Puddleducks Childrens Nursery Ltd

Inclusion: Expected standard

Staff know and understand children's individual needs well. They liaise with parents and carers to gather information along with observations to develop children's learning and development starting points. There are clear monitoring and tracking systems in place. Leaders support staff through practical help to identify and assess children's needs. There is a positive impact over time, which is appreciated by parents.

Practice is inclusive. Staff adapt their way of everyday working. They use 'now and next' boards, show objects for reference and have realistic expectations. Support is targeted to ensure that any barriers to learning are reduced. The learning environment is adaptable to children's needs and requirements.

Staff work in partnership with other professionals. They successfully incorporate the suggested external advice into daily routines and activities. This has a positive impact on children's progress. Regular meetings and discussions with parents and carers ensure that children's changing needs are met.

Leaders are proactive in signposting parents to relevant community support. Additional funding is used well. Leaders ensure that a clear strategy provides children with the support they need at the time they need it. Children benefit from accessing Tuesday Talk sessions, physical development sessions and resources to further their development.

Curriculum and teaching: Expected standard

Leaders have implemented a sequenced curriculum that nurtures individuality. They regularly review its quality and make adaptations as needed. Key workers know the children in their group well and, through observation and tracking, devise personalised plans that ensure progression and reflect children's interests. As a result, children enjoy a wide variety of activities across a broad range of learning and development.

Staff interactions with children are tailored to their unique needs. They understand children's stage of development and the best way to communicate with them. For instance, staff sing, emphasise key words such as 'bagel', 'round' and 'less' and use objects as a reference. Staff support children's developing language skills well. Children are confident communicators.

Staff provide predictable routines to support children's personal, social and emotional development. Staff develop resource boxes for children to access, such as sensory toys, which support their engagement in activities. Children develop their independence with toileting and dressing for going outside.

In the garden, supported by encouraging staff, children run, balance and climb. They make large marks on boards and dig in the mud kitchen. Babies are encouraged and supported to take steps and use large soft-play shapes to build their core strength. Physical development is well supported.

Achievement: Expected standard

Children achieve well from their starting points. Leaders and staff work in partnership with parents and carers, which contributes to children achieving well from their starting points. Staff share with parents children's next steps and give suggestions and resources to enable parents to continue and consolidate the learning at home. Children are motivated through their interests, such as superheroes, knights and popular television characters. They persevere when trying to put on their shoes and coats.

Leaders provide additional support for children with special educational needs and/or disabilities, those who are known (or previously known) to children's social care and those who may face barriers to their learning and/or wellbeing so that they continue to make progress towards the next stage of learning. Children develop key skills and knowledge. They are well prepared for the next stage of learning, including school.

Behaviour, attitudes and establishing routines: Expected standard

Leaders monitor attendance effectively. The friendly and positive relationships with parents and carers support children to attend regularly. This is because there is a transparent attendance policy that leaders communicate to parents when children begin at the nursery. This means that children benefit from what is on offer and develop positive habits for the future.

Staff are consistent and clear regarding expectations for children's behaviour, and this is supported by parents. Children know what to expect. Familiar routines, consistency of staff and reminders help children to develop a sense of right and wrong. Staff are sensitive to children's differing needs and adapt their interactions and approach to suit. Secure key-worker relationships help children to engage positively with others. Staff demonstrate kindness, support and interest and model conflict resolution. This assists children in forming warm and amicable friendships. Children demonstrate growing confidence and are securing social skills that contribute to successful peer interactions. They are given specific praise for using kind hands and sharing toys. Staff show an awareness of how to differentiate their approach for individuals and help children to develop social skills over time.

Children's welfare and wellbeing: Expected standard

Staff implement respectful and effective care routines that support children's unique needs, preferences and emotional wellbeing. Hygiene routines support children's developing independence. Staff model how to wash hands effectively, and children know this is to help keep themselves safe from germs. After discussion with parents and carers, staff implement strategies to support individual children's needs, including toilet training, weaning stages and sleep routines. Staff work closely with parents and carers to get to know children's characteristics, and key persons understand their role in supporting warm and caring relationships with children. They speak calmly and adapt their supportive interactions. Children demonstrate that they feel happy and safe.

At mealtimes, staff talk with children about how good food choices and getting lots of exercise outside in the fresh air help to keep them healthy. They discuss what is not good for oral hygiene. This supports children's developing knowledge of what contributes to a healthy lifestyle.

Staff support children to manage their feelings well. They provide opportunities for discussion through chosen stories, situations that arise and when checking in on how others are feeling. Staff provide resources for children to access that support their understanding, such as teddies with different facial expressions.

Leadership and governance: Needs attention

Since the last inspection, the curriculum has been refined and a review of the planning procedures has been undertaken due to recent expansion to the leadership team. This has had a positive impact on children's achievement. Staff have been well supported in their role to implement the changes. They appreciate the one-to-one training they have received and the consideration given to their workload and wellbeing. However, professional development for staff in other areas is less successful. Staff, in the main, follow their own interests and decide what training they would like to complete. This does not support them to improve their subject knowledge and improve their teaching over time.

Leaders work hard to establish solid partnerships with external professionals to support children with special educational needs and/or disabilities. They follow guidance and implement an appropriate targeted learning plan to support children to make progress. Parents and carers are extremely positive about the care and educational experiences their children receive. They value the emphasis on working together to reach shared outcomes and know that staff have a genuine interest in their children.