Premier Lodge Day Nursery

Inclusion: Strong standard

Leaders are proactive in identifying when children may have barriers to their learning, including when children have special educational needs and/or disabilities (SEND). Staff work closely with parents to build an accurate and shared understanding of each child's needs. Leaders value this partnership; they invite parents of children with SEND to stay-and-play sessions to provide a network of ongoing support to families.

Leaders support staff to implement individualised plans effectively. For example, children who need help with communication are supported through the use of communication boards, sign language and visual aids. This means children who could not initially communicate can now confidently express their wants and needs. Staff also use an on-site designated hub to support children with more complex learning needs. They maintain effective partnerships with other professionals, including speech and language therapists, local authority support officers and occupational therapists, to ensure children are supported to make progress. Staff lead specialised interventions for children who have small delays. Leaders have seen excellent impact of these sessions, reducing the need to make further referrals.

Leaders consistently go above and beyond what is expected to support families who are facing economic barriers. This includes providing free childcare for families during difficult times and organising trips in the community that broaden children's experiences. This holistic, sensitive approach ensures all children, regardless of their background and circumstances, are able to thrive.

Curriculum and teaching: Strong standard

Leaders and staff have designed an ambitious and well-structured curriculum that is implemented effectively for all age groups. The quality of teaching and interactions is a significant strength. Staff demonstrate a deep understanding of child development and their role in extending children's learning. They maintain eye contact at children's level, actively listen, and genuinely respond to children's ideas and interests.

Activities ignite children's wonder and imagination, while fostering respect for and understanding of the natural world. Staff interactions are consistently purposeful and of high quality, with every moment used as a learning opportunity to skilfully introduce new ideas and concepts. For example, as children explore spiders with bug tubs and magnifying glasses, they learn the importance of handling them gently, to not disturb the mother spider and her nest of spiderlings on her back. Mathematics is consistently embedded in play across all ages. This means children develop confidence in mathematics from an early age.

Staff know all children extremely well and use this deep knowledge of children's development to quickly tailor activities. They adapt their teaching and the environment to ensure every child is fully included. For example, staff consistently use communication boards, sign language and visuals to ensure inclusive communication. This strategic approach effectively reduces barriers for all children and helps them to become motivated, confident and independent.

Achievement: Strong standard

Children are happy and enthusiastic learners who make consistent progress from their individual starting points. They demonstrate high levels of independence as they confidently explore, investigate and cooperate with others. Children show excellent listening and attention skills. They follow instructions well and become fully absorbed in activities. For instance, during circle time, toddlers eagerly await their turn to use a steel drum, demonstrating superb patience and focus.

Children are proud to share their artwork and talk about what they have created. They demonstrate hand-eye coordination when sprinkling glitter and peeling stickers. Children confidently use mathematical language as they recognise differences in shapes and say, 'This is a triangle as it has three sides.' Babies point at the crocodiles in the book and proudly count to 5 with the support of staff.

Children are confident communicators and develop excellent physical skills. All children, including children with special educational needs and/or disabilities or those from disadvantaged backgrounds, are successfully prepared for their next stage of learning.

Behaviour, attitudes and establishing routines: Strong standard

Staff use positive behaviour management strategies, such as praise, encouragement and reflection, to help children to understand expectations. Their calm, consistent approach creates a predictable environment. As a result, children are ready to learn. The high expectations are rooted in the setting's ethos of family values. Children behave exceptionally well and demonstrate kind and courteous language. For example, they are regularly heard saying 'thank you' and 'you're welcome'. Children invite staff to engage in play with them. Children giggle with anticipation as staff and friends search in the sand for shapes they have hidden.

The baby room is calm and unhurried, ensuring that every part of the routine is a learning opportunity. Staff give babies time to respond to choices. This helps babies feel secure and confident. Staff are extremely responsive at meeting children's needs. This means relationships are trusting and warm. For instance, staff take time to listen and ask questions to show genuine interest in the children's voice. Staff's enthusiastic approach during forest school sessions results in children having sustained interest and enjoyment as they explore nature and show curiosity in what they discover. Leaders promote attendance and punctuality effectively. They follow up on absences promptly and work closely with parents to ensure they understand the importance of regular attendance for their child's learning and development.

Children's welfare and wellbeing: Strong standard

Children's wellbeing is at the heart of leaders' decisions. Children thrive from the secure relationships they have with staff. Babies notice when their key person leaves the room. They reach out to other staff for reassurance and are quickly comforted. Older children enthusiastically invite staff to play with them.

Children are well supported to develop an understanding of personal safety. They proudly apply their own sun cream and learn that it helps to protect them from the sun. Children take trips to the allotment to grow their own vegetables and take part in litter picking in the community. This means they learn about the environment and are encouraged to be respectful citizens. All children get daily access to outdoor play. They take part in big group games where they enjoy chasing each other round and practise emotional resilience when winning and losing.

Children's early independence skills are consistently embedded in daily routines. They make healthy food choices, using tongs to self-serve vegetables from the salad bar at lunchtime and cut their own fruit snack. Older children benefit from mealtimes in the purposed dining hall, which supports their transition to school. Children are provided with nutritious meals, and robust systems are in place to ensure their dietary needs are met. Staff teach children the importance of oral health by organising dentist visits.

Leadership and governance: Strong standard

The setting is highly organised, and staff conduct themselves professionally at all times. Robust recruitment and induction procedures ensure that staff are suitable and well prepared for their roles. Leaders have established strong partnerships with parents. They communicate regularly through a range of methods, including digital platforms and daily discussions, which means parents are involved in their children's learning. Parents speak positively and highly about the leaders and staff, and the support they and their children receive. Staff report that they feel valued and well supported by leaders. They benefit from wellbeing workshops and employee of the month recognition. As a result, staff turn over is low. They understand their roles and responsibilities clearly, contributing to a positive, highly consistent and well-managed nursery for all children.

Staff work in close partnership with families and a variety of external professionals to ensure appropriate plans are in place for children with special educational needs and/or disabilities, as well as those who speak English as an additional language. Leaders take swift, strategic action to reduce barriers, such as securing early intervention funding. Funding is used in meaningful ways to support individual children, such as individual one-to-one interventions, specialised resources or outings. Staff share the hugely positive impact these have on children's progress.

Leaders are highly committed to maintaining strong standards and demonstrate a clear understanding of their responsibilities. They continually reflect on practice and use monitoring systems, including supervision meetings, observations and group meetings, to support continuous improvement. Leaders are proactive in identifying areas for development and take effective action, such as recently adapting the outdoor environments and provision in response to children's needs.