Milestones Day Nursery

Inclusion: Expected standard

When children start, staff take time to get to know each child and their families well. They make positive use of their observations to identify what children can do and what they need to learn next. This means that staff can identify if children have any gaps in their learning. Staff then offer specific support and help for each child. For instance, when children struggle to feed themselves using a fork, staff plan activities to develop the strength in their hands so they learn to use cutlery with confidence.

Staff share information with leaders and the special educational needs and/or disabilities coordinators, who aim to spend time with children who need further support. However, the way leaders deploy staff and children's specific attendance patterns hinder the amount of time spent with children who need help. Leaders are reviewing how interventions are offered to fully support children as soon as they need them. When children need support from external professionals, staff work in partnership with parents and carers. They signpost them to additional services, for example speech and language. Leaders help families to complete requests for education, health and care plans so that they can get the specialised support to close gaps in their children's learning.

Curriculum and teaching: Expected standard

Leaders have worked diligently since the previous inspection to address concerns about the delivery of the curriculum for children. They have implemented positive changes to sequence children's learning throughout the nursery. There is a shared theme, while staff working with children have the creativity to implement it in a way that meets individual needs. For example, babies practise picking up puzzle pieces with pegs while they learn the names of animals. Older children use pipettes and small sponges to paint with. Children talk about the colours that they can see as they mix the paint. This develops children's fine motor skills from the start. Children are well prepared to be able to hold a pencil and make marks with growing accuracy.

Leaders reflect that they are still embedding and supporting staff with their practice. There has been a positive impact on the quality of interactions that children receive. Staff take time to speak to children and ask age-appropriate questions to spark conversations. They follow children's interests to engage them in activities. For example, staff blow bubbles to babies, who giggle with delight as they pop them. While children listen to stories throughout the day, there is a limited number of books available for children to access independently. This does not inspire children to develop a love of books from a young age.

Achievement: Expected standard

Overall, children make positive progress from their starting points. There is a focus on communication and language so that children develop into confident communicators. Children enjoy talking to adults and singing songs. They play group games where they have to listen carefully to instructions and demonstrate their understanding. For example, younger children point to the correct body part while singing action songs. Older children work together to roll a ball around a parachute without it falling off.

Children love to use their physical skills. They are excited to take a daily walk to a local park. Children balance, climb and run. They laugh and giggle while they play a game of catch with their friends and enjoy time out in the fresh air. Children grow increasingly independent as they tidy up, put their shoes on and wash their own hands. They are suitably prepared for the next stage in their learning.

Behaviour, attitudes and establishing routines: Expected standard

Overall, children behave well. Staff act as positive role models and children respond to the instructions given. Daily routines are consistent and familiar for children across all rooms. Children build positive relationships with staff, which helps them to feel secure, settled and confident. As children arrive, they are registered electronically. This helps leaders to follow up on absences and track patterns over time. Parents and carers receive support with flexible sessions so they can use their full funding entitlement. Leaders promote the importance of regular attendance and punctuality. This helps families and children to build positive habits in preparation to start school.

Typically, staff manage changes to routines or activities well. They are quick to notice when children are becoming irritable if there is a delay, such as while waiting for other groups to join them on a walk. Staff respond by engaging them in singing songs and discussing what they are going to do. This helps children to focus while they are waiting. Staff use inclusive approaches to support children's behaviour and engagement. They use visual prompts alongside calm and consistent guidance. For example, when children throw toys, they try to redirect them into a more positive game. Staff support children to be kind to one another in age-appropriate ways.

Children's welfare and wellbeing: Expected standard

Leaders and staff create safe and welcoming environments for children and their families. Children form secure attachments with staff, who typically respond sensitively to their needs. Staff are quick to offer a cuddle when children need reassurance and comfort. Younger children nestle into staff when they tire and settle for their naps with ease. Staff gently rub their backs until they are asleep. This helps children to rest after a busy morning of playing and maintains their home routine.

Leaders provide children with a variety of healthy snacks and meals that meet dietary needs and cultural preferences. Fruit and vegetables are on offer daily. Generally, staff help children to understand the importance and impact of food and drink on their bodies. For example, they explain to children that vegetables help them to grow. Leaders are aware of the need to promote oral hygiene. They invite external professionals into the setting so that children learn about brushing their teeth twice a day. Children take walks every day in the local community. Overall, leaders consider routines and attendance patterns carefully so that all children can spend time in the park. This has a positive impact on children's wellbeing as they play in the fresh air.

Leadership and governance: Expected standard

Leaders provide a clear vision for the setting. There is a focus on delivering a sequenced curriculum and shared environment so children develop independence and confidence. Since the last inspection, they have implemented a range of changes to enhance the provision and staff practice. Leaders have supported staff to help deepen their understanding of the curriculum. These changes mean staff have a clearer understanding of how to deliver learning to meet individual needs. This helps children to make positive progress across the setting. Leaders are reflective and show a commitment to sustained improvement. They are aware of the setting's strengths and what they need to continue to improve. For example, leaders plan to introduce more opportunities for children to enhance their physical development skills.

Leaders maintain a visible presence in all rooms in the nursery. They provide day-to-day guidance and informal support to staff. For example, leaders check in on staff wellbeing and help those who are studying towards childcare qualifications. Staff feed back that they are happy and enjoy working in the setting. However, they do not have focused time with leaders to discuss what areas of their practice they need to develop further. This means that, at times, leaders do not know what training to offer staff based on their needs and how best to support children.

Overall, feedback from parents and carers is positive. They say that staff are friendly and approachable. Parents praise the close attachments that staff build with children and feel reassured that they are happy and safe.