Poppins Day Nursery

Inclusion: Expected standard

All children show a sense of belonging at this welcoming, inclusive setting. Leaders are quick to identify barriers that children may have in their development. They assess children's learning and work well with outside agencies to support learning and development. For example, they work with a targeted teaching service that works with children on their specific area of need and also work regularly with speech and language therapists to promote all children's speech and language skills to develop well. Disadvantaged children, those with special educational needs and/or disabilities (SEND) and those known or previously known to children's social care receive nurturing interactions that typically support progress.

Leaders and staff monitor children's progress and support any emerging gaps. Recently, staff have used funding to support children's interests and develop their social skills. They have also provided books for children to enjoy at home. All children progress from their starting points. Leaders build trusting, positive relationships with families and work in partnership with them to support children. Leaders provide high levels of support for families and are passionate about working in partnership. They fully understand the challenges some parents face, and they devote time to helping families thrive, signposting them to support services as needed. Children with SEND develop skills such as resilience, and this helps prepare them for their next stage of learning.

Curriculum and teaching: Needs attention

Staff do not always plan the curriculum well enough to ensure that children gain the skills they need over time so that all children's needs are met. This is particularly the case for older children who are moving on to school soon. At times, staff do not provide effective support and challenge to children. The organisation of large-group activities does not support what children need to learn next, and this has an impact on their progress. There is not a precise enough focus on helping children to gain new skills that are relevant to them. Learning is not typically challenging, and next steps are not always purposeful and do not generally support progress well. Leaders do not support children's progress as well as they need. However, leaders have identified this themselves, and they are proactive in seeking support for this.

Staff know when children require further support. Children enjoy taking part in daily activities, and these are inclusive and typically cover all areas of learning. For example, toddlers enjoy creating with play dough and show focus as they engage with this. Older children enjoy playing with dinosaurs, exploring sensory toys, sharing story books with staff and mark making as they draw and colour.

Achievement: Needs attention

Weaknesses in curriculum and teaching mean that not all children receive learning opportunities that fully support their progress in all areas of learning. Children do not always have a learning environment that consistently supports children's learning. Overall, children progress from their individual starting points, but this is more by chance, not as a result of curriculum design. Children progress most in their personal, social and emotional development, where they are happy and feel safe in the setting. Children are confident and enjoy their daily experiences. Children who face barriers to their learning progress well.

Children typically benefit from interactions with staff and their peers that support their communication and language development. They chatter animatedly about interests and experiences, such as recent holidays, and staff speak with them about their feelings when they were on the aeroplane. Children recall how cold the swimming pool was on holiday and giggle as staff relate to this experience. Children enjoy outside play and have daily opportunities for this. They develop skills of coordination, balance and whole-body control as they develop their physical skills while enjoying playing on ride-on vehicles. Children enjoy following road signs shown as they travel around the garden, adapting their movements to match the sign on display. They enjoy balancing through a stepping stone course, playing with sand moulds and playing a group game with staff.

Behaviour, attitudes and establishing routines: Expected standard

Leaders promote inclusivity. They know children well and provide frequent interactions that support children's engagement. Leaders and staff build bonds with children and their families. Clear routines are in place to promote children's confidence and independence in the setting. Children generally follow staff expectations of behaviour, sharing and taking turns, and children show they are happy and content in the setting.

Children typically show positive attitudes towards their learning and each other. They are eager to engage in activities and are inquisitive. For example, as older children enjoy building a structure with connecting straws, staff speak with them about smaller structures and taller ones. Other children then build their own construction, showing focus, enjoyment and motivation.

Leaders understand the importance of children attending regularly, and they promote this regularly with parents. Leaders are swift to complete a welfare check when children are absent and support families with bringing children back to the setting once well.

Children's welfare and wellbeing: Expected standard

Leaders support children's wellbeing and welfare. They know the families they serve and are quick to respond to changes in home lives or circumstances that present difficulties or barriers to children's wellbeing. Leaders provide support to family units, and parents greatly appreciate this.

Staff promote self-care routines and healthy habits. For example, they remind children to drink water often because the weather is hot. They speak with children about the importance of wearing their sun hats as they play outside and offer a calm, quiet reset after children have been busy playing outside. Staff support children to wash their hands well ready for lunch and speak with them about using the soap to wash away germs and keep their bodies healthy and happy.

Staff promote quality rest times for babies and toddlers. Staff have sleep routines in place that support children's individual needs and wellbeing. Children settle quickly, are monitored well while sleeping and reset on waking with a drink and an offer of a cuddle. Staff respond well to children's needs. For example, when older children wish to nap but do not typically do so, staff offer them a sleep mat and comfort. This supports children to develop an understanding of their own feelings and how they can begin to manage them.

Leadership and governance: Expected standard

Leaders know the strengths and areas of development for their setting well. Leaders have identified weaknesses in supporting children's learning and development to progress well. They are responsive and adapt practice when they recognise a need to do so. For example, they change staffing when it is not supporting children well and monitor the change to ensure that this is having a positive impact and supporting children well. There is a new leadership structure in place, and leaders have been resourceful and proactive in making changes to build the effectiveness of the setting and meet the needs of the community it serves. This reflective practice is evident across the leadership team and is driving forward positive changes that, once embedded, will benefit children attending.

Staff wellbeing is high. Staff feel leaders value their contributions and appreciate their hard work. They feel they can always approach leaders for guidance on how to support their key children's needs. Staff are confident and passionate about their roles and build effective bonds with their key children that support children's wellbeing and build positive relationships. Transitions within the setting are managed well and support children to settle quickly in their new age group. Children have visits to their new age group to build familiarity and confidence and help them settle swiftly.

Leaders work in close partnership with parents and build a shared understanding of children's needs. They support parents well with the process of seeking early help from outside agency professionals to support children to thrive.