Partou Yeadon Day Nursery & Pre-School

Inclusion: Expected standard

Staff identify gaps in children's learning and on the whole implement effective targets and activities to build on what children know and can do. Staff use developmental journals to help identify even the smallest achievements children make especially those children who have special educational needs and/or disabilities (SEND). Staff know children very well, including long-term agency staff. This helps children to form positive relationships with staff who know their interests and needs. Leaders and staff work well with external agencies to ensure children's needs are met and any additional services are put in place. Those responsible for overseeing children who have SEND have undertaken specialised training to enhance their skills and knowledge to ensure all children are provided with the best possible experiences and make effective progress.

Any additional funding is used to enhance children's learning and development. For example, tactile resources and non-fiction books are used to extend current interests and knowledge.

2-year progress checks are completed by staff and shared with parents to help with the early identification of any additional support to promote children's learning and development.

Curriculum and teaching: Expected standard

Leaders and staff have worked hard to implement a curriculum that all staff understand and can implement into practice. This typically provides children of all ages with the skills and knowledge that they require as they move onto their next stage in education, including those children with special educational needs and/or disabilities. Regular assessment of children's progress quickly identifies any gaps in their learning which means that changes and adaptations to activities can be made to target specific areas of learning.

Staff engage children for prolonged periods of time during storytelling. Staff promote children's participation by asking them to recall past events and recall what they already know. Children repeat words and extend their vocabulary as they ask interesting questions. Staff give children plenty of time to respond during discussions. Children access quality learning experiences provided by staff. Training and mentoring by senior leaders have helped staff to understand and promote children's learning and development.

Staff ensure that children have opportunities for enhancing their physical development, such as during outside play. Children enjoy running around in the fresh air, climbing and carrying water in cans to where it is needed. Babies develop an understanding of their senses as they pour water and explore the mud. Children develop strong bonds with staff and other children. They demonstrate kindness and a caring attitude towards their friends. They are confident, with positive self-esteem, and develop a sense of belonging.

Achievement: Expected standard

Generally, children achieve well across all areas of learning. For example, older children enjoy and benefit from imaginative experiences as they create an aeroplane, discuss where they are going and then continue to build structures from different countries such as, the Colosseum and the Taj Mahal. Babies are delighted when staff praise them for successfully walking. Children with special educational needs and/or disabilities gain a greater understanding of routines by using the now and next picture cards which aid transitions between activities.

All children progress well in their communication skills. They show that they are articulate and confident talkers as they chat with the staff and their friends. Children move between activities with growing confidence. They show that they typically manage transitions and familiar routines.

The achievements of children are celebrated. They show growing independence and pride in their accomplishments. For instance, babies show staff their early mark-making skills and smile widely when this is highly praised. Children independently look at books, which helps them to develop their literacy skills.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff generally have high expectations for children's behaviour and attitudes. Children respond positively, sharing toys and taking turns with guidance and age-appropriate support from staff when needed. During outdoor play, children take turns to fill their cans from the water butt. They help staff to set up tactile small world activities. Children respond positively when receiving praise from staff. These interactions help to raise children's self-esteem and give them a clear understanding of expected behaviours and routines. Staff understand children's needs and behaviours well, and typically they respond quickly to address any difficulties children face in regulating their emotions.

Leaders ensure that children attend regularly by building positive relationships with families and responding to their individual needs. They work closely with parents and carers and external professionals to ensure that all children, including those with special educational needs and/or disabilities or those facing additional barriers to learning, receive appropriate support. Carefully planned settling-in sessions and a gradual start help children feel secure and confident, fostering a positive attitude towards their learning and their time at the setting.

Children's welfare and wellbeing: Expected standard

Leaders have identified that transitions within the building have improved but that they continue to explore ways to further improve this. Improved communication between staff ensures that children are supervised at all times.

Staff demonstrate a suitable understanding of each child's individual needs. They share this knowledge effectively within the team to provide consistent, personalised support and to ensure that every child receives the support they need to make positive progress. This approach is particularly valuable for children with special educational needs and/or disabilities (SEND) or those facing additional barriers to learning, helping them to feel secure and supported.

Children are given safe opportunities to take manageable risks, such as using climbing equipment in the garden and within rooms. These experiences help them develop confidence, resilience, coordination and problem-solving skills while learning to assess and manage challenges independently. When children become unsettled or anxious, staff typically respond quickly with reassurance, helping them regulate their emotions and feel secure within the setting.

During mealtimes, children talk about their likes and dislikes, while staff use these opportunities to promote healthy eating. Staff teach children the importance of regular handwashing for their health. Children are always supervised during mealtimes. However, staff should continue to embed the safe use of cutlery, including knives, especially for those children who have recently transitioned into the room.

Staff take time to listen to children, share conversations and value their input. Children with SEND or those who face barriers to learning are well supported. Staff effectively plan each child's learning and next steps. This helps support them and makes them feel included, enabling them to fully access and enjoy learning at the nursery.

Leadership and governance: Expected standard

Overall leaders have a secure knowledge of the families and children who attend the setting. They have a clear vision for the nursery and create a curriculum that is ambitious for all children who attend, including those with special educational needs and/or disabilities.

The senior leadership team has worked tirelessly through observations and meetings, offering ongoing guidance and support for staff to make positive changes. They support professional development and ensure that staff understand their roles and responsibilities. Leaders are building a supportive environment where staff feel valued and able to contribute to children's learning and wellbeing.

Staff work closely with parents and carers to build strong relationships, enabling them to gather detailed information about each child's individual needs, interests and home circumstances. This partnership ensures that children receive consistent, personalised support that responds to both their development and daily changes in their lives. Leaders and staff work effectively with other professionals, including schools to support smooth transitions for children as they move on. They work with specialists and other agencies to provide additional support for all children, ensuring that their needs are met both in the setting and at home.

Governance arrangements provide clear oversight, ensuring that safeguarding, wellbeing and professional development are prioritised. Leaders maintain appropriate expectations for staff, fostering a culture of teamwork, trust and continuous improvement that supports children and families.