Pendle Court Day Nursery & Pre-School

Inclusion: Strong standard

Leaders have established a highly inclusive culture that is a notable strength of the setting. Children's individual needs are identified early, with support put in place swiftly. Leaders have a wide range of knowledge of different needs and disabilities. As a result, they can provide tailored support. Leaders work closely with parents and carers to gain a thorough understanding of children's starting points. Additional advice is given to parents to use at home to ensure children receive consistent support.

Leaders make quick adjustments and adaptations for children with special educational needs and/or disabilities (SEND). For example, children can access a sensory room, which can be adapted to support emotional regulation. This also provides appropriate equipment to meet the needs of children with physical disabilities. Staff use targeted approaches to develop communication and language for children with SEND. For example, children communicate using talking buttons or Makaton. Leaders understand the barriers that parents face to accessing their children's learning. They offer practical support, such as by sending messages that can be translated, rather than making phone calls, to parents and carers who speak English as an additional language.

Leaders monitor children's progress effectively. They review practice and make adaptations to meet the changing needs of their children. As a result, children with SEND make clear progress. Leaders work hard to overcome barriers to learning and improve outcomes for disadvantaged children. They work alongside specialists and use additional funding where recommended.

Curriculum and teaching: Needs attention

The quality of teaching across the setting is inconsistent. Although there is a planned curriculum within each room in the setting, this is not taught through planned activities. As a result, children do not learn what they need to according to their stage of development. Staff do not know children's next steps well enough to be able to plan appropriate activities. As a result, children do not receive targeted learning. Leaders have identified this as an area for development and have begun to address this. However, this is in its early stages and is not yet having an impact on staff practice. Children with special educational needs and/or disabilities are taught a curriculum that is specifically matched to their needs. Adjustments are made to ensure they receive high-quality teaching and learning opportunities.

Staff focus on celebrating the progress that children make. Staff support children's language development well. They introduce new vocabulary as they engage in child-centred play. For example, when playing with play dough, staff encourage toddlers to 'stretch' and 'roll' it. Children's physical skills are also well developed. They spend much time in the outdoor area or exploring age-appropriate soft play in each room. Staff are attentive to children's interests and use these to engage children in fun activities that are well resourced.

Achievement: Needs attention

Inconsistencies in teaching mean that children do not receive specific learning to address gaps in their development. Assessment and tracking systems are in place, but next steps for children are not generated quickly enough. As a result, children do not achieve as well as they could. That said, children with special educational needs and/or disabilities (SEND) achieve well from their starting points as teaching and learning meet their specific targets.

Staff understand where children have not met the expected outcomes of their room curriculum, and this information is shared with other staff. Information is shared well as children prepare to start school. Children with SEND particularly benefit from these systems in place. Children's communication and language skills develop well. For example, babies begin to babble as staff talk to them about their play. Children's physical skills develop well. They explore large outdoor areas to improve their strength and whole-body movements.

Behaviour, attitudes and establishing routines: Expected standard

Children typically demonstrate that they know and can follow routines well. For example, at mealtimes, children line up to wash their hands before sitting down to eat. Staff adapt routines to meet the individual needs of children. Children cooperate well during familiar routines, such as snack time and changing times. Staff generally have clear expectations for children. They build relationships with children and are positive role models. When needed, staff are gentle when supporting children to understand the impact of their behaviour on others, with time being given to model the appropriate use of resources. Staff offer positive praise to build children's confidence and self-esteem. They promote good manners and speak to others in a courteous manner. As a result, children learn to be polite and begin to treat others with care. Children confidently join in with group activities, showing that they are engaged. They learn to play alongside each other and begin to develop their own friendships.

Leaders typically have a secure understanding of children and their families. They recognise the barriers that they face and keep them at the heart of what they do. Parents and carers are supported by staff's flexibility to ensure their children regularly attend. As a result of this, children benefit from consistent routines and expectations.

Children's welfare and wellbeing: Expected standard

Children are typically developing independence and self-care skills from an early age. For example, babies learn to feed themselves using cutlery, and older children pour themselves a drink from the water fountain. Children learn healthy habits and choices. For example, babies learn to wash their hands before they eat healthy snacks, and older children understand the impact of not washing their hands before eating. Additionally, children learn to keep their teeth clean and understand oral health. They brush their teeth daily and are provided with toothpaste to take home. As a result, children learn how to manage their own personal care needs.

Safer sleep and feeding routines are in place. Children learn about different allergies and dietary needs. Families are also supported with weaning and feeding routines through the dedicated weaning coordinator. Staff talk to parents and carers, giving a thorough handover so that they can sensitively respond to their individual needs. Children begin to learn to manage their own emotions as they are comforted by warm and caring staff. Children with special educational needs and/or disabilities develop secure relationships and attachments with their key persons. Staff are nurturing and responsive to the needs of children. Children develop the confidence to explore and play independently but will seek familiar adults for support when needed.

Leadership and governance: Needs attention

Although leaders acknowledge that there are areas for improvement across the setting, actions taken to address the quality of the curriculum and teaching have not yet had the desired impact on the setting. While staff report that they access training opportunities, leaders do not target this well enough for it to drive improvement in this area. There have been some changes to the leadership team since the last inspection. Leaders have a vision for the setting going forward and are taking steps to work towards this.

Leaders make every decision for the setting with children at the heart of what they do. This has been extended to include children's parents and carers, as leaders report that they are 'one big family'. Leaders have worked tirelessly to build and strengthen relationships with parents. Parents note the effective communication from staff and their caring and nurturing approach to caring for their children. Parents have also reported how appreciative they are of the support given to children with special educational needs and/or disabilities. Leaders work closely with external agencies to best support children and their families. They ensure that additional funding is used to enhance children's experiences, such as through singing and dancing activities. Staff report that they feel valued and well supported. Leaders have created a positive culture in which staff know that their wellbeing is important.