Monkey Puzzle Day Nursery

Inclusion: Expected standard

Those with lead responsibility for inclusion understand their roles and responsibilities. They are eager to continue to enhance their knowledge through ongoing training, which leaders also recognise and support. Those with overall responsible help provide ongoing guidance to other staff, such as when they identify any gaps in children's development. In addition, they have a secure understanding of various referral processes and work in collaboration with the local authority. As a result, children typically receive the referrals they need to seek specialist support and staff understand the importance of working closely with external professionals.

Children who face barriers to their learning benefit from tailored plans. This guides staff to prioritise areas of learning and focus support where it is needed most. As a result, staff understand how to personalise routines and interactions to reflect each child's individual needs. Generally, this helps these children to make steady progress. Staff work in collaboration with parents and carers to support children at home and the nursery, celebrating children's individual accomplishments together.

Leaders ensure any funding available is sought, reducing barriers for parents. They have systems in place to monitor funds appropriately, ensuring they are spent in the best interests of individual children. Staff help older children recognise that everyone is unique and learns in different ways. This helps children form positive attitudes towards being inclusive.

Curriculum and teaching: Needs attention

The quality of teaching children receive is inconsistent. Staff fully include children's interests into planned activities and daily experiences and generally plan appropriate next steps for learning. However, they do not support children to develop the breadth or depth of knowledge they are capable of. For instance, staff do not always recognise teachable moments, which means they do not build on or extend children's existing skills sufficiently. The interactions children receive are often repetitive, asking closed questions, for example, which limit's children's responses. In addition, staff do not always recognise when activities need to be adapted to meet children's individual stages of development. For example, extra-curricular activities that promote children's physical skills are too difficult for younger children. Staff do not recognise this, so they do not adapt activities to be developmentally appropriate. The weaknesses in teaching mean that children do not consistently make the progress they are capable of.

The current leadership team understand that the quality of teaching is variable, and staff require further support to develop their skills and confidence. They are aware that improvements are needed to strengthen consistency in the delivery of the curriculum and the quality of teaching that children receive.

Children do have opportunities to develop their physical skills. Babies confidently explore age-appropriate physical-play equipment as they develop their core muscles. Older children learn to manoeuvre their whole bodies as they enjoy the outdoor space and fresh air. Children also develop their small muscles. For instance, babies squeeze, poke and manipulate play dough. Older children carefully twist and turn puzzle pieces as they work to achieve a shared goal. These opportunities help to develop children's coordination and dexterity.

Achievement: Needs attention

Children's achievement across the nursery is not supported as well as it could be, due to the inconsistencies in teaching they receive. At times, this restricts children's exposure to teachable moments across all areas of learning and does not always support them to build on their existing skills and knowledge. In addition, children do not always have access to activities that are developmentally appropriate. This means on these occasion, groups of children do not benefit from the learning intentions. This does not fully prepare children for their next stage of learning.

Children do make progress from their starting points, particularly developing their physical skills, which are generally well sequenced. Children develop confidence, social skills and independence as they learn to do things for themselves. Older children make progress, for instance, they access 'Marvin's Deli', a purposefully designed children's kitchen area, where they learn about healthy foods and participate in food preparation and cooking activities. Children join in with back-and-forth discussions, count how many pieces they have cut their banana into, and enjoy tasting foods, sharing how they feel and taste. Children remain focused and engaged and demonstrate enjoyment at trying new things.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff understand the importance of developing a positive environment where families are respected and valued. Children's attendance is monitored by leaders, who follow up any non-attendance to ensure children's safety. Children, including those who face barriers to their learning, develop secure bonds with their key person and other familiar staff, which builds trusting relationships. This supports children to develop their social skills and an understanding of themselves and others,. They generally play well together and initiate early friendships.

Children benefit from familiar, well-organised routines that meets their needs. Staff working with babies understand the importance of following their unique routines from home. For instance, babies own weaning stages, milk and sleep times are incorporated into the nursery day. This ensures children's physical and emotional needs are met.

Staff are positive role models for children and help them resolve any minor conflicts swiftly. Children who need some extra help to understand and regulate their growing emotions, receive sensitive support from attentive staff. Staff give children reminders for high, but appropriate, behavioural expectations. Children are supported to understand how to keep themselves healthy and safe. For example, staff talk to children about why they need to wash their hands before preparing food. They engage children in discussions about how to safely hold and use knives and learn about why this is important. These opportunities enable children to develop life skills.

Children develop can-do attitudes, as staff provide encouragement to keep trying even when they find something challenging. For instance, children show high levels of concentration as they carefully cut melon flesh away from its skin. Together, staff and children celebrate their success. This builds children's confidence, perseverance and resilience.

Children's welfare and wellbeing: Expected standard

Staff recognise the importance of promoting children's personal, social and emotional development. They create safe and engaging environments for children to explore and understand the importance of children's wellbeing. Leaders have supported staff to create a well-established key-person system, which promotes positive and safe attachments for children, as well as their families.

Staff begin to build relationships with children from the moment they start at the nursery, helping them to settle quickly. They find out an array of information about each child, including any individual requirements, interests, and any developmental milestones they are working towards. Staff are caring, warm and attentive to children's individual needs and routines. They adapt these for those who need it, such as babies and those who may face barriers to their learning or wellbeing. Staff are respectful towards children and show genuine care for them.

Children are supported to lead healthy lifestyles. They receive nutritious home-cooked meals and snacks throughout the nursery day and have plenty of opportunities for physical exercise, as well as rest. Older children enjoy learning about healthy foods and show delight in preparing their own healthy puddings from fresh fruit. As well as educating parents and carers, staff teach children about oral health and screen time. Leaders are looking to embed this further within their curriculum.

Leadership and governance: Needs attention

There has been a change in ownership and significant changes in the leadership team since the last inspection. Together, the current leadership team have a clear action plan in place to bring about the required improvements. However, the current team have not yet had the time they need to action these improvements to see the positive impact desired. As a result, the current weaknesses and inconsistencies in staffs teaching practice and in turn, the delivery of the curriculum, do not support children to make the progress they are capable of. Leaders recognise the journey they are on and are passionate about their roles and are committed to making the necessary improvements.

The leadership team have implemented a new supervision schedule for staff. Although in its infancy, the supervision arrangements in place are designed to support staff's practice and enhance their personal effectiveness. Staff report they are positive about the new leadership team, and share that new leaders are approachable and supportive. Alongside the leadership team, staff show enthusiasm to make change and to seek continual improvement.

Partnerships with parents and carers have improved since the last inspection, positively impacting children's continuity of care. Staff engage parents through an online platform, promoting a positive two-way flow of information with families. Leaders have introduced a lending library where parents can access a range of books to take home, further supporting children's love of books and promoting the social interactions the sharing of stories brings. Parents report positively on the changes and share they feel well informed.