Purple Bees Day Nursery

Inclusion: Strong standard

Leaders and staff consistently make a positive difference to the learning and care experiences of all children, including those with barriers to learning or special educational needs and/or disabilities (SEND). Staff have secure partnerships with relevant professionals to ensure consistency and to achieve the best possible outcomes for every child. Using highly effective assessment, monitoring and observation, staff and leaders are able to implement suitable next steps which help support, reduce and overcome barriers to learning. For example, staff identify and use personalised individual support plans from professionals to implement techniques in everyday routine that support children with speech and language barriers. Leaders use additional funding, such as inclusion funding, to best support children and provide them with the care and resources required. For example, leaders use funding to allocate specific SEND training to staff and to purchase recourses that help meet the individual next steps of children. Leaders carefully and regularly review their funding allocations and ensure the setting is well equipped to support the needs of every child. For instance, leaders purchase rubber stoppers for the bottom of the class chairs to avoid the sound of chair movement, which they identified as important due to a sensory barrier.

Curriculum and teaching: Expected standard

Leaders and staff implement an ambitious curriculum that aims to support high-quality care and education. This curriculum is typically delivered across the setting, though there are some inconsistencies. For example, there is a focus on independence for all age groups, but there are some occasions where children are not fully supported to develop their independence, such as during mealtimes. Typically, staff are skilful at implementing the 7 areas of learning into activities and adapting as needed to follow the interests and abilities of the children. Staff have a clear understanding of what they want children to learn, and they typically deliver learning experiences that support this curriculum.

Leaders regularly review the curriculum and the intent to ensure it remains effective and current to the cohort of children. The curriculum supports children with school readiness as well as all 7 areas of learning. For example, staff teach the children about early literacy and mathematics and start to introduce school skills, such as self-registration. Staff adapt the curriculum where necessary to ensure that children with special educational needs and/or disabilities or barriers to learning have equal access to the ambitious curriculum.

Achievement: Expected standard

Children typically make secure progress and achieve their individual next steps in all areas of learning. For example, children develop their language skills and are continuing to add words to their vocabulary due to ongoing activities that support communication and language. Accurate starting points and individualised next steps help ensure that children are accurately assessed and given opportunity to thrive and achieve. All children, including those with special educational needs and/or disabilities, are making progress from these starting points. Parents consistently feed back that they have noticed a demonstrable difference in their child's development. For instance, children are developing their social skills and building their confidence. Older children are ready and have the skills to start school due to the ongoing school readiness curriculum focus. For example, children in the pre-school age group engage in activities that support early literacy skills, where able and appropriate.

Behaviour, attitudes and establishing routines: Expected standard

Children typically have a positive and excited attitude to learning. Children of all ages are engaged and eager to get involved with planned activities and learning experiences. For example, children excitedly develop their fine motor skills, such as sticking, cutting and tearing as they wrap items, and then express high levels of interest and happiness as they guess what is inside the package and open them with peers. Children are respectful to one another and show care and consideration where age appropriate. For instance, children in the toddler room pass one another crayons as they draw, which supports their sharing skills. Staff have high expectations for children's behaviour, and this is typically implemented by the staff. However, there are some inconsistencies, such as older children not always being reminded to walk in the classroom by all staff, but they are by others. Staff use a range of methods to help regulate children's behaviour, which supports individual next steps and abilities, such as 'now and next' boards and timers. Leaders have embedded a culture where attendance is important, and as a result of this, children typically have good attendance patterns. Children build warm and secure relationships with staff, and the key-person system is highly effective. For example, staff recognise where children with additional needs or barriers will thrive and settle best when they have a consistent key person through the setting, so this approach has been implemented for those children. Staff encourage children to express themselves and be individually unique. As a result of this, children are confident and have secure social skills.

Children's welfare and wellbeing: Strong standard

Staff consistently create an inclusive environment that celebrates every child and supports their individual wellbeing and welfare. Approaches to children's wellbeing by leaders and staff have made a demonstrable difference to the emotional needs and development of children. For example, parents comment that during difficult transitions in home life, leaders and staff have continuously provided support, which has had an overall positive impact on the children and their families. Children engage in frequent discussion about healthy choices and the importance of self-care, and as a result, children make effective healthy choices, such as helping themselves to water frequently during the day to remain hydrated. Both indoors and outdoors, there is a focus on movement and physical activity, and children of all ages have frequent opportunities to freely explore and develop their physical skills. Babies have an additional indoor garden area where staff focus guided play to develop babies' early movement skills, such as crawling and walking on the soft-play furnishings. Staff implement secure routines, and as a result, children settle well and know what is happening next. For example, younger children understand that after circle time it is time for lunch, and they go to wash their hands and take a seat at the lunch table. Staff are highly responsive and adaptive to the individual needs of every child, including those with special educational needs and/or disabilities. Through parent and professional partnership, staff ensure that individual care and learning plans are effective and support children's wellbeing.

Leadership and governance: Expected standard

Leaders are adaptable and understand the setting's context, areas of development and areas to celebrate. Leaders have a positive attitude to growing and learning, and they seek support from early years professionals to support the continuous growth and development of the setting. For example, following some concerns around the culture of whistleblowing, leaders have worked closely and effectively to overcome this barrier and implement further systems that help ensure children are safe, and staff are confident in their role to safeguard the children. Leaders have clear development plans that they review often and share with the team. For example, there is a current focus on developing the baby room garden to further enhance the space.

When improvements are recognised, leaders are effective in approaching the local authority for guidance and any additional training needs. Staff frequently attend training and coaching sessions, which help ensure they are confident and able to fulfil their role. Leaders have effective partnerships with local schools, and they organise events with teachers and parents, such as school readiness meetings and meetings to guide school applications. Leaders identify strengths in the staff team and celebrate these individuals. For example, staff who demonstrate competence and rapid learning are based on personal growth journeys and given additional responsibilities to help them thrive and grow. Parents comment that leaders are highly adaptive and supportive for their ongoing needs and transitions. For example, parents feel supported with milestones such as potty training, dealing with behavioural concerns and completing school applications.