Monkey Puzzle Day Nursery Stafford

Inclusion: Expected standard

Leaders and staff know children well and help them to make secure progress from their starting points. They quickly identify gaps in learning and use targeted strategies to close them. For example, staff use sign language and visual aids to strengthen communication for children with special educational needs and/or disabilities (SEND). Staff seek support from other professionals when this is needed. They implement advice from other agencies and work closely with parents to continue children's learning at home. Leaders demonstrate a secure understanding of how to use funding effectively. They are clear on how to measure the impact of this on children's learning and development.

Staff help children to understand what makes them unique. For example, staff talk about similarities and differences, which promotes children's understanding of themselves, others and wider communities. Staff encourage children's participation in routines and make adjustments such as providing familiar foods at mealtimes so that children with SEND benefit from social experiences. Staff attend relevant training which helps them understand and support all children's needs.

Curriculum and teaching: Expected standard

Leaders and staff design and implement a curriculum that meets the needs of all children. They use observation and assessment to identify children's starting points and tailor their teaching accordingly. Staff actively engage with children during play and introduce a range of vocabulary, such as 'beak', while discussing how birds eat worms. Staff foster early mathematical understanding by encouraging children to count their friends before going outdoors. They explore concepts such as 'faster' and 'slower' during music and movement sessions. Children who speak English as an additional language are well supported. Staff work with parents to learn key words in their home language and use these with children as they learn and play, developing their spoken English. As a result, children learn to speak English well.

Staff invite visitors and pets into the nursery to broaden children's understanding of the world and enrich their experiences. Children's experiences at home inform planning. For instance, after children go on a Gruffalo walk with their family, staff develop activities that reflect children's interests in the familiar story. Children take part in a variety of indoor and outdoor activities, with staff guiding them purposefully to strengthen physical skills such as balance and coordination. Leaders consider and adapt room layouts and resources to ensure younger children have lots of opportunities for movement, supporting their early physical development.

Achievement: Expected standard

The key-person system works effectively, ensuring that all children receive consistent support in their early education. Children benefit from key staff who know them well. This contributes to children's achievement across all areas of learning. The curriculum for physical development is carefully sequenced, supporting children well. Parents comment positively on the progress their children make in this area. Children make secure progress in their communication skills, using language to express their ideas and needs. Staff encourage children to 'use their words', helping them to communicate their emotions. When children learn single words, staff support them to form two-word phrases. This helps children to build on what they know and can do. All children make good progress from their individual starting points. They are prepared for the next stage of their learning. This is particularly evident in their growing confidence and independence.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff have strengthened the support they offer children to help them to manage their emotions. For instance, they model expected behaviours and use positive language to reinforce expectations. Staff give children an individual five-minute warning before they move to the next part of their routine. This helps to prepare children for what comes next while maintaining a calm atmosphere. Staff guide children to be kind and cooperative. They help children to work together when conflicts arise, such as when there is a disagreement over a toy. Positive relationships between staff and children are evident. Staff consistently praise children, which supports their confidence and sense of achievement. For example, children show pride as they eagerly show off the stickers they have earned.

Parents comment on the flexible routines that help their children to settle. For instance, when children occasionally arrive late, staff adapt the routine so that they can have breakfast. Leaders talk to parents about expectations for start times and explain why being on time is important. This helps to promote positive habits. Children demonstrate confidence and independence in managing daily routines. For example, pre-school children know to line up ready to go outdoors. However, transition times between activities are not always planned well to support children as effectively as possible. For example, the lunch trolley arrives just as staff are about to read a story. Some children settle and listen, while others are invited to see what is for lunch. Although children are engaged at all times, this affects children's attention through the story.

Children's welfare and wellbeing: Strong standard

Leaders and staff strongly support children's welfare and wellbeing. Practice is nurturing, responsive, and individually tailored. For example, staff encourage children who face barriers to their learning to express their feelings through books and mark-making. They have created a cosy area for children to use to help them to regulate their emotions. When planning the environment, staff thoughtfully consider children's personal experiences and plan activities that enrich children's understanding of their diverse families. For instance, staff skilfully support children to build models of their own streets out of blocks to spark conversations about each child's unique family. This strongly supports children's emotions.

Staff work with parents to learn and use the terms that children are familiar with, demonstrating respect for parents' views. Children demonstrate superb independence, managing routines such as serving their own meals and preparing for outdoor play. Staff model the skills that children need to develop and actively encourage them to have a go at managing their own personal needs. This helps them to learn and succeed. Children engage in purposeful physical play both indoors and outdoors, and pre-school children confidently discuss the importance of exercise and how it affects their bodies. They have regular access to drinking water, which staff ensure is topped up, allowing children to help themselves and make healthy choices.

Leadership and governance: Expected standard

Since the last inspection, leaders have made improvement across the nursery. Staff receive purposeful training, including developing their understanding of the key-person role and approaches to supporting children's behaviour. Leaders promote the consistent use of effective strategies, such as using positive language and modelling expected behaviour. Staff embed these well in their daily practice. Leaders ensure that children with special educational needs and/or disabilities receive timely interventions. They guide staff to consider each child's individual needs, helping children to make secure progress. Leaders foster a supportive environment that prioritises staff development and wellbeing. They monitor practice and encourage staff to observe one another, promoting a reflective learning culture. Leaders recognise and celebrate staff's achievements. For example, they have an 'employee of the month' to recognise staff's effort. Parents report that they value staffs' hard work and dedication in supporting their children. Parents say that staffs' feedback provides a 'colourful picture of their child's day'.