Nanny Bears Nursery Zetland Park

Inclusion: Expected standard

Leaders are committed to ensuring that all children can access the curriculum and participate fully in nursery life. Practitioners know children well and adapt support appropriately to meet their individual needs. Children who require additional support are included in daily routines, learning experiences and social interactions alongside their peers. Positive partnerships with families help practitioners understand children's needs and provide support that enables children to feel valued, included and successful. Parents speak positively about the support they receive and describe trusting relationships with practitioners, who work closely with them to meet their children's individual needs.

Leaders have established effective systems to identify children who may require additional support and to monitor their progress over time. Assessment information, observations and professional discussions are used to identify barriers to learning and/or wellbeing and inform appropriate support. Leaders work collaboratively with parents and external professionals, including speech and language services and Portage, where required. Practitioners demonstrate a secure understanding of children's needs and confidently explain how support is adapted to help children access routines, manage transitions and participate successfully in learning experiences. Support plans and targeted interventions help children access learning and development opportunities, while promoting communication, confidence, independence and participation. Children who require additional support are included fully in nursery life and are supported to make progress from their individual starting points.

Curriculum and teaching: Expected standard

Practitioners engage children in meaningful learning experiences that promote communication, physical development and growing independence. During a sensory activity using cereal, practitioners encouraged babies to explore textures and introduced vocabulary such as 'scrunch' and 'crunch'. Children develop physical skills through climbing, balancing, ride-on equipment and fine motor activities such as dough play, mark making, cutting and sticking. Positive interactions between practitioners and children support children's engagement and enjoyment in learning.

Leaders have taken positive action since the previous inspection to strengthen curriculum planning, progression and practitioners' understanding of children's learning. Assessment information and observations are used to identify children's next steps and inform planning. Mathematical learning is promoted through daily routines and play experiences, including counting during snack times and group activities. Practitioners support children's emotional development by encouraging them to recognise and talk about their feelings. Children receiving additional support are included in learning experiences alongside their peers and benefit from adaptations that help them access the curriculum successfully.

Practitioners increasingly demonstrate an understanding of what children are learning and why. However, this remains at different stages of implementation. As a result, professional discussions do not always demonstrate with the same level of precision how learning builds over time across all areas of the curriculum to support children's long-term development.

Achievement: Expected standard

Children make progress from their starting points and develop the knowledge and skills they need for their next stage of learning. They communicate confidently with practitioners and one another and are increasingly able to express their thoughts, feelings and preferences. Older children talk about whether they are feeling happy or sad and respond positively to opportunities to share their views and experiences. In the main, children demonstrate developing mathematical understanding as they count during play and daily routines and use number in meaningful contexts.

Generally, children develop increasing independence, confidence and social skills through their daily experiences. They make choices in their play, access resources independently and participate positively in group activities. Children receiving additional support are enabled to access learning alongside their peers and are supported to participate successfully in routines, transitions and learning experiences. Children develop the communication, physical and personal skills needed for future learning and are prepared appropriately for their next stage of education.

Behaviour, attitudes and establishing routines: Expected standard

Leaders have established a calm and nurturing environment where clear expectations for behaviour and routines help children feel secure and ready to learn. Practitioners develop warm and trusting relationships with children and know them well. As a result, children are settled and confident and engage positively throughout the day. They move comfortably between activities, mealtimes, sleep times and group experiences because routines are well established and understood.

Practitioners encourage children to cooperate with others and develop positive attitudes towards learning. Children engage purposefully in activities and sustain their concentration. For example, they carefully scoop soil into plant pots, filling containers with determination and remaining focused on the task. They share resources appropriately and work alongside their peers. Parents describe children becoming increasingly confident, sociable and independent during their time at the nursery.

Practitioners adapt their approaches to meet children's age, stage of development and individual circumstances. Children who require additional support are helped to manage routines, transitions and social interactions successfully. Consistent expectations and sensitive support help children develop self-confidence, resilience and independence. Leaders work closely with families to promote regular attendance and ensure children benefit from regular engagement in learning and development opportunities.

Children's welfare and wellbeing: Expected standard

Leaders prioritise children's welfare and wellbeing and create an environment where children feel safe, secure and cared for. Practitioners develop close and trusting relationships with children and respond sensitively to their individual needs. Children confidently seek reassurance, comfort and support from familiar adults and are supported to develop a sense of belonging within the nursery community. Parents speak positively about the care provided and describe practitioners as approachable, supportive and responsive to their children's individual needs and family circumstances.

Practitioners know children's care needs well and work closely with families to provide consistent support. Babies benefit from well-established care routines and rest peacefully in individual cots during sleep times. Soothing white noise forms part of the nursery's sleep arrangements and contributes to a calm and settled environment. Practitioners support children's emotional wellbeing effectively and provide reassurance when children experience changes and transitions or require additional comfort. Children receiving additional support benefit from tailored approaches that help them to participate fully in nursery life while ensuring their welfare needs continue to be met. Children feel safe, valued and emotionally secure and are supported to flourish within a caring and inclusive environment.

Leadership and governance: Expected standard

Since the previous inspection, leadership responsibilities have been reorganised, with the owner resuming the role of manager. Leaders have maintained a clear focus on improving outcomes for children and demonstrate an accurate understanding of the nursery's strengths and priorities for development. They have taken positive action to address the findings of the previous inspection, including strengthening curriculum planning, assessment processes and curriculum progression across the nursery.

Leaders place children's needs at the centre of decision-making and work closely with families and external professionals to ensure that children, including those who face barriers to learning and/or wellbeing, receive appropriate support. Leaders know children well and use information about their development and experiences to inform decisions about provision and support. Parents speak positively about the nursery and describe practitioners as caring, approachable and supportive.

Leaders have invested in professional development and support for practitioners. They recognise the importance of staff wellbeing and have reviewed monitoring, supervision and support arrangements to help practitioners carry out their roles effectively. Practitioners demonstrate secure safeguarding knowledge and are able to discuss children's development and wellbeing confidently. However, opportunities remain to further embed a shared understanding of curriculum progression through ongoing supervision and professional discussions. As a result, practitioners do not always demonstrate with the same level of confidence and precision how learning builds over time across all areas of the curriculum.