Nidderdale Nursery Ltd

Inclusion: Expected standard

The nursery is inclusive and staff ensure that all children receive the help and support they need to thrive.

Leaders work closely with parents and carers to ensure that when any concerns about children's development are identified, these are addressed swiftly. Individual learning plans are put in place by the special educational needs and/or disabilities co-ordinator (SENDCO) and meetings take place regularly to review children's development and next steps. The SENDCO monitors children who have additional needs to ensure they continue to make progress. When needed, leaders effectively liaise with outside agencies to ensure that children and families receive the support they need. Parents say the nursery has been very supportive in their children's development and in accessing additional support.

Strategies are put in place for children who need additional support. However, staff are not consistent in maintaining and using these. As a result, this limits the support for children who need these strategies the most. That being said, staff do make good use of other familiar strategies to support children with additional needs, and these are effective in calming children during periods where they show signs of anxiousness.

Curriculum and teaching: Expected standard

Leaders create action plans to assist them in focusing on continuous improvement in the nursery. They evaluate the quality of the curriculum and accurately identify some areas for development, such as supporting children's communication and language skills.

The curriculum is broad and covers all key areas of learning. Staff support children's language through quality interactions. Staff create their own versions of familiar number rhymes and this extends children's understanding of mathematical concepts. A love of books is promoted and staff take time throughout the day to share books with children. Children have the opportunity to revisit favourite books time and time again, and this helps them to develop a secure understanding of the story language and key vocabulary. Staff know their key children well and plan for their next steps in learning. This includes children who have barriers to their learning and require additional support.

The nursery has a particular focus on promoting time outdoors, which helps children to develop healthy attitudes to fresh air and exercise. Children enjoy exploring the outdoor spaces where they develop core skills, including running, climbing and using apparatus, such as swings. Children are encouraged to follow their own interests and staff extend their ideas as they play, such as when building bridges from loose parts materials for the dinosaurs.

Although staff plan a range of inviting and interesting activities for children, there is some inconsistency in staff's understanding of how to fully support children's learning and development. For instance, there is some variation in how well activities are matched to the stage of development of the children taking part.

Achievement: Expected standard

Children are making progress across all areas of learning. Children who experience barriers to their learning develop skills in line with their particular targets, such as increased social and language skills.

Children are well prepared for the next stage of their learning. For example, they develop increasing independence in managing their personal care needs as they progress through the nursery, including building up to independent eating and drinking. Children demonstrate self-confidence and are keen to share their learning and achievements with others. They ask questions and listen carefully to the answers. Children display positive learning behaviours, such as sitting smartly on the carpet and listening and joining in with enthusiasm during singing sessions.

Children develop a wide range of key skills over time. This includes physical development skills, which children practice when playing independently. For instance, children in preschool skilfully use scissors to cut out a picture they have drawn, demonstrating focus and concentration.

Behaviour, attitudes and establishing routines: Expected standard

Leaders set high expectations for children's behaviour and attitudes to learning. Daily routines are well embedded and the majority of children are supported to understand how to follow these routines, such as when lining up calmly when preparing to use the stairs. Visual timetables are used for children who require additional support with transitions. However, these are not used consistently. Transitions between outdoor play and lunchtime are managed well. For instance, children move inside calmly and understand to wash their hands before mealtimes. They follow this routine well, showing skills in independence. Staff are alert to finding ways to support children who need additional support with toileting and have introduced strategies to support them in this. For instance, children can ring a bell to alert staff they need the toilet if they do not yet feel confident to verbalise this. However, leaders and staff have not ensured a consistent approach to supporting children in understanding the need for privacy during toileting. Leaders responded to this concern appropriately during the inspection and are already in the process of making structural changes to further improve children's privacy when toileting.

Children play well together and they happily collaborate, sharing ideas in their play. Babies listen with interest to nursery rhymes and toddlers are excited to join in at carpet time with songs and rhymes. Where there is conflict between children, staff appropriately support them to find resolutions and to play together happily again.

There are warm and caring relationships between leaders, staff and children. Staff demonstrate positive role modelling of manners, kindness and listening skills. This helps children to develop these behaviours themselves.

On the whole, there is good attendance at the nursery and leaders work with families to promote this.

Children's welfare and wellbeing: Needs attention

Although staff consider how to mitigate risks for some planned activities, there are weaknesses in the culture of risk assessment across the nursery, particularly in recognising potential hazards. At the time of inspection, it was found that although leaders ensure there are enough staff on site, the arrangements for staff deployment limited how well they supervised children. In particular, during mealtimes, sleep times and when lone working. However, leaders demonstrated a positive attitude in responding to these concerns and took steps to address these during the inspection.

Care practices such as handwashing, toileting and naptimes are effective in ensuring that all children's needs are met throughout the day. However, there has not been enough consideration as to how to promote children's privacy, including their own understanding of this, when using the toilet in some areas of the nursery. Again, leaders responded appropriately to this concern and have reviewed practice to ensure that children's privacy is promoted.

There are also weaknesses in relation to information gathering and record keeping. For instance, the nursery does not seek out information regarding the involvement of external agencies involved with families when they join the nursery. Record keeping in relation to significant events is not consistently maintained.

Although the immediate concerns were addressed on the day of inspection, the weaknesses demonstrate that the provision for the welfare and wellbeing of children is not meeting the expected standard and leaders need to take action to ensure that all improvements are consistently embedded into daily practice.

Staff do forge very warm and caring relationships with all children. They are smiley, full of praise for children's achievements and show a genuine interest in children during all interactions. This helps children to feel calm, settled and valued. Children are keen to spend time with staff and engage in play and conversation. Support is provided to help children understand and manage their emotions and this helps children to develop a secure sense of emotional wellbeing. Children are offered healthy meals and snacks and they benefit from fresh air and exercise in the outdoor areas. Children show they are happy in the nursery and enjoy their time here.

Leadership and governance: Needs attention

Leaders have a broad awareness of the settings strengths and areas for development. They use this knowledge to create action plans that identify some areas for improvement and ensure these are followed through. However, weaknesses which may impact on the welfare of children have not been consistently identified or addressed. For instance, there has not been robust monitoring in relation to supervision during eating and sleep times or during times when staff are lone working. Furthermore, there is a weakness in supporting staff with their understanding of identifying risks. Record keeping is not consistently robust. This does not ensure that children's safety and wellbeing are consistently promoted. Leaders have a positive attitude in relation to making the necessary improvements. Steps taken by leaders on the day of inspection in response to the weaknesses identified, ensure that there is no significant impact on children. They show dedication in supporting the continued welfare of children and in ensuring that improvements will be maintained.

Leaders have identified the concern relating to toileting and privacy and in response have started plans to structurally improve this area of the nursery. Despite these positive steps being taken, not enough consideration has been given to ensure greater privacy for children in the meantime. However, leaders responded appropriately to this weakness at the time of the inspection.

Leaders understand the context of the nursery and work hard to ensure that children are happy and well settled here. Parent partnerships are greatly valued and parents are highly complementary of their experience of this nursery. The positive relationships between parents and staff in the nursery helps to ensure children settle quickly when they join. The nursery has positive working relationships with local schools. This supports a smooth transition for children when the time comes to move on. Staff share that their workload is manageable and they feel supported by leaders. Leaders support staff's professional development by providing ongoing training, linked to their areas of interest.