Meadow Brook Playcare

Inclusion: Strong standard

Leaders and staff rigorously monitor the progress of all children, including those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care and those who may face other barriers to their learning and/or wellbeing. Staff provide parents with regular updates about their child's progress in ways that suit them. For example, they hold parents' meetings and provide daily discussions. This approach also affords parents opportunities to contribute to what their child is learning at home.

Staff have created a very effective tracking system to ensure that children's holistic needs are consistently met from the start. For example, education, health and care plans are regularly reviewed with parents or carers and any external professionals working with the child and parents. Adaptations are systematically and skilfully adjusted as needed. This makes a sustained difference to children's opportunities and experiences.

All children make excellent progress in their communication and language development. Staff swiftly identify those children who need extra support in this area of learning, and strategies are implemented to support them. For example, staff use visual prompts such as 'now and next' boards and Makaton sign language to help children communicate effectively.

Early years pupil premium funding is spent effectively. For instance, trips in the community, such as visits to the library, enhance children's love of books and reading.

Curriculum and teaching: Strong standard

The curriculum is incredibly well designed by leaders. Staff's invaluable input means they are fully invested in it. They absolutely understand how to tailor it specifically to meet the individual needs of children, including using early years pupil premium funding effectively. Staff provide inspiring activities and play experiences that are based on informed assessments of children's development and individual interests. This ensures that children are always provided with the right support to achieve their next steps in learning and development. For example, staff provide daily opportunities for children to ride push bikes. This helps build core strength that can support children's physical skills, such as walking and running.

Staff have clear ideas for what they want children to learn and when. They focus on children's communication and language development, including their mathematical knowledge. Leaders provide very high-quality in-house training to staff. They also work closely alongside the early years team in the local authority to improve their knowledge and expertise. Staff share training with less experienced members of staff. This means all children receive high-quality teaching. For example, staff use Makaton sign language and visual prompts. This helps children to share their opinions and eases frustration as they learn to communicate. This particularly supports those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care and those who may face other barriers to their learning and/or wellbeing.

Achievement: Strong standard

All children, including those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care and those who may face other barriers to their learning and/or wellbeing make tremendous progress from their starting points. Staff create a safe and welcoming environment, and the robust key-person system means children have a reassuring base to build upon. Children who initially display shyness and find new social situations difficult flourish. Their confidence increases as staff encourage them to complete small achievable daily tasks, such as helping staff collect their lunch boxes from the trolley. Children achieve these tasks. This boosts their self-esteem and belief in their capabilities to learn new skills independently.

Staff and parents liaise with outside professionals such as speech and language therapists. Children benefit from frequent and high-quality interactions between adults and children. Consequently, all children with delay in their speech are making significant progress to support them now and at school.

Behaviour, attitudes and establishing routines: Strong standard

This is a particular area of strength. Children, including those with special educational needs and/or disabilities or those who may face other barriers to their learning and/or wellbeing, benefit from consistent, daily routines. Well-thought-out times for group activities, such as story time, calm children's energy levels and help them to prepare for changes in the day. The repetition of well-organised routines, for example at morning drop-offs and at mealtimes, provides some familiarity and eases anxieties for those children who can find transitions difficult. This can also promote children's attendance and punctuality.

Staff know and understand the importance of secure attachments in supporting children to settle well and become increasingly engaged in their learning. In-depth induction processes and brilliant key-person arrangements, care practices and routines and warm, positive relationships are effective in promoting children's feelings of security and character development.

Staff are excellent role models and frequently provide meaningful praise when children use good manners. This helps children understand what is expected of them. Children play harmoniously throughout the nursery. Children are beginning to find solutions to any peer disputes. For example, children independently find sand timers to help them and their peers know when it is their turn with a popular toy.

Children's welfare and wellbeing: Strong standard

Outdoor learning and real-life experiences, such as visiting the meadow and the allotment, all promote children's physical and mental health. For example, at times when children are overwhelmed, staff encourage children to these on-site areas. Children learn ways to regulate their strong emotions in positive ways, such as digging in the mud and taking deep breaths in fresh air.

Staff build fantastic rapport with parents and value their input in regard to routines for babies' sleeping, weaning and feeding. Staff meticulously follow safe and familiar eating routines. Therefore, babies and children settle well, and their wellbeing needs are promoted from the start.

Mealtime routines are embedded securely throughout the nursery. All children, including those with special educational needs and/or disabilities (SEND) or those who may face other barriers to their learning and/or wellbeing, learn good table manners and hygiene routines. For example, when staff use visual prompts and model Makaton sign language, children with SEND are learning to wash their hands thoroughly to remove germs. This can contribute to children's overall health and positively impact their attendance at nursery.

Staff teach children to keep safe when out and about in the community or when progressing to school effectively. Children demonstrate this during imaginative play, when they tell visitors, 'Red means stop, and green is go.'

Leadership and governance: Strong standard

Leaders ensure that a culture of high expectations and professionalism is embedded across the nursery. Leaders have superb oversight of the nursery. They sensitively access and identify areas that staff can build on their quality of teaching and interactions with children. Bespoke coaching, training and modelling is provided to help all staff broaden their knowledge and expertise. This makes a significant, positive difference to children's education and care.

Staff report excellent wellbeing and express how training builds their confidence to deliver high-quality care and education. Parents, particularly those of children with special educational needs and/or disabilities (SEND), are astoundingly positive in their feedback, praising the leadership and staff team.

Staff have roles and responsibilities to match their personal strengths and interests. For example, staff who are highly trained in supporting communication and language support colleagues with Makaton training. They also provide them with signs of the week that match the topic, such as 'people who help us'. Staff use visual cues alongside their speech to strengthen children's understanding and encourage their use of verbal language. Consequently, children with speech impairments or those with SEND can take a more active part in learning and social interaction to achieve the best possible outcomes.