Pumpkin Lane Day Nursery Limited

Inclusion: Expected standard

Leaders work with other professionals and parents to ensure children receive consistent care. Staff know all the children well and monitor their development regularly. They share children's progress with parents, as well as any identified gaps in their learning. Staff share ideas with parents on things they can do at home to help their children progress.

Children with special educational needs and/or disabilities receive targeted support to help them access the curriculum and take part in nursery life alongside their friends. Staff know their children well and skilfully plan targeted support for those with identified needs. They are sensitive and flexible, giving children and parents time to settle into nursery life. They complete ongoing assessments, which are regularly reviewed to enable the curriculum to be adapted so that all children are fully included. Staff are adept at identifying emerging needs. Leaders work closely with the local authority to provide additional training to ensure staff are confident in recognising and supporting children with barriers to their learning.

Leaders recognise when children or families may need additional help and work with other agencies where appropriate. Leaders use additional funding robustly and for the benefit of each child. For example, they provide additional resources to support children to build on their turn-taking and social skills. This means that children access the curriculum and their full entitlement.

Curriculum and teaching: Expected standard

Leaders design a well-balanced curriculum that considers children's interests and what they need to learn at each stage of their development. Staff know their children well. They complete robust baseline assessments based on their initial observations and information shared by parents during the settling-in process.

Leaders support staff to plan the curriculum for all children as they move through the setting and ensure it is age- and stage-appropriate. For example, staff working with babies focus on supporting them to feel secure and settled, as well as promoting their early language development. Staff enjoy sharing books with children, making animals noises and encouraging children to repeat sounds back to them before moving on to discuss animal names. Leaders are aware of the impact of joining children's rooms together due to only recently opening. However, staff are not always quick to recognise when activities do not meet the needs of all children or the impact that this has on their ability to join in. As a result, children flit between activities and do not engage for long periods of time.

Staff support all children, including those who speak English as an additional language and those with emerging special educational needs and/or disabilities, to access the curriculum alongside their peers. Staff work with parents and external professionals where necessary to adapt support and help children engage in learning. Activities are planned with consideration of children's individual interests, needs and next steps.

Achievement: Expected standard

All children achieve well from their starting points, particularly in the prime areas of learning. They are motivated to learn and persevere in their chosen play, such as learning to balance weighing scales in the garden, practising shared skills and playing cooperatively. Children confidently explore the range of resources and experiences available to them. For example, children work together during sand play as they pour, scoop and experiment with funnels, developing early problem-solving skills, cooperation and communication. Children build secure relationships with staff, which helps them to feel safe, settled and ready to learn. They develop communication, language and social skills through conversations, stories, play and interactions with adults and peers. Children with barriers to their learning are well supported to make progress from their starting points. Early identification of needs allows for plans to be put into place quickly so that all children are able to access all parts of the setting.

Behaviour, attitudes and establishing routines: Expected standard

Staff encourage children's positive behaviour. Where needed, staff remind children of the rules of the setting and encourage children to play cooperatively together, praising children when they do. In the main, children treat each other with kindness and care. Staff are good role models, supporting children to use good manners and be polite. As such, children begin to develop positive attitudes to each other and staff. Leaders have created routines in the setting which meet the needs of the children in each room. However, these are not always followed by staff and as a result children do not always know and understand what is expected of them, which impacts their behaviour.

Leaders have high expectations for all children's behaviour. They promote a positive attitude to learning and consistent attendance. They are flexible in their approaches and have effective procedures should children be absent. Leaders and staff work closely with families to support children's individual routines. Parents are supported with flexible sessions to ensure that children's attendance is regular. This helps them to build positive habits in preparation to start school.

Children with special educational needs and/or disabilities (SEND) receive highly effective support during transitions. Practitioners use objects of reference, visual supports and consistent routines. They help children transition from play to snack time and to whole-group sessions successfully. Practitioners provide sensitive support to help children regulate their emotions and behaviour. As a result, children with SEND participate increasingly well in daily routines and experiences.

Children's welfare and wellbeing: Expected standard

Children show that they feel safe and content as they play in a safe and secure environment that meets their individual needs. Staff deploy themselves well to supervise children and successfully minimise accidents. They carefully assess resources, ensuring these are suitable for the age and stage of development of each child. Children form lovely relationships with caring staff. Staff are responsive and sensitive, giving reassurance and hugs when needed.

Staff know all children well, particularly their key children. They gather information from parents and carers when children first start, enabling them to learn about each child's individual needs and follow routines from home. This includes following babies' sleep routines. This approach helps children to feel emotionally secure. Children are offered flexible sessions to help them feel included and to meet their individual needs effectively. This promotes children's welfare and wellbeing.

Children are supplied with hot meals while at the nursery. Leaders communicate daily with the chef to ensure that any changes to children's dietary requirements are communicated effectively. Leaders share information with parents about healthy options and alternatives they can provide their children with. Staff talk with children about their healthy meals and snacks, which helps to build healthy habits for the future.

Leadership and governance: Expected standard

Leaders are dedicated to their roles and are committed to providing a welcoming and inclusive environment for children and their families. Leaders want the best for the children and families who attend the nursery. Leaders are reflective and regularly look for ways to improve the service they provide and how they can work with the local community to support families even further. The setting is new and leaders have worked hard to get the setting to its current standard. Leaders are aware that the setting is on a journey and are highly committed to ensuring positive outcomes for all children who attend.

Leaders place importance on staff wellbeing and staff are valued highly. Staff speak positively about leaders and feel well supported in their roles. Regular supervision meetings, appraisals and staff meetings take place. Leaders provide staff with access to online and in-house training opportunities. Leaders are approachable and provide support to staff when needed. Leaders have recognised some weaknesses in staff practice and are already working to support them.

There are positive relationships with parents. Parents value the information provided in handovers and the communication they have with their key person and the management team. Staff are very supportive in times of change and adapt their practice in the best interests of each family. Leaders work closely with parents and other professionals to ensure that children with barriers to learning and development are suitably supported.