Osmaston Day Nursery Limited

Inclusion: Strong standard

The setting is fully inclusive, where every child's needs are recognised, valued and acted upon. Leaders use heightened staff ratios to ensure all children are effectively supported, with one-to-one support available when needed. Children who speak English as an additional language receive exceptional support. Staff use visual cards, learn key words, sign language and collaborate with colleagues who speak the children's languages.

Staff know all the children and their families exceptionally well, especially their key children. From the earliest stages, staff identify and support children's starting points with care and precision, ensuring that those with special educational needs and/or disabilities, children who speak English as an additional language and disadvantaged children receive tailored support. Staff make evidence-led decisions to meet the needs of individual children and work closely with parents to design individual target plans. Leaders and staff regularly review plans, ensuring children consistently receive the tailored support they need to make significant progress.

Staff work incredibly well with families, professionals and external agencies to ensure that children with barriers to learning gain the right support. For example, staff make thoughtful adjustments, such as adaptations to the daily routine, to reduce barriers to participation and promote wellbeing. Staff make a significant difference to disadvantaged children's early experiences. Leaders use early years pupil premium funding to provide rich experiences to support children's physical play, which they may not have access to otherwise. Leaders monitor the impact of funding carefully, reviewing outcomes to ensure resources make a measurable difference to children's experiences and development.

Curriculum and teaching: Strong standard

Leaders have designed a curriculum that is ambitious and highly responsive to children's needs, so that every child achieves the best possible start in education. The curriculum is carefully thought out to ensure that staff are consistently building on what they know children can do and what they need to learn next. For example, staff successfully embed core books into the setting. They plan activities so that children can build on their prior experiences to enhance their skills and knowledge further as they progress through the rooms. All children are extremely well prepared for their future learning.

Staff put their heart and soul into teaching, focusing on children feeling happy and secure and ready to learn. The thorough assessment and monitoring in place helps to ensure that staff fully adapt teaching to successfully meet the needs of all children, including children with special educational needs and/or disabilities, children who speak English as an additional language and disadvantaged children. Staff place high priority on supporting children's communication and language. They deliver support for parents in their home to help close the gap. For example, staff model how to use language effectively while playing with activities, such as dough. Children have ample opportunities to be active in the outdoor space, which is used in all weathers. Staff focus on building children's large muscles as they provide bikes, climbing and balancing equipment.

Achievement: Strong standard

Children make positive progress from their starting points across all areas of learning and achieve consistently well across the carefully sequenced curriculum. From the earliest stages, children build strong relationships with their peers and staff. Children who speak English as an additional language are supported to develop their communication skills. Children gain confidence to engage in activities, follow routines and learn new words as staff speak to children in their home language.

Children become confident communicators. Older children enjoy role play and confidently take on roles as doctors and hairdressers, using complex language and engaging confidently in back-and-forth conversation. Children show secure social skills. They tell visitors about what to do in the event of a fire and why it is important to evacuate promptly, with astounding clarity, to keep safe.

Children are confident to make choices in their play and express when they would like to play outside. They show how they can quickly put on their coats by flipping them over their heads. This means they do not need to wait for staff's help, and they can go outside to play without delay. Babies successfully climb onto crates and toddlers climbs steps up to the slide. As children grow, they demonstrate increasing independence, resilience and curiosity. Children who face barriers to their learning are set high-quality, specific and measurable targets that are regularly reviewed. This ensures they achieve the best possible outcomes.

Behaviour, attitudes and establishing routines: Strong standard

Staff demonstrate genuine care and kindness, modelling positive behaviour and respectful interactions at all times. These close relationships and a strong focus on wellbeing help children to build trust and feel safe, resulting in confident and extremely happy and well-settled children. Babies seek reassurance from their key persons, who are always on hand to give cuddles and calm words.

Staff skilfully consider each child's age, stage of development and individual circumstances, when helping them meet behavioural expectations. Children's behaviour across the nursery is excellent. Routines are extremely well embedded throughout the nursery and contribute to a calm and purposeful environment in which children thrive. From the earliest stages, children know what to expect next and follow routines with confidence. Pre-school children independently get their coats on and line up at the door once when they are ready to go outside.

Staff support children to play games together, agreeing on how the game will work and supporting them to work as a team. For example, children build tall towers with bricks and agree their friend can knock it down once they are finished building. Children build positive respectful friendships.

Leaders work effectively with families to promote the importance of punctuality and regular attendance. They offer support where barriers arise, such as change of hours to accommodate individual needs.

Children's welfare and wellbeing: Strong standard

Staff are enthusiastic about using the outdoor space to promote physical activity and personal safety. As a result, children are excited to be outside in the fresh air and learn to manage risks. Children confidently ride bikes, balance on beams, use climbing equipment and run around. Staff skilfully teach children about the importance of personal hygiene through conversations, role modelling and daily routines that embed lifelong habits. High-quality nutritious snack and meals help children to make healthy food choices. Staff take part in training to learn about appropriate portion sizes to provide children with extremely well-balanced and healthy meals. Furthermore, access to food banks and oral health information for parents ensures that staff support the needs of the whole family exceptionally well.

From the outset, leaders and staff demonstrate a deep, well-informed understanding of the children in their care. They are highly responsive to the differing needs of children and families. Key-person systems are embedded securely, helping children to feel understood, supported and happy throughout the day. Staff respectfully follow children's individual routines and settle them down for a sleep when they become tired.

Staff purposefully choose books to help young children understand how emotions make them feel. This helps children learn to recognise, name and understand their emotions through story times, activities and interactions.

Leadership and governance: Strong standard

Partnerships with families and external agencies are fully embedded, ensuring all children receive coordinated support that reduces barriers and promotes inclusion. Information is shared effectively and consistently. Parents feel valued as partners in their child's learning journey. As a result, children thrive in a setting where high-quality education and care support them to achieve incredibly well. The ongoing support for families makes a substantial difference to children's progress.

Leaders have extremely high expectations for the setting and are dedicated to placing children at the heart of all decision-making. They have a clear and ambitious vision for the nursery and a precise understanding of its strengths and areas for improvement. For example, decisions are consistently made in the best interests of children, focusing precisely on children with special educational needs and/or disabilities, children who speak English as an additional language and disadvantaged children. Leaders and staff skilfully identify where children need extra support. They attend specific training and embed extremely effective strategies to support children's communication and language. This ensures that actions for development are purposeful and consistently lead to positive outcomes for children.