minutes prior to children transitioning from outside to inside. Older children respond well to this signal and support younger children to go inside.

Children's welfare and wellbeing: Expected standard

Practitioners create a nurturing environment in which they are attentive to meeting individual children's needs. Practitioners work hard to develop secure relationships with parents and carers so they keep up to date with a child's development. For example, during the weaning phase, practitioners have daily communication in person and via the nursery app to relay what the child had eaten at nursery. They ensure no new foods are introduced at the nursery until tried at home first. This supports the children to stay safe. Typically, practitioners work closely with parents to ensure children's medical needs are met. Clear systems are in place to ensure practitioners know how to support their care needs. 'An all about me' form supports with the building of relationships.

Particular regard is placed on supporting children's sleep routines. Safer sleep practices are consistently adhered to. Practitioners work closely with parents to ensure the children's individual needs are understood and provide opportunities for them to rest as and when is needed. This supports children to feel refreshed and emotionally ready for learning. Hygiene and care routines take into account the personal needs of the children. Children delight in brushing their teeth after eating. They discuss removing the germs in their mouth to have healthy teeth. Practitioners provide children with healthy meals and snacks and sit with them to support their developing independence.

Leadership and governance: Expected standard

Leaders are aware of the nursery's strengths and areas of development and use this information to drive improvement. They invest heavily in staff development, however, on occasion the impact of this is not consistently evident, especially for children with barriers to their learning. Leaders have a clear understanding of the curriculum and have put in place measures to resolve inconsistencies in teaching. They use peer observations and filming to support interactions. Practitioners speak positively about these professional development opportunities and understand the benefits of continual constructive feedback. Practitioners feel valued and supported to do their job well.

Leaders have a secure understanding of the contextual needs of the nursery. They have strengthened their communication with parents and/or carers by using an app to share information. This has led to parents and/or carers having a fuller picture of what their children are doing at nursery. Specific observations of what their child is doing and how they are being supported to progress is having a positive impact.

Leaders take action to ensure practitioners workload and wellbeing are supported. Regular supervisions give practitioners the opportunity to discuss any concerns about children and/or areas for development. Specific time is ringfenced to ensure workload is manageable and given fairly. This ensures practitioner time is used effectively generally securing the best outcomes for children. Leaders engage with external professionals thoughtfully and professionally. They consider recommendations carefully and generally implement them.