Phoenix Day Nursery

Inclusion: Expected standard

Staff are vigilant in tracking children's development, particularly in the prime areas of learning. This means that they quickly identify when children need extra help to keep up with their peers. Information is successfully shared with the staff team so that children with special educational needs and/or disabilities receive the necessary support on a daily basis. Leaders enlist the support of external agencies when necessary and welcome their guidance.

Staff know the children, their families and the locality needs well. They understand how changes in children's home life can unsettle them and that this can sometimes impact on their behaviour and learning. Staff work hard to provide the stability that children need. Leaders take advice when deciding how best to use additional funding to promote children's continued development. For example, staff have increased their resources to promote early language. This has been particularly beneficial for children with communication difficulties and those who speak English as an additional language. They have also created an interesting urban garden area to promote children's access to outdoor play.

Curriculum and teaching: Expected standard

Leaders have devised a curriculum with children's individual needs at the forefront of their planning. This includes those who speak English as an additional language, and those with special educational needs and/or disabilities. The focus on the 3 prime areas of learning provides children with the confidence, physical skills and language to access all other areas of learning as they play. Conversation is a large part of the nursery day. Staff support children's language as they play together. For example, they patiently help children to practise saying the sounds they need to say 'elf' and 'reindeer' as they play with dough. Staff are mostly skilled in helping children to practise their new words confidently.

Mathematics is taught through children's self-chosen play and staff know what children need to practise and what they need to know next. Staff help children to count the eggs in the pretend shop or talk about the shapes they are playing with. Leaders have the skills and knowledge to monitor and improve the quality of curriculum delivery. However, this is not yet having the full impact that it could, particularly in relation to children's mathematical understanding and confidence.

Achievement: Expected standard

Children make consistent progress from their starting points in relation to their individual learning needs, particularly in the prime areas of learning. Children become very confident communicators even when they do not yet use spoken language well. They approach staff readily to have their needs met and join in confidently in group activities. Children also enjoy developing their physical skills and strength. For example, the older children create their own obstacle course. Younger children develop their balance as they follow the older ones.

Children are equipped with the skills, knowledge and confidence for their next stage of learning and development within the prime areas. There is slightly lesser focus on the specific areas of learning, such as mathematics or understanding the world. This means that while children make progress, they are less confident to use their mathematical knowledge in their free play; they are not quite as well prepared for their transition to school as they could be.

Behaviour, attitudes and establishing routines: Expected standard

Staff recognise the importance of supporting children's personal, social and emotional development. They create a happy, vibrant environment, where children are motivated to engage. Leaders organise children's individual attendance times flexibly to have the best impact on their learning and behaviour. Children are secure in the warm relationships with staff. Staff model pleasant manners, for example, they say 'Excuse me please' before asking to be served in the pretend shop. Children mimic this as they play.

Children are becoming secure in meaningful routines that support learning and behaviour. For example, older children quickly organise themselves for circle time, ready to listen. They concentrate on the welcome song, naming their friends and taking turns to say how they feel that day. They are used to listening to the adults and heeding what they say. This supports their learning, care and behaviour.

Staff support children well to share and take turns. For example, they are explicit about what 'taking turns' means and offer praise, such as 'good waiting'. This means that children begin to understand exactly what is expected of them as they develop their independence. While this quality of interaction is typical, it can at times be variable.

Children's welfare and wellbeing: Expected standard

Staff help children to learn about their own health and safety, and to enjoy a healthy lifestyle. Children love to play football and ride bikes outdoors. They learn to use the red and green stop and go signs as they play. Children learn the importance of washing their hands before eating and put their tissue in the bin after wiping their nose. They follow well-rehearsed routines for walking to their outdoor play area. Even the youngest children are used to listening to adults and heeding what they say. This promotes all children's health and wellbeing.

Children are beginning to get used to the new routine for lunches. They develop their independence as they serve themselves and pour their water. They develop pleasant table manners as they learn to use cutlery and wait for their friends to be ready before starting to eat. Children enjoy the healthy home-cooked meals and snacks that meet their individual needs. Staff create a pleasant emotional environment for children and their families. Children develop a secure sense of emotional wellbeing and are supported to express their emotions. This creates an environment where children know they are valued.

Leadership and governance: Expected standard

Leaders have a clear intention to provide the best childcare they can, especially for those children with special educational needs and/or disabilities or other barriers to their learning. This includes focusing on staff's emotional wellbeing so that they are happy and motivated to support this endeavour. Leaders are rightly proud of the improvements made since the last inspection. Remedies to previous weaknesses are beginning to work well in practice.

The developing management team have an accurate view of the provision and have useful ideas for further improvement. However, monitoring of quality is not fully effective. For example, staff interaction is a little variable, and some new routines, while highly appropriate, are still a little time consuming.

Overall, leaders work well with parents and external agencies. Parents are grateful for the support their children receive for their individual needs. This includes specialist help where necessary and time spent on settling children who need extra support. Staff provide parents with lots of information about the services provided and their children's learning. However, staff do not engage all parents as well as they could in their children's learning,