Paper Lane Day Nursery and Pre-School

Inclusion: Expected standard

Leaders are committed to providing an inclusive environment where all children, including those children with special educational needs and/or disabilities (SEND) and those facing barriers to learning, receive support to achieve well.

Leaders hold daily morning meetings with room managers to discuss children's learning and progress. Staff know children well and make appropriate adaptations to activities and routines so that all children can take part and make progress. Staff use observations, assessments check points to identify children's individual needs. Leaders regularly review children's progress and the impact of the support provided. They make changes where needed to help children to achieve the best possible outcomes.

Staff who are responsive for the coordination of support for children with SEND are developing their knowledge through training. They are beginning to embed effective systems and advice from outside agencies into practice. Leaders use early years pupil premium funding to provide targeted support and additional learning opportunities for disadvantaged children. Leaders also work closely with families and other professionals to ensure children known to, or previously known to, children's social care receive consistent support that promotes their learning, wellbeing and overall development.

Curriculum and teaching: Expected standard

Leaders have designed a curriculum that covers all areas of learning. The curriculum is sequenced to help children to build the knowledge and skills they need for their next stage of development. Staff understand the intended learning for each day, They use ongoing assessment to adapt activities to children's different starting points and needs. Staff prioritise children's personal, social, emotional and physical development well. They celebrate children's achievements, such as taking their first steps, promote independence through daily routines and support positive relationships.

There is a clear focus on children's communication and language. Across the nursery, staff introduce new vocabulary through play, stories and singing. Younger children learn colours and shapes as staff model language during activities, such as mark making and play-dough play. Staff also use descriptive words, including 'spiky', 'soft', 'large' and 'stomp', alongside Makaton signs. This helps children to develop their vocabulary, understanding and confidence to communicate.

Staff make appropriate adaptations so that children with special educational needs and/or disabilities and those facing barriers to learning can participate fully alongside their peers. Teaching is typically effective and engaging. For example, staff use forest school activities to teach children about bees and the natural world through a well-sequenced range of practical experiences. However, staff do not consistently use open-ended questioning to extend children's thinking or develop mathematical concepts such as measuring, comparing, recognising patterns. As a result, children are not always exposed to a broad enough range of mathematical learning experiences to deepen their understanding and vocabulary.

Achievement: Expected standard

Children are given many opportunities to develop their independence throughout the day. For example, babies independently access their own cups when they want a drink of water, while older children serve their own food at mealtimes. These daily routines help children develop confidence, self-help skills and independence.

Children typically benefit from a well-planned school readiness programme that promotes their emotional wellbeing, communication and independence. They take part in activities that support early literacy, listening and turn-taking skills, helping to prepare them for the next stage in their learning. As a result, children are developing the knowledge and skills they need for school. However, opportunities to deepen children's thinking and mathematical understanding are not always consistent, which means children do not always build as securely on their learning across all areas of the curriculum.

Behaviour, attitudes and establishing routines: Expected standard

Leaders have established a warm and positive environment where staff generally promote high expectations for behaviour. Staff promote positive behaviour through praise, clear routines and the use of the nursery's 'golden rules'. Staff have received training in positive behaviour management. They support children to understand their feelings by talking through situations, using redirection and offering calm activities when needed. For example, staff remind children to use 'kind hands' and use a sand timer to help children learn to wait, take turns and share fairly.

Leaders promote British values through daily experiences, with children typically learning respect, kindness and cooperation. Children receive encouragement to express their views through activities and games where they share ideas while listening to others. In the main, staff promote independence, positive manners and turn-taking throughout the day.

Leaders work closely with families. For example, they share the behaviour policy, provide 'golden rules' keyrings, and offer library books and activities linked to stories that help children understand their emotions. These partnerships, together with the nursery's emphasis on regular attendance and punctuality, help children to settle quickly and build positive relationships.

Children's welfare and wellbeing: Expected standard

Children are happy, settled and engaged in their learning. They benefit from daily access to the outdoor environment. Children develop their physical skills through physical play, as well as wider learning experiences, such as sand and water play.

Staff support children's health and wellbeing effectively through established routines. During lunchtime, staff identify children's dietary requirements using placemats with dietary pegs to ensure meals are served safely. Children greet the catering team as lunch arrives and independently serve their food from shared bowls. Staff encourage independence by asking children to take 4 scoops before returning for more if they are still hungry. Mealtimes are typically calm and sociable. Staff engage children in conversations about their favourite foods and family members, supporting their communication and social development.

Children sleep in their designated rooms on appropriate mats with breathable sheets, and staff complete checks every 10 minutes. Staff follow children's individual care plans carefully, including enhanced monitoring for children with medical needs. Staff also support children's emotional wellbeing by helping them to recognise and talk about their feelings. For example, they use mirrors and emotion cards to discuss expressions, asking questions such as, 'How do you know he is sad?' and 'What makes you happy?'. This helps children to develop emotional awareness.

Leadership and governance: Expected standard

Leaders have a secure understanding of the nursery's strengths and are committed to continuous improvement. They regularly reflect on practice, monitor the quality of provision and identify priorities to further improve outcomes for children. Recent changes to leadership have been managed well. There are clear induction processes that help new staff to understand the nursery's expectations, policies and procedures. However, leaders should strengthen professional development and monitoring to further improve staff's use of open-ended questioning and the teaching of mathematical concepts.

Leaders typically make decisions that are in the best interests of all children, including those with special educational needs and/or disabilities, disadvantaged children and those who face barriers to learning. Staff are well supported through regular supervision sessions, training opportunities and clear professional targets, which are displayed on lanyards to keep priorities at the forefront of practice. Staff report that leaders are approachable, value their wellbeing and are mindful of workload. This helps to create a positive and supportive working environment.

Staff generally work well together and share information effectively to ensure children's needs are met. Parents and carers report that staff are available to talk and will telephone if needed, helping to remove barriers to communication. These positive relationships support effective partnerships with families and help to promote children's learning, wellbeing and development.