Puddle Ducks Nursery Salehurst

Inclusion: Expected standard

Leaders offer a fully inclusive environment and welcome every child into the nursery. From the moment children start, staff work closely with parents and carers to fully understand their personal needs and unique characters. The settling-in process is individual to what every child and parent needs so that each child settles at their own pace. Adaptations are made to practice to make all activities fully accessible and inclusive to every child. Extra help and support are given to children who may benefit from this to help them gain fully from each activity.

Staff monitor children's progress carefully and keep parents informed about what their child is learning and the progress they are making. Funding is used carefully by leaders to benefit children who need some extra help. Leaders work sensitively with families to identify those who may need some extra support. The accurate assessment process enables leaders to precisely identify what would help children most. This enables relevant support plans to be put in place when needed.

Leaders use their knowledge of child development skilfully to identify any gaps that may be emerging in children's learning. When children need some extra support, this happens quickly. Leaders liaise closely with other professionals to seek advice. They make sure that children who have special educational needs and/or disabilities and those who face other barriers to their learning receive the help they need at the earliest stage to help them reach their full potential.

Curriculum and teaching: Expected standard

Leaders and staff make full use of the countryside location to enrich children's learning within the natural environment. The recent developments to the outside area have significantly increased the variety and scope of learning that takes place outdoors. All areas of learning are successfully planned for, both inside and outside. The promotion of language starts from the youngest age. Staff form close attachments to babies and provide plenty of individual attention so that babies hear words clearly and learn to repeat them as they play. Staff working with older children build children's range of vocabulary as they explore different topics.

Staff are highly responsive to each child's learning needs. They use unplanned opportunities purposefully to support learning. For instance, when children say they would like to go and see the cows, a spontaneous walk to see them is organised. These experiences are deeply meaningful for children and become a favourite part of the day. Staff offer a very nurturing, child-led environment where every child's voice is listened to and valued. This helps to build children's sense of self and the emotional security they form with staff.

The countryside location offers many opportunities for children to be physically active. Babies and children benefit from plenty of fresh air each day and physical activity. Babies develop their mobility as staff provide gentle reassurance and resources that encourage them to reach out, pull themselves up, crawl and learn to balance. Older children use their large muscles to dig in the sand, fill and pour jugs as they play in the water tray, and climb and move in different ways.

Teaching is adapted appropriately to make sure children with special educational needs and/or disabilities benefit fully. Staff plan next steps that are challenging and appropriate for every child. This helps to ensure teaching is matched towards what every child needs and helps children to gain the skills they need for starting school.

Leaders know where some improvement is needed to ensure highly effective teaching becomes fully embedded. Very occasionally, not all interactions with children are used as well as possible to fully extend children's learning.

Achievement: Expected standard

Children develop the important skills they need to become confident learners, and this prepares them well for the next stage of their learning. They show real interest in their learning and use their well-developed language skills to ask questions to find out more. From a young age, children become confident communicators. They ask questions and demonstrate an inquisitive, curious mindset. Younger children engage well during group discussion times and listen with real engagement. They follow the lead of their older friends and use their words easily to communicate.

Children show increasing levels of independence. They develop these skills from a young age. For instance, 2-year-olds confidently put on their boots before going in the garden, with little support needed from adults. This 'can-do' approach supports children's learning and their obvious determination to succeed.

Children use their mathematical skills confidently as they play. For example, they sort socks into matching pairs and use their number skills to retell the story of 'The Very Hungry Caterpillar'. Children show a real love of stories and listen with interest. They know stories well as staff re-read favourite stories regularly and use them to plan further activities. For instance, children thoroughly enjoyed recreating the story of 'The Tiger Who Came to Tea' with a pretend tea party.

Children with special educational needs and/or disabilities and those who face other barriers to their learning achieve well from their starting points. They reach expected milestones because they receive support promptly and staff plan for their individual needs effectively.

Behaviour, attitudes and establishing routines: Strong standard

Leaders create an extremely caring, positive environment where children fully understand behaviour expectations. Staff are particularly kind and respectful when they interact with children. They focus heavily on helping children to explain their emotions. Staff use books, puppets and other resources to help children see how behaviour and feelings change. Staff interact sensitively with children to help them feel calm and redirect them to activities when children feel ready.

Children behave well as there is a consistent, well-planned daily routine that is planned exclusively around children's needs. It is adapted appropriately around children's wishes and enables children with special educational needs and/or disabilities to fully take part. Staff use their in-depth knowledge of every child when organising the routine to take account of every child's interests and stages of development. Babies spend ample time with the older children to help build their social skills. Activities are adapted appropriately to help them take part. For instance, in the field, babies enjoy making marks with charcoal, while older children delight in planting strawberries. The interactions between older children and babies are kind, respectful and caring.

During larger group sessions, younger children manage extremely well. They show interest and are keen to listen and take part. Staff make these sessions fun and engaging, and children show sustained interest. Older children play together exceedingly well. They clearly listen to one another, share ideas and form close friendships with their peers.

Leaders work closely with parents to make sure children attend regularly and arrive on time so they can benefit from the full programme of learning.

Children's welfare and wellbeing: Strong standard

Leaders have comprehensive policies and procedures in place to support children's health and wellbeing. Staff implement these arrangements meticulously throughout the day, and there is a shared commitment towards keeping children safe. Staff are exceedingly vigilant when supervising sleeping babies and children.

Key persons know their children extremely well. Meticulous planning means children follow routines that have been discussed and fully agreed with parents and carers. When needed, care routines are adapted sensitively for children with special educational needs and/or disabilities. This helps to ensure that children feel particularly safe and secure and confidently know what is happening next within the nursery routine.

Staff promote children's healthy development exceedingly well and help children to learn about the importance of nutrition. At snack time, children talk confidently and knowledgeably about the fruits they are eating and why they are good for them. They explain how strawberries grow using a runner and take part in gardening activities to support this learning. As part of activities, children learn the importance of toothbrushing and why this is important for their healthy development.

Children have many opportunities to learn how to stay safe. For instance, as the nursery is located on a farm, children learn the importance of hygiene and washing hands if they have touched the animals. Children recognise potential hazards as part of higher-risk outside activities. They fully understand the importance of following simple rules and recognise that the red signs mean danger. These strategies contribute fully towards children developing a solid understanding of how to stay safe and healthy.

Leadership and governance: Expected standard

Leaders place the children at the centre of all they set out to do. The nursery has only been open for less than a year, but leaders have already established a clear ethos and vision for the nursery. Leaders monitor the quality of provision closely. They are fully involved in the running of the nursery and have a precise overview of what is working well.

Leaders are highly reflective and demonstrate a clear commitment towards continuous improvement and high-quality provision. This accurate reflective process enables leaders to fully recognise aspects of practice they want to develop further, and they have clear plans in place to address this.

Parents speak very positively about the nursery and how much their children enjoy attending. They praise the levels of support they receive from staff and the welcoming, friendly environment. Opportunities are now being developed to involve parents more closely in their children's learning and the assessment process. Parent workshops have recently been introduced, but these are still at an early stage. They are, however, welcomed by parents. Systems to encourage parents to be more closely involved in the assessment process and understand how to support learning at home are not yet fully established.

Staff report how supported they are by leaders. Staff wellbeing is given high priority. The team members support one another well and there are clear arrangements in place to manage workload. Leaders plan relevant training for staff and support them to develop their professional skills. Unqualified staff embark on a full programme of professional training and are appropriately supported by senior leaders.