Raising Explorers Day Nursery

Inclusion: Expected standard

Leaders have a secure understanding of their local area and the needs and different circumstances of the families they serve. They are committed to ensuring all children and families are provided with help where needed. For example, leaders have developed positive partnerships with external agencies, the local authority and outreach support to provide families with advice and guidance where needed. They offer personalised support to reduce barriers and ensure all children have access to activities. For example, children with special educational needs and/or disabilities and those who face barriers to learning are provided with individualised support to help them make positive progress from their starting points. Leaders use funding effectively to purchase specialist resources to help children regulate and communicate.

Leaders ensure that staff understand the graduated approach and recognise that for some children, progress is measured in smaller steps. Staff are ambitious for all children and work hard to ensure they are ready for their next stage in learning. Staff support babies and young children with additional needs well. Staff are confident with early identification processes in order to address developmental concerns. This results in appropriate support being accessed in a timely manner.

Curriculum and teaching: Expected standard

Leaders have a clear and ambitious vision for the curriculum and have high expectations for what they want children to know and learn. In particular, staff prioritise children's physical, communication and language development and their personal, social and emotional development. This helps children acquire fundamental skills. Staff use what they know about each child to provide targeted educational experiences that build on each child's prior learning as they transition from the younger age groups to the oldest. For example, babies are given space to crawl and practise their early walking skills to develop their gross motor movement, while toddlers are encouraged to grip resources to engage in water play and print painting. Pre-school children mark make and paint on an easel using paintbrushes, as well as being able to perfect their fine motor grip by using pipettes and syringes to mix 'potions'.

Staff sing and read books to children often and model a broad vocabulary, such as talking about the 'potion mixture' and how to 'squeeze' the pipettes and 'squirt' the liquid. Number games and counting activities also support children's early mathematical understanding. However, on occasions, staff do not consistently provide effective support and encouragement for children's language and maths skills, as they do not regularly model a wide and rich range of vocabulary. Equally, staff do not consistently apply early mathematical concepts across the curriculum. This impacts on children's learning.

Achievement: Expected standard

All children, including those with special educational needs and/or disabilities or other barriers to their learning, make progress from their starting points. Children develop the skills they need for later learning. A well-sequenced curriculum typically provides children with the support they need to build on their existing skills.

Children are curious, enthusiastic and eager to explore. Babies develop physical skills as they walk and move around to explore the toys and resources staff have set out around the room. Toddlers build strength and coordination when staff support them to use the outdoor climbing frame and kick the footballs. Pre-school children extend these skills by balancing on stilts and using their core strength muscles to use the hula hoops.

Children become confident in expressing themselves, and staff encourage them to celebrate their own and others' achievements. For example, older children applaud each other when they play outdoor games. Toddlers clap as their peers pretend to blow candles out on a birthday cake. Babies are praised as they pull themselves up and cruise walk.

Behaviour, attitudes and establishing routines: Expected standard

Children demonstrate that they know the rules and routines well. For example, pre-school children and toddlers wait patiently for their turn to wash their hands before lunch. Children are then encouraged to select a seat at the lunch table. Older children are also encouraged to brush their teeth after their meal. These activities, along with the self-service of some food items, help children develop independence skills successfully.

Where needed, staff support children to understand how their behaviour impacts others. Staff are gentle and sensitive, and they use these attributes to support feelings of security and reassurance. Staff have high expectations for children. They are positive role models who promote good manners. As a result, children are polite and follow instructions. All children behave well.

Leaders have worked hard to establish a positive environment. They recognise the challenges they have faced and ensure children and families remain at the heart of what they do. Leaders typically promote an inclusive and respectful environment where all families are welcome. Staff support families to attend, offering some flexibility in sessions to ensure children's attendance is regular. This successfully supports children's understanding of the setting's routines.

Children's welfare and wellbeing: Expected standard

Children experience calm, familiar routines that help them to feel safe and settled. Staff follow children's familiar sleep patterns and provide close supervision so that rest times reflect each child's individual needs. Warm, responsive interactions help children build secure attachments with their key person. There are comfortable areas for children to rest or have quiet time looking at books.

Staff use vocabulary prompts at particular times throughout the day. This helps all children, including those with special educational needs and/or disabilities and those who speak English as an additional language, to understand the structure of the day. This ensures children feel confident during transitions.

Daily care practices promote children's health and growing independence. Children follow handwashing and toothbrushing routines and are supported with toileting as they develop their self-care skills. They enjoy nutritious snacks and meals and are encouraged to explore them with their hands. This broadens their experiences of healthy foods and encourages them to talk about different textures.

Leaders pay particular attention to children's wellbeing and are keen to support staff in their approach to children's emotions and regulation. Staff are quick to respond to children's needs in a sensitive manner. As a consequence, children feel safe and reassured.

Leadership and governance: Expected standard

Leaders recognise the journey that they are on and the significant changes that have been made to the provision. They are positive and proactive about the future and are committed to ensuring children and families receive high standards of care and education. For example, leaders meet regularly to consider strengths and priorities for the setting and to discuss implementation of improvement strategies.

Leaders and managers have a good overview of the provision curriculum and support staff to implement it, taking account of the children and families that the provision serves. Leaders are also able to identify areas where some staff would benefit from further training. For example, consistent application of communication and language practices across the whole setting. Leaders discuss the process of prioritising these areas to further benefit staff's practice and impact children's learning and development.

Leaders monitor children's progress closely and identify those who need extra help. Strategies for children with special educational needs and/or disabilities are adapted in response to their changing needs. This responsive approach contributes to the highly inclusive culture that is evident across the setting.

Leaders demonstrate their commitment to staff wellbeing by offering an approachable open-door policy. This encourages staff conversations with leaders and ensures that leaders are aware of staff workloads.