Mucky Pups Day Nursery

Inclusion: Strong standard

Leaders and staff have high expectations for children with special educational needs and/or disabilities (SEND) and those who face barriers to their learning. They ensure children's needs are identified early and support is accessed at the very earliest opportunity. This helps to close gaps in children's learning.

Children with SEND make extremely good progress. Leaders gather detailed information about children's needs before they start at the nursery. They engage in extensive training so that they have the knowledge they need to be able to support children with medical and health needs. Staff are committed to ensuring that children gain the skills they need to confidently and competently manage unfamiliar environments such as school, helping to make transitions smooth and effective.

Leaders and staff tailor support to meet children's emerging and changing needs. They work closely with other professionals to ensure support plans are targeted specifically for each child. Where children attend other settings, staff liaise with them regularly to ensure the information they have about children is up to date. Leaders and staff monitor children's progress and adjust targets according to the progress children make. For example, where children need to make further progress with their mathematical development, staff provide resources and activities to support this. Children learn about quantity alongside number recognition. As a result, they make continuous progress in their development.

Curriculum and teaching: Expected standard

Leaders have created a curriculum that generally meets the needs of all children. Staff get to know children well and understand what they know and need to learn next. They plan learning activities that incorporate children's interests and motivate them to engage. The curriculum covers all areas of learning, with a focus being placed on children's communication and language development. Children hear language throughout their nursery day, through play and general routines. Staff describe what children are doing and help them to recall past experiences. For example, during a sand activity, children talk about when they have previously visited the beach and mention the sandcastles they made. Staff provide opportunities for children to practise this further, ensuring they have containers they can fill and empty.

Staff generally interact well with children during their play. They allow children to engage in independent play, and join in when children request. However, there are times when staff do not always interject to extend children's learning further when there are opportunities to do so. As a result, children's learning sometimes ends prematurely. For example, children quickly complete an activity where they use counters to match colour and pattern. Staff do not follow up this activity with further learning or provide an opportunity for children to practise this knowledge further. As a result, children's learning is not fully maximised. That said, children enjoy the activities on offer and quickly engage in further play opportunities. The curriculum is adapted for children with special educational needs and/or disabilities. Staff take time to sit with these children providing specific learning for them to extend their knowledge further. When children complete activities that build on their existing knowledge of mathematics, staff find further opportunities for them to continue this learning. As a result, teaching is inconsistent across the nursery.

Achievement: Expected standard

Children make typical progress across the nursery. They develop the foundational skills they need to prepare them for their move to school. Babies make progress in their physical development, managing to build stability in their core muscles, as they go from crawling to walking. They have opportunities to practise these new skills, helping them to gain stability and eventually walk independently. Older children develop their imagination. They spend time caring for dolls as they act out scenarios where they feed them with pretend bottles and lay them down to sleep under blankets. They learn to be gentle and caring as they act out these experiences.

Children with special educational needs and/or disabilities make excellent progress in their learning. They learn to make friends and follow routines with ease. Adaptations to teaching and interactions mean that they receive the targeted support they need. They manage their personal care needs independently, and express their needs so that they are well-prepared for their move to school.

Behaviour, attitudes and establishing routines: Expected standard

Children settle well at this nursery. Leaders and staff develop warm and affectionate relationships with children and their families from the moment they start at the nursery. An effective key person system helps children to develop secure attachments, helping them to feel safe and develop a sense of belonging. This promotes regular attendance and helps children to establish early positive attitudes towards learning.

Leaders and staff have high expectations for children's behaviour. Approaches to supporting children to manage their behaviour are generally implemented well across the nursery. Children quickly learn routines and follow these without prompting. Children with special educational needs and/or disabilities are fully included in routines. Staff make adaptations specific to children's needs so that they gradually learn to follow the routine in the same way as other children. This helps them to have the skills they need to manage unfamiliar and changing routines when they move on to school.

Children learn to be confident and engage in independent learning. They are keen to take part in the learning opportunities on offer. Children are generally encouraged to have a go and do things independently, persevering with tasks they find difficult. On rare occasions, staff provide help for children before letting them have a go at completing tasks for themselves. Children are considerate. They ask staff for support if needed. Staff calmly remind them of what is expected. They learn to play together and cooperate. For example, they roll balls to one another and take turns with support from staff. They show care to adults and their peers, learning to be respectful and polite.

Children's welfare and wellbeing: Strong standard

Leaders prioritise children's welfare and wellbeing. They have created a caring and inclusive culture where all children are supported emotionally. They make adaptations for those children who face barriers to their learning or have special educational needs and/or disabilities. For example, staff take extra time to explain things to children that need this. They are patient in their approach, helping children to feel calm and safe.

Children learn healthy habits through making their own food choices and learning where food comes from. They learn to take care of their oral health as they practise tooth brushing with support. Staff help them to learn about keeping themselves safe as they highlight obstacles in the environment. Children notice these and begin to risk assess the space where they play. Older children are particularly conscious of the risks that exist and take steps to remove these to keep younger children safe. Children learn to be independent. They do things for themselves and remind one another of what is expected. Children show care and empathy for one another, building close friendships with peers. This is role modelled by the caring and affectionate staff. Leaders and staff know the children and families well and are responsive to their differing needs. Leaders ensure that policies and procedures are implemented effectively. As a result, staff follow a nurturing approach, showing genuine affection and interest in the children who attend.

Leadership and governance: Expected standard

Leaders have a good oversight of the nursery. They understand families well and apply flexible approaches to policies such as settling in processes, so that all children can be included. Leaders create a warm and welcoming environment where children are keen to engage in learning. They have links with the local community where they contribute to supporting families in the local area. This helps families to adopt a sense of belonging and for children to learn about the world around them.

Leaders are visible throughout the nursery. They accurately identify where there are improvements to be made. They include the whole staff team in changes that are made. This builds staff morale and supports their wellbeing. Staff comment that their workloads are manageable and leaders support their individual professional development needs. Leaders partner less experienced staff with those who have been in their role for longer periods to help build confidence among the staff team. Staff have regular opportunities to develop their own knowledge and skills. Those responsible for special educational needs and/or disabilities (SEND) are well-trained, and support staff to implement strategies that support children who face barriers to their learning.

Parents are highly complimentary about the staff and the nursery, commenting that their children make progress and they have been supported as a whole family unit. Parents credit smooth transitions to school, particularly for those children with SEND, to the dedication of staff.