Meadow View Farm Day Nursery Ltd

Inclusion: Expected standard

Leaders have created a welcoming and inclusive environment, where all children and their families feel valued. Children, including those facing a range of barriers to their learning and wellbeing are supported. Leaders identify children's needs accurately to reduce these barriers. They use additional funding effectively and monitor the impact of this provision to ensure that children's needs continue to be met. For example, children in receipt of early years pupil premium access tailored activities to promote their individual learning needs. Overall, leaders work closely with staff, providing additional support and guidance. However, there are some minor inconsistencies in some staff's delivery of targeted intervention. That said, all children make steady progress from their starting points.

Staff work closely with parents from the start. They use information gained from them and their observations and effective assessment to understand children's changing needs. Staff share information with parents, including links to information, strategies and resources used within the setting, to enable parents to mirror this at home.

Leaders carefully monitor children known to children's social care, maintaining detailed records about children's circumstances. They work with other professionals, sharing information when needed to ensure children's ongoing wellbeing. Staff recognise when children require additional support with their emotional needs. They understand how to adapt their teaching and routines to ensure that all children are supported and included.

Curriculum and teaching: Expected standard

Leaders set a clear curriculum that covers all aspects of children's learning and development. They know what skills and knowledge they want all children to have secured before they move on to school. Leaders have planned an ambitious curriculum that is typically taught well. Generally, staff understand what they want children to learn. They plan purposeful activities that link to children's interests, for example bathing baby dolls and engaging in water play. Some minor inconsistencies in curriculum delivery mean that staff do not yet consistently provide high-quality interactions throughout the day.

Staff support communication and early language generally well. For example, they model language through songs and stories and comment on children's actions. Staff promote children's language and thinking through questioning and discussion. However, staff do not yet consistently provide older children with opportunities to pause, think and respond to extend conversations further. Staff support turn-taking and introduce strategies, such as visual aids, for those that require additional support to promote their understanding of sharing. Staff support children's problem-solving and encourage children to keep trying when they find tasks tricky. They break tasks into smaller steps to help all children achieve their goals. Staff help children to build early mathematical understanding, for example, by counting number rhymes, comparing sizes of vegetables and introducing volume and weight as children play with water.

There is a strong focus on outdoor learning, and children benefit from a wealth of high-quality physical play. Staff support children to develop their large muscles and coordination skills through digging, climbing and balancing. Staff plan first-hand experiences, such as growing vegetables and cooking, feeding lambs and hatching chicks. This helps to broaden children's awareness of the world around them.

Achievement: Expected standard

All children, including those who face barriers to their learning and/or wellbeing, make steady progress from their starting points. Children become confident communicators and show an understanding of what is said. For instance, they follow instructions and begin to use descriptive language as they compare the different shapes, colour and sizes of vegetables. Babies learn turn-taking in conversation as they engage in peek-a-boo and repeat words they hear. Children count and understand quantity as they compare space and measure in play. Children regularly choose books to share with their friends. They discuss the illustrations, identifying their favourite characters and join in with reading as they recall the repeated refrains. Children follow instructions and learn how to manage their emotions to help them to share and take turns in their play. They gain increasing control as they master tools, such as scissors and knives. Overall, children gain the skills and knowledge they need to support the next stage in their education.

Behaviour, attitudes and establishing routines: Expected standard

Leaders set clear expectations for behaviour, which staff share consistently with children. They are positive role models and encourage children to behave well through praise for their kind acts. Children are polite; they say 'please' and 'thank you' when making requests. They demonstrate care towards their friends and share resources. Staff are calm in their approach and use simple explanations and strategies to help children resolve conflicts. This helps children understand what to do when they feel frustrated and promotes their understanding of turn-taking. Typically, staff adapt their approach to ensure that all children are supported in ways that reflect their age and level of understanding. Children demonstrate confidence as they settle into daily routines. Staff use visual timetables to help all children understand what is happening next. Children help staff to tidy toys in preparation for transitions into mealtimes and demonstrate care towards resources and equipment.

Leaders actively monitor and promote regular attendance. This supports children and families to establish positive routines and habits, helping to prepare them for the expectations of school. Generally, children show positive attitudes to learning, joining activities with enthusiasm. They talk about their activities and show curiosity as they explore new ideas. For instance, they observe the changes to texture as they combine water and soil. Children cooperate during group times, taking turns to choose songs and stories. However, during independent play, older children sometimes demonstrate limited engagement. Staff do not always promote their focus and engagement at the highest level.

Children's welfare and wellbeing: Expected standard

Leaders place children's welfare and wellbeing at the centre of their work. They create a culture where children feel safe, valued and understood. Babies enjoy close interactions with responsive staff. This helps them to settle quickly because they feel secure with familiar adults. Staff work closely with parents to understand babies' care routines and weaning requirements to provide continuity in their care. Parents speak highly of the provision. They value the care and consideration given to ensure that transitions into and through the setting are seamless. Children facing barriers to their learning receive additional guidance from their key person. Staff develop children's emotional understanding through stories and discussions about feelings. Toddlers and older children build trusting relationships with staff. They show confidence as they explore the environment and engage in play.

Children receive effective care practices that support their physical and emotional needs well. Safety when eating is a priority. Staff check allergies carefully and sit close to children to ensure that they are well supervised when eating. Babies and children rest safely because sleeping arrangements are understood and embedded into practice. Overall, leaders and staff recognise the value in promoting children's independence. Throughout the day, children help to prepare and serve snacks, and they pour their drinks and learn to use cutlery at mealtimes. From a young age, children are encouraged to practise their self-help skills as they dress for outdoor play and wash their hands for mealtimes. Staff promote children's good health through lots of physical activity and discussions about the value of healthy food choices.

Leadership and governance: Expected standard

Leaders are passionate about the provision and improving outcomes for children. Leaders have plans to extend the outdoor provision further and have additional training in place to further develop staff's knowledge in this area. They show commitment to continuous improvement to further enhance the quality of the provision. Leaders understand the strengths of their provision and generally identify priorities to strengthen children's learning experiences. Leaders regularly review practice through observations and use supervision and staff meetings to guide improvement.

Leaders support staff's wellbeing effectively. Staff speak positively about their roles and describe a positive culture where they feel valued and listened to. Workload is manageable because leaders check in regularly and encourage open conversations. This helps to ensure that staff feel supported, can raise concerns early and maintain a balanced workload. Staff access training that builds their knowledge, particularly in matters relating to safeguarding and paediatric first aid. However, recent changes to the staff team means professional development is not yet consistently targeted to help all staff to enhance the quality of their interactions.

Partnerships with parents are well embedded. Families speak highly of the setting and describe personalised care and consistent communication. Leaders have experience of working with external professionals to support children with special educational needs and/or disabilities and those known to social care. They maintain links with outside services and use these relationships to enhance support for children and to signpost families when needed.