Partou Sycamore House Day Nursery & Pre-School

Inclusion: Expected standard

Leaders implement effective systems to identify disadvantaged and vulnerable children who may require help to reduce barriers to, and close gaps in, their learning. The swift action taken ensures that all children continue to make progress in their learning and development. Leaders work closely with other professionals to create common plans, which consistently meet children's needs at both home and the setting. For example, targets set by specialist teachers are used to plan activities at the setting to build on the required learning.

Leaders deliver regular training and updates to staff to improve aspects of their practice. The setting's special educational needs designated leaders works closely with all staff to offer mentoring and build on their knowledge. Monitoring arrangements are in place to ensure that assessments of children's current stage of development are accurate. Leaders ensure that the progress check for 2-year-old children is completed in partnership with parents. They highlight areas where additional support may be required. Leaders are proactive in using additional funding well. This includes creating ramps to allow non-mobile children to move freely around rooms and the garden area. However, the outdoor environment is not yet fully developed to ensure that children who prefer to play and learn outside can consistently access an equally ambitious curriculum.

Curriculum and teaching: Expected standard

Since the last inspection leaders have adapted the setting's curriculum to focus on the individual learning needs of all children. Adaptations to the way activities are planned are positive and this has supported progress in learning for all children. Leaders have reflected that there is progress to be made to ensure consistency across the whole staff team. Leaders are aware that the garden space needs developing. They are working to ensure this reflects the setting's curriculum.

Staff are clear on what they want children to know, and they sequence learning well across the setting. Children's language is supported from a young age as staff use signs to support understanding of the setting's routine. This continues as the children move through the setting as staff encourage them to use spoken word alongside. Activities are planned with purpose, based on children's interests and what children need to learn next. Staff have secure knowledge of all children's next steps and adapt activities accordingly to support children's knowledge and learning. Staff repeat activities to ensure learning is embedded.

Children have access to a broad curriculum, which is well differentiated for all children. Children proudly show adults things they have created. They develop their mathematics knowledge as they talk about how they make patterns with different shapes in the pre-school room. Staff working with babies ensure that planned experiences are appropriate. For instance, to support their physical development they place lids on baskets to allow children to post toys. This strengthens their hand-eye coordination.

Achievement: Expected standard

Children arrive eager to start their day and settle quickly into their learning. They remain engaged in activities for prolonged periods and contribute confidently, sharing their thoughts and ideas. All children develop as curious and motivated learners. Children with barriers to their learning make expected progress in all areas of their learning and development.

All children make secure progress in their communication and language. For the youngest children, signing is used to support their understanding and develop their ability to communicate from a young age. Older children develop a love of books and stories as staff use puppets to retell known stories. Children enjoy asking questions and use knowledge learned in other activities to talk about the different Arctic animals in the story. Children enjoy following instructions when playing with the parachute. They develop their mathematical knowledge as they talk about moving the parachute high and low and counting as they crouch on the floor ready to jump up. Babies develop their physical skills as they negotiate ramps, steps and the slide in their room. Teaching is however inconsistent at times, which means children do not always have access to high-quality learning opportunities.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff have high expectations for children's behaviour. Staff build warm, positive relationships with children. They set clear expectations for children's behaviour and manage routines consistently. Staff adapt their language to meet the development needs of the children, for example using signs to let babies know that their nappy is going to be changed.

Staff offer lots of praise and reassurance, which helps to build children's self-esteem. Children feel safe and secure to explore and engage in learning. They happily join in with activities, showing increasing independence and willingness to have a go and explore. They share their achievements, ask questions and show an interest in each other's ideas. Children are able to make choices about where they would like to play.

Leaders and staff monitor children's attendance carefully. They work in close partnership with parents and carers to ensure children's regular attendance. This helps to support children's early education.

Children's welfare and wellbeing: Strong standard

Staff and leaders know children well. Children feel safe and secure. They arrive happy and seek out their key worker ready to start their day. Staff use their detailed knowledge of each child to support them to recognise, express and manage their emotions and to develop a secure sense of emotional wellbeing. As children transition across the setting, time is taken for settling in, moving only once children are truly settled with their new key worker and room.

Leaders ensure that important information is gathered when a child first starts. Staff know key information about children's health and dietary needs, and practices are effective to help keep them safe. Staff supervise all children closely while they eat. They understand their roles and responsibilities in relation to the safe preparation of food and the stages of weaning for babies. Staff support children to develop an understanding of the importance of healthy lifestyles. Staff talk with the children at lunchtime about the nutritious meals, which are created on site. They encourage children to try different fruits and vegetables, discussing the positive impact they have on their bodies.

Staff working with the youngest babies and nonverbal children are responsive to their needs. Signing is used to support communication, which enables children to have a voice. All children are able to make choices about their day and this supports children's wellbeing.

Leadership and governance: Expected standard

Leaders have worked hard since the last inspection to build on the setting's curriculum and ensure that the deployment of staff meets the needs of the children at the setting. Leaders have a clear plan in place to continue strengthening staff practice and have established mentoring programmes. Leaders have worked closely with external agencies, such as the local authority, to make improvements to the setting.

Leaders now have a good oversight of the setting. Effective communication strategies have been implemented to share information with staff, encouraging them to be part of the setting's improvement journey. This is evident from the conversations with the staff and from their positive attitude to supervision sessions and wellbeing. Training opportunities are specific and tailored to embed knowledge with staff and build on the gaps in their learning and practice. This strengthens the interactions between staff and children. Leaders proudly share the setting's strengths and talk of the effective work the setting does for children with special educational needs and/or disabilities. Parents have overwhelming praise for the changes at the setting since the last inspection. They comment on the effective communication they receive and the relationships children build with their key workers. However, leaders recognise that there is further work to do to fully embed curriculum changes and ensure consistently high-quality teaching across all areas of the setting.