Nannie Annies Day Care

Inclusion: Expected standard

Staff support children with special educational needs and/or disabilities (SEND) effectively. They understand the importance of early identification and intervention. For example, staff observe and monitor children from the point they start at the nursery, which helps to identify any gaps in learning and development promptly. Staff typically work closely with parents and other agencies to identify needs and offer appropriate support when required. They undertake SEND training to further develop their expertise and enhance the support they provide. The setting understands how to use additional funding effectively to help prepare children for their next stage of learning and school. The setting offers additional support to help parents. For example, it offers workshops and support sessions for parents, alongside ongoing discussions with local authority specialists. This ensures that learning is adapted to meet the needs of all children, including those who may be known to children's social care.

Curriculum and teaching: Expected standard

Leaders design an effective curriculum that typically supports children to make secure progress in their learning. Staff engage well with children to support their communication and language development. Babies enjoy singing and music and join in with French songs, moving in time to the music. Staff help toddlers and young children to focus their attention by using their names. Staff generally support children's understanding of mathematical awareness. However, they do not always use interactions consistently to consolidate everyday mathematical thinking. Staff generally support children to learn and develop. However, some staff are still developing their ability to support one another and build stronger professional relationships, in order to better support children's progress.

Staff prioritise children's physical, personal, social and emotional development. For example, staff support babies to settle into the nursery and place a high priority on the key-person role to develop appropriate nurturing and secure relationships with babies and children. Staff are positive and show genuine interest in babies as they develop confidence in trying new experiences, such as creative messy play, and they enjoy trips out into the local area. Staff adapt teaching appropriately for disadvantaged children, those with special educational needs and/or disabilities, those known (or previously known) to children's social care and/or those who face other barriers to learning and/or wellbeing. For example, staff follow targeted strategies to engage and stimulate children's learning further.

Achievement: Expected standard

Overall, leaders take appropriate action to reduce barriers that children face in relation to their learning and/or wellbeing through ongoing observations and assessments of their age and stage of development. Younger babies play with increasing confidence, both independently and alongside other children. Older children confidently select and use activities and resources independently. Leaders understand how to use any additional funding, when received, to further support children's learning. Leaders also know how to support the progress of children who are known, or have previously been known, to children's social care. Children carry out age-appropriate tasks, such as tidying away resources and pouring their own drinks. Children increasingly follow rules and understand why they are important. They listen and respond to staff. Young babies eat finger food and develop likes and dislikes. They pass toys from one hand to the other, such as books, and enjoy exploring different materials and tools.

Behaviour, attitudes and establishing routines: Strong standard

Children are motivated, happy and learn in a secure and vibrant environment. Staff consistently encourage all children to recognise when their behaviour is not acceptable and to understand why it is important to respect rules and behave kindly towards their friends. For example, during circle time, children demonstrate sharing as they take turns to select props while listening to a story. Staff are positive role models and have secure relationships with children. They consider children's age and stage of development, as well as individual needs, when interacting with them and teaching them about nursery rules. For instance, staff use discussions to help children understand expectations.

Leaders remind parents of the importance of attendance and punctuality so that children make the most of their learning opportunities. Staff implement consistent key-person strategies and ensure transitions across the nursery are well planned, which supports children's ongoing learning. Children are well prepared for their next stage of learning and transition to school. They follow routines well, support one another, clear away their plates, and help staff. Staff consistently communicate and work in partnership with parents, sharing how they support children's behaviour. This helps parents to be actively involved in their child's emotional development.

Children's welfare and wellbeing: Strong standard

Leaders ensure that they consistently meet all children's welfare and wellbeing needs. They support all children, including those who experience disadvantage, children with special educational needs and/or disabilities, children who are known or have previously been known to children's social care, and those who face barriers to learning and/or wellbeing. Staff know the children well and consistently work in partnership with parents to help children settle and feel secure at the nursery. They gather information about children's individual needs before they start, which enables staff to provide consistent care and attention.

Staff remind children about safety when they take walks in the local community. Children learn about road safety and the wider world. Staff provide healthy and nutritious meals, which supports children to develop an understanding of the importance of healthy lifestyles. Children are helped to understand their emotions. For example, staff read books that support children to recognise and understand feelings and what they mean. This supports children's emotional wellbeing. Staff ensure that children are kept safe while they rest. For instance, close supervision ensures that children's care and individual needs are met effectively. Children enjoy outdoor play as they run, jump, and ride wheeled toys. They learn to move with speed and in different directions.

Leadership and governance: Strong standard

Leaders consistently monitor their strengths and take responsibility for making improvements. For example, they work with staff to develop professional practice, which supports improvements in children's learning and development. Leaders follow safer recruitment procedures to ensure that staff are suitable to work with children. Staff are consistently deployed effectively to ensure high-quality care for all children.

Leaders make decisions that are in the best interests of children, particularly those who are disadvantaged, those with special educational needs and/or disabilities, those who are known or previously known to children's social care, and those who face other barriers to learning and/or wellbeing. For example, leaders ensure a high level of observation when children start at the setting to identify any gaps in their learning promptly.

Leaders actively support staff wellbeing by offering wellbeing breaks twice a day, enabling staff to leave the setting and walk outside in the fresh air to support their health. Staff also undertake regular training opportunities to further develop their practice and enhance the support they provide for children. Staff work consistently well with parents, for example by sharing children's achievements and plans for next steps in learning. Staff offer parents a range of constructive ways to support their child's learning at home, further promoting their development. Parents form part of a parent committee, which helps them be fully involved and part of their child's learning.