Mini Fingers Day Nursery

Inclusion: Needs attention

Leaders do not use additional funding effectively enough to improve educational outcomes for disadvantaged children. They do not have an effective approach to deciding how funding will be used to address children's identified barriers. Leaders do not consistently identify the intended outcomes from this expenditure or evaluate the difference it makes. As a result, they cannot demonstrate that additional funding is making the impact for disadvantaged children.

Leaders recognise when some children face significant barriers to attending regularly. However, where inconsistent attendance has continued to limit the implementation and evaluation of support over an extended period, leaders have not taken effective action to secure additional advice or support. This delays the identification of children's needs and the progression of further intervention.

Staff generally identify children who require additional help and respond to their individual circumstances. They develop individual support plans for children with special educational needs and/or disabilities and work with parents and other professionals to coordinate support. Staff know the circumstances of children who have additional barriers to learning and contribute to meetings with other professionals, helping to provide continuity of support for children and their families.

Curriculum and teaching: Needs attention

Leaders' curriculum intentions are not implemented consistently across the setting. Some staff do not have a secure enough understanding of what individual children know and can do or what they need to learn next. As a result, activities and interactions do not consistently build purposefully on children's learning. At times, staff are occupied with other tasks, which interrupts teaching and contributes to children becoming disengaged. The organisation of the curriculum does not consistently take account of the differing ages and developmental needs of children. When children of significantly different ages are cared for together, learning experiences are not sufficiently adapted or challenging for all children. Some children become bored and move quickly between activities. This also disrupts younger children's engagement and learning. Leaders acknowledge that the resources and activities available do not consistently meet the developmental needs of all children.

Teaching is more effective for the youngest children. Staff have a clearer understanding of what they want babies to learn. They model words, sing songs and introduce simple mathematical language and concepts during play. Staff provide sensory experiences and encourage babies to explore, make choices and copy actions. Babies respond positively to these interactions, repeating actions and remaining engaged in their learning.

Achievement: Needs attention

Some children do not make secure progress from their individual starting points. They do not consistently build on and consolidate what they already know and can do. At times, children's engagement in learning is limited. This restricts the progress some children make in developing and securing age- and stage-appropriate knowledge and skills for their future learning.

Nevertheless, some children make progress in aspects of their learning and development. Some children who initially experience delays in their communication develop their language skills over time and become more confident communicators. Children also make gains in their personal, social and emotional development. For example, they develop relationships with their peers and become increasingly able to communicate their needs.

The youngest children develop early communication, physical and exploratory skills. Babies respond to familiar words and songs, copy actions and investigate different textures and resources. Despite these positive gains, some children's achievement remains limited, and they do not securely develop the knowledge and skills they need for their future learning.

Behaviour, attitudes and establishing routines: Urgent improvement

Leaders have not established effective routines that consistently support children to develop positive attitudes to learning. This is particularly evident in the provision for children aged over two. Children spend significant periods without purposeful engagement. They frequently wander between experiences, become bored and rarely sustain their attention for more than a few minutes. Poor deployment and limited practitioner knowledge mean that adults do not consistently recognise or respond to children's disengagement. As a result, children are not developing the persistence, independence and self-regulation they need for future learning.

Leaders' oversight of attendance is also insufficient. Although practitioners understand procedures for following up unexplained absence, leaders do not ensure that persistent poor attendance is addressed effectively. For some children, inconsistent attendance significantly disrupts continuity in their learning and development.

Children generally have positive relationships with others. They are kind, share resources and respond to praise. Staff make some adaptations for children's individual circumstances and encourage independence during some routines. However, this is inconsistent. Children experience prolonged periods of waiting, and opportunities to practise independence and develop sustained engagement are limited. As a result, the routines children experience do not adequately prepare them with the behaviours and attitudes they need for their next stage of learning.

Children's welfare and wellbeing: Urgent improvement

Leaders have not ensured that arrangements to protect children's welfare and safety are effective. On the day of the inspection, children used areas where loose screws, wood with exposed nails and wires at children's height were accessible. A fire-exit route used by children was not kept clear. Leaders did not recognise or respond promptly to some of these risks until they were brought to their attention. This shows significant weaknesses in leaders' ability to identify and minimise risks to children. As a result, children's safety is not assured.

There are wider weaknesses in children's care. Hygiene practices do not consistently promote children's good health. Staff do not always follow appropriate handwashing routines before children eat. Arrangements for children's individual care are also inconsistent. Some practitioners are unclear about key-person responsibilities, including for children who require support with intimate care and developing self-care skills.

Some aspects of care are effective. Staff know children's dietary requirements, allergies and stages of weaning. They provide food appropriate to children's developmental needs and encourage independence at mealtimes. Staff understand safer-sleep procedures and babies are settled safely to sleep.

Leadership and governance: Urgent improvement

Leaders do not have effective oversight of the provision and do not demonstrate a secure understanding of their statutory responsibilities. Governance arrangements are weak. Leaders are unclear about the responsibilities associated with their role. Leaders do not identify significant weaknesses in practice or take prompt action when concerns are identified. This has resulted in significant weaknesses in safeguarding and children's welfare, alongside inconsistencies in teaching and routines.

Systems for monitoring practice are ineffective. Leaders have not identified weaknesses in environmental safety, key-person arrangements or the quality of children's experiences. Their oversight of additional funding does not ensure that it is used precisely to improve outcomes for disadvantaged children.

Leaders do not consistently support staff's professional development and wellbeing. Inexperienced staff are not provided with sufficient time during their working hours for their off-the-job learning, and leaders do not understand these arrangements. Staff are also unclear about when they last received supervision or what actions were agreed. As a result, professional development and supervision do not consistently help staff develop the knowledge and expertise they need for their roles. Relationships with parents are more positive. Parents receive information about children's progress, and staff work with families and other professionals to support children's individual circumstances. However, leaders do not demonstrate sufficient capacity to identify and address significant weaknesses across the provision.