Oaklands day nursery ltd

Inclusion: Expected standard

Leaders have created an inclusive culture where children's individual needs are identified, assessed and supported effectively. Needs are recognised through ongoing observation, assessment cycles and good communication with parents. Tracking systems and regular reviews have recently been implemented to ensure concerns are identified early.

Leaders take action to reduce barriers to learning and wellbeing through tailored strategies and reasonable adjustments. These include visual supports, structured routines, small-group work and individual plans following an assessment and review cycle.

Children's progress is regularly monitored, and support is reviewed to check impact. Leaders and staff work together to adapt provision where needed so children can take part in learning, such as practical adaptations within cooking activities, for example.

Leaders work effectively with families and external professionals, including speech and language therapists and other specialist services. This ensures support is consistent between home and the setting. Individual plans are also shared with schools to support smoother transitions. Parents are happy with the progress their children are making and value the personalised strategies in place. They feel involved in decision-making and well supported throughout their child's journey.

Curriculum and teaching: Expected standard

Leaders have a sound understanding of the quality of the curriculum and teaching, supported by a curriculum action plan that is currently being embedded. The curriculum is broad, with a clear focus on themed learning, such as life cycles, early literacy and mathematics. However, while intent is clear, implementation is not always consistent. Staff do not always consistently use children's identified next steps to shape teaching and interactions across all areas of learning. This means that support is not always precisely matched to what children need to learn next, limiting the depth and progression for some children.

Staff support children's language development through interactions, modelling and questioning, helping to build vocabulary across areas of learning, including mathematics. There is a clear prioritisation of children's physical development, for example through programmes to support early writing readiness, alongside personal, social and emotional development supported through routines and strong relationships.

Staff know children well and make appropriate adaptations for those with special educational needs and/or disabilities through inclusive strategies and differentiated support. Assessment systems are in place, including regular observations and tracking, that help staff understand what children know and can do. These inform planning, although links to next steps are not always consistently evident in practice. Overall, the curriculum provides a suitable foundation for children's learning and development, with ongoing work to strengthen consistency in implementation and further embed individualised learning opportunities.

Achievement: Expected standard

Children make steady progress across the curriculum from their starting points. Younger children show emerging communication skills, such as babbling and responding to familiar sounds, while older children develop vocabulary through activities, conversations and phonics experiences. Staff support children's language development through modelling, questioning and interactions, although opportunities to extend learning are not always maximised. This means that children do not make the best possible progress that they are capable of.

Children with special educational needs and/or disabilities are supported through inclusive strategies and appropriate support, helping them to make progress in relation to their individual starting points. Staff know the children well and provide a nurturing environment. However, children's next steps are not always consistently reflected in teaching and planned experiences. Children are developing the skills needed for their next stage of learning, including school, through a focus on independence, early literacy and mathematical development within daily routines and activities.

Behaviour, attitudes and establishing routines: Expected standard

Leaders have created a positive and calm environment where children behave well and understand routines and expectations. Positive behaviour strategies, such as the rainbow reward system, 'wow' moments, stickers and special responsibilities, help children feel proud of their achievements and encourage positive behaviour.

Relationships between staff and children are warm and supportive. This helps children feel safe, secure and settled in the setting. Staff support children according to their age, stage of development and individual needs, including children who need extra emotional support during transitions. For example, babies are comforted sensitively as they settle into the nursery and are encouraged to explore their environment with confidence.

Children develop positive attitudes to learning and typically show a 'can-do' attitude. Babies confidently cruise around furniture as they develop physical skills, while older children persevere with activities, such as using scissors and joining in with group games. Children enjoy learning and are willing to try new experiences.

Children play cooperatively together, take turns and build positive friendships. They independently tidy away resources, showing that routines are well established and children understand expectations. Staff encourage children to work together and support one another during play and activities.

Leaders also promote the importance of regular attendance through strong communication with parents. This helps families understand the value of children attending consistently so they can continue to build relationships, confidence and learning over time.

Children's welfare and wellbeing: Expected standard

Staff know children well and provide appropriate support, including for those with special educational needs and/or disabilities, helping them to settle and make progress. Children feel safe, welcomed and valued because staff respond sensitively to their individual needs. For example, when children experience separation anxiety, staff prepare activities linked to their interests to help them settle more comfortably into the day.

Strong and secure relationships are evident throughout the setting. Key persons support children to build attachments and feel emotionally secure, particularly during transitions between rooms or when arriving at nursery. Staff use reassurance, visual aids and structured choices to help children recognise and manage their emotions.

Daily routines also encourage children to become independent, such as tidying away resources and self-serving at mealtimes. Children's health and wellbeing are promoted effectively. Leaders recognise the importance of healthy habits, including dental hygiene, and children take part in a toothbrushing routine after meals. During lunchtime, children talk about healthy foods while developing independence and social skills through serving themselves and their friends.

Leadership and governance: Expected standard

There have been some recent changes within the setting, including new leadership roles, such as the special educational needs coordinator and curriculum lead, which are still becoming fully embedded. Despite this, leaders have a clear understanding of the setting's strengths and areas for development. They are reflective and regularly evaluate practice to identify what is working well and where improvements are needed. For example, a curriculum action plan is in place to help strengthen teaching and ensure the curriculum is implemented consistently across the setting.

Leaders make decisions with children's best interests in mind. They work closely with schools to support smooth transitions, sharing information about children's routines, achievements and needs to help provide continuity in learning and wellbeing.

Staff wellbeing is valued by leaders. Regular supervision meetings and an open-door policy help staff feel supported and listened to. Leaders create a positive working environment where staff feel comfortable seeking advice or sharing concerns.

Professional learning is promoted through training platforms, weekly policy reviews, staff meetings and external training opportunities. This helps staff continue to develop their knowledge and understanding in areas such as safeguarding. Leaders encourage staff to reflect on their practice and improve their skills over time.

Partnerships with parents and the wider community are positive. Leaders maintain open communication with families and work collaboratively to support children's development and wellbeing. Overall, leaders demonstrate a strong commitment to continuous improvement, and systems are in place to support the ongoing development of the setting.