Partou Apples & Cherries Day Nursery & Pre-School

Inclusion: Expected standard

Leaders work closely with parents and carers and other professionals to identify where children require additional support and to reduce barriers to learning. They are proactive and provide additional help for children to narrow and close gaps in their learning. Leaders who are responsible for children with special educational needs and/or disabilities are equipped with appropriate skills and knowledge to carry out their roles effectively. Staff complete regular assessments and monitor children's progress effectively. They adapt the curriculum to meet individual children's needs to help them thrive. For example, staff implement targeted activities in small groups and introduce visual resources. Staff share effective learning strategies with parents and carers so they can continue their children's learning at home. This helps provide consistency in children's learning and development.

Leaders and staff understand that the experiences of children and families differ. They support the emotional needs of children who are known and previously known to children's social care. Leaders and staff closely monitor children's learning and emotional wellbeing. They provide the support that children need to help them make progress towards their next steps in learning and development. Leaders evaluate the impact of support that children receive to ensure that they make ongoing progress and develop a high level of self-esteem.

Curriculum and teaching: Expected standard

Leaders provide a balanced curriculum that supports children's development across all areas of learning. Staff use assessment to find out what children know and can do. Staff generally tailor teaching to children's needs, abilities and interests. Children with special educational needs and/or disabilities benefit from small-group activities to support their development. Staff ensure children are happy, safe and secure, which supports their learning. They plan opportunities for children to be active, inside and outdoors, building on children's physical skills. Staff provide opportunities for children to develop muscle strength and movement. For example, children make marks and carefully fit small puzzle pieces in the correct spaces. Children embed their mathematical skills within daily routines and play. They show high levels of engagement and concentration in planned activities. Children share toys and resources and show respect for one another during play. This helps them build on their personal, social and emotional development.

Staff use repetition, sing nursery rhymes, and share books with children to support their language development. This helps children develop their communication skills. However, there are occasions when staff talk to children too fast and do not provide time for them to think and answer questions. This does not fully support children's thinking, imagination and communication and language development.

Achievement: Expected standard

Children develop bonds with staff that support their emotional wellbeing and help them to explore the learning environment with confidence. They make steady progress in their communication and language. Babies make sounds and try to join in with nursery rhymes. Toddlers eagerly participate in story time and gain confidence in expressing themselves. Older children talk about their experiences and share their ideas. They build resilience and social skills through play and problem-solving activities. Children develop independence skills. For example, they put their coats on and serve themselves at mealtimes. Children know that they need to wash their hands after they wipe their nose, showing their understanding of hygiene routines. All children, including those with special educational needs and/or disabilities, and those who are known, or previously known, to children's social care, make steady progress from their starting points and develop skills for future success in life.

Behaviour, attitudes and establishing routines: Expected standard

Staff are kind, caring and build trusting relationships with children. They are positive role models and use gentle, effective approaches to manage challenging behaviour. For example, they talk to children about the importance of 'kind hands' and discuss how hurting others may make them feel. This helps children recognise different emotions, which they explore further through books and stories. Children learn to negotiate with their friends and generally behave well. Staff teach children to respect each other's differences. Leaders and staff have high expectations of what children can achieve. As a result, children develop positive attitudes to learning. Staff plan meaningful learning opportunities tailored to children's individual needs and abilities. They help all children to join in, using their interests to engage their attention. Children are excited about activities on offer and join in with confidence. Leaders monitor children's attendance and follow up on any absences. Parents and carers understand the benefits of regular attendance for children's learning and development. Children's attendance is regular, and this supports their steady progress in learning and development.

Children's welfare and wellbeing: Expected standard

Leaders have effective settling-in procedures, tailored to individual children's needs. Children benefit from the presence and support of their key person. This supports children's emotional wellbeing and helps them develop secure attachments, settling quickly when they first start. Staff support the use of children's home languages. This helps children who speak English as an additional language to feel valued and understood. Staff work with parents and carers to support consistency in children's routines, including sleeping arrangements and weaning, to ensure their needs are met. They sensitively change children's nappies, protecting their privacy. Leaders ensure children benefit from a healthy and nutritious diet throughout the day. Children know that healthy food, including fruit and vegetables, gives them energy and keeps them strong and healthy. Leaders manage children's dietary requirements effectively to keep them safe.

Staff are vigilant and carry out ongoing risk assessments to ensure the environment is safe. Children benefit from daily learning in the fresh air and practise their physical skills, including balancing. They enjoy exploring outdoors in different weathers. Babies develop confidence in their physical abilities as they cruise, learn to walk, and access age-appropriate apparatus. Staff teach children how to keep themselves safe. Children understand that they need to use 'walking feet' indoors to prevent trips and falls, for instance. Staff understand and meet all children's individual needs well.

Leadership and governance: Expected standard

Leaders are committed to providing quality care and education. They are reflective and identify the setting's strengths and some priorities for improvement. Staff feel valued and supported in their roles. Leaders support staff's wellbeing and ensure their workload is manageable. They regularly meet with staff and carry out coaching sessions. However, these are not always fully effective in identifying staff's individual professional development needs. Some staff are unaware of their own professional targets, which hinders the consistency of teaching.

Leaders monitor the curriculum and evaluate the impact it has on individual children's development. This helps to ensure all children, including those with special educational needs and/or disabilities and those known to children's social care, achieve well. Leaders ensure that children who face barriers to learning access a full range of opportunities to enhance their experiences and help close gaps in their learning. Parents and carers obtain regular updates about their children's progress and plan for their children's next steps together with staff. Parents value the guidance that leaders offer, including how to access dental services in the area and how to support children's oral health. Leaders engage with teachers from local schools, discuss school readiness, and arrange for children to meet with teachers to prepare them for a smooth transition to school.