Petite Ambassadors Day Nursery Ltd

Inclusion: Expected standard

Leaders know children well and through careful observations, support children's individual learning and development needs appropriately. Personalised plans, written in conjunction with external professionals and parents ensures children with special educational needs and/or disabilities make expected progress. Early identification of needs and timely referrals is a strength of the setting. Visual timetables support all children to be able to join in and follow the routines of the day and feel fully included. Ensuring consistent use of these timetables by all staff would support children even further.

The setting makes effective use of funding to ensure children from disadvantaged backgrounds are fully supported. Leaders offer staff ongoing support to ensure they are able to extend and enhance the different activities on offer in line with individual children's needs.

Parents are fully involved in their children's learning and are given many ideas to help at home to practise and build upon learning that is taking place at the setting. The special educational needs coordinator is experienced. She uses her skills to set targets for children that are age- appropriate and achievable and continually reviewed. She identifies the need to continue to empower staff to ensure there is always consistency in practice.

Curriculum and teaching: Needs attention

Although teaching is generally effective, there is inconsistency in how well children are being supported by staff as they engage in their chosen play. Some staff are not always clear of how to challenge children as they play. In particular, when supporting them to fully thrive and develop within the area of communication and language. Not all staff fully understand the learning intentions behind the activities and therefore are not able to offer children further challenge.

Leaders are at the early stage of supporting staff to talk to children about what they can see and hear whilst out on walks, and how to use children's chosen words and model the language back to them in full sentences. Staff praise children but do not always use the language to model to children what they are actually proud of or ask questions to engage children in two-way conversations.

Leaders ensure that the activities on offer are both exciting and interesting and accessible for all, to include children with special educational needs and/or disabilities. They are planned with clear learning intentions and cover all areas of the foundation stage curriculum. Children enjoy doing puzzles, manipulating playdough and drawing circles and lines in sand and on whiteboards. This supports them to develop their small- muscle skills.

Leaders are aware of how best to continue to support staff but recognise this is an area that needs to be further developed.

Achievement: Needs attention

Staff do not provide enough opportunities for children to use the words they are learning and practice their speech. Some staff do not model language well enough to fully support and extend children's vocabulary as they play. When some staff share stories, they do not always use questioning effectively enough to check children's understanding of what is being read. In addition, they do not fully encourage children to join in with repeated phrases. This results, in children quickly losing interest in storytime sessions.

Children show they are confident and independent. Children show increasing skills in putting their shoes and coats on by themselves and in using tongs to serve themselves during mealtimes. This prepares them well for their next stages in development including starting school. They show clear development of skills as they complete puzzles and recite numbers and name the different sea creatures in the water tray. Children demonstrate their increased confidence in their physical skills as they climb, run and mark make.

Behaviour, attitudes and establishing routines: Expected standard

Children behave well. They sit for welcome time, listen to stories and follow the actions modelled by staff as they dance to familiar songs. There are clear routines in place and staff have high expectations for children's behaviour. For example, in reminding children of the importance of holding hands and staying together as they transition in and out of the building. Children approach activities with excitement and show they are eager to learn and join in. They enjoy the responsibilities of carrying out small tasks as they become 'mini chefs' and help to bring the lunch to the table for their friends to share.

Children with special educational needs and/or disabilities are fully encouraged by staff and show they understand staff's expectations for their behaviour. Staff continue to develop even more consistent strategies to support children even further going forward. Staff know children well and are aware of children's likes and dislikes which supports children well in being able to regulate their emotions.

Leaders promote the importance of attendance to parents and show vigilance in following up on any absences.

Children's welfare and wellbeing: Expected standard

Children show excitement as they greet staff in the morning. Staff ask them how they are feeling and children enjoy placing their photos on the emotions registration board. During 'welcome time' staff check in on children exploring why they may be feeling happy or sad that day so they can fully support them during their time at the setting.

Children know the routines in place set by leaders and enjoy helping themselves to the cereals on offer at breakfast time. They enjoy the independence of helping themselves to water and in using the toilet and washing and drying their hands. Staff model how to use cutlery correctly and encourage children to taste a variety of different foods of different textures. Children show willing to try different healthy foods because of the encouragement and praise they receive from staff. Children with special educational needs and/or disabilities show marked progress within the area of self-care.

Children are consistently reminded of how to keep themselves safe and understand the importance of hygiene practices. For example, they enjoy practising the up and down and side to side movements as they brush Dolly's teeth. Staff do talk to children about the importance of manners, and they do sit with children during mealtimes, making this a social occasion. Staff generally support children's understanding of healthy eating during meal time discussions'.

Leadership and governance: Needs attention

Leaders are generally clear on what they want children to know and do, and they carefully plan activities to support children's learning in line with the foundation stage curriculum. Leaders are however at the early stages of supporting the staff team to fully understand the possible learning intentions behind the planned activities. As a result not all staff are effectively supporting and challenging children well enough. Although they have opportunities to engage in training courses to enhance their understanding further modelling of high-quality practice is needed to empower staff and offer them more strategic professional support.

The setting values the links they have with their local community, and children get involved in celebrating a number of cultural festivals throughout the year. Parents are a big part of their children's learning at the setting, and they are regularly invited in to cook and to play alongside their children. Parents particularly value the high levels of care and love staff offer their children and have seen marked progress in their children's independence and social skills. They know their children's targets and are regularly given advice as to how to support their children's development further at home.