Redroofs Day Nursery

Inclusion: Expected standard

Leaders ensure that the nursery is inclusive and that all children make progress in their learning. They use assessments to monitor each child's development, enabling them to identify any emerging delays at an early stage. Leaders work with staff to make effective use of this information to plan timely interventions that help children catch up. They use a variety of tracking tools to monitor children's speech and language development. This has a positive impact on children's communication and language skills.

Leaders collaborate closely with a range of professionals, such as speech and language therapists and social workers. Together with staff, they continually reflect on the quality of children's daily experiences and take deliberate steps to remove barriers to learning. This reflective practice includes considering how children are supported during transitions. For instance, staff provide children with clear warnings before moving to a new play space, helping them understand what will happen next. This supports children to feel safe and secure. Leaders prioritise staff training within special educational needs and/or disabilities to broaden knowledge and strengthen inclusive practice.

Curriculum and teaching: Expected standard

Leaders and staff have created a thoughtfully designed educational environment. The nursery's homely atmosphere nurtures children's personal, social and emotional development and complements their ambitious, inclusive curriculum. Staff carefully adapt the curriculum to meet each child's individual needs. Children with special educational needs and/or disabilities make progress from their starting points, and leaders receive constructive feedback from parents and other professionals about the collaborative support provided. All children engage confidently and show enthusiasm for learning. Babies develop strong core stability and balance as they explore steps and ramps. Children benefit from supportive staff who have a clear understanding of their age and stage of development. Mathematical concepts are taught in enjoyable and purposeful ways, such as through throwing games or water play, where children work together to problem-solve and explore ideas of capacity and weight.

Staff support children's communication and language skills effectively. With the youngest babies, practitioners skilfully encourage eye contact, facial expression and babbling. Older children are supported through meaningful, extended conversations that prompt them to think and respond to questions and take turns. These are skills that help prepare children well for the next stage of their education. Repetition within the curriculum enables children to consolidate their learning. For example, staff make frequent use of music and songs to capture children's interest. Staff work closely with parents to promote learning at home.

Achievement: Expected standard

Children achieve at expected levels because of a carefully taught curriculum. The effective implementation of the curriculum, combined with partnerships between leaders, staff and external professionals, ensures that children with special educational needs and/or disabilities have their individual needs met and, as a result, achieve appropriately. Children thrive in a thoughtfully organised indoor environment. Younger babies receive consistent support to develop early communication and language skills. For instance, staff narrate their play and introduce new words as they confidently explore push-button toys and stories. Older children engage in small circle times that strengthen their listening and attention skills, patience and kindness. Leaders report positive feedback from local schools, which recognise children from the nursery as equipped with the independence and social skills needed for a successful start to school. Observations show that these skills are taught well across the curriculum and contribute to children's overall achievement.

Behaviour, attitudes and establishing routines: Strong standard

Children's behaviour and attitudes are a significant strength of the nursery. Joint development of the nursery's rules by children, leaders and staff leads to highly effective and consistent implementation. Staff model positive behaviour well as they demonstrate kindness, cooperation and help children to develop these skills themselves. They understand children's individual needs and have the skillset to adapt behaviour expectations accordingly, which has a positive impact on children with special educational needs and/or disabilities. Babies, including those that have recently joined, follow their consistent routines with confidence and settle calmly with the support of staff. This supports children to feel safe and secure.

A respectful and harmonious culture is evident, where children behave very well, show kindness to one another, and remain well engaged in learning. Staff prepare children well for transitions, giving them time to understand what is coming next. Older children wait patiently for their turn and take part enthusiastically in group activities, such as throwing games and parachute play. Children show a clear understanding of age- and stage-appropriate expectations and boundaries, interacting respectfully with both staff and peers. Leaders place strong importance on connecting children's learning between home, nursery and the wider community, working collaboratively with parents to support attendance and shared experiences. Praise, encouragement and established behaviour systems further contribute to the nursery's warm and inclusive environment.

Children's welfare and wellbeing: Expected standard

Children thrive in a warm, nurturing environment where strong attachments and positive relationships underpin all practice, allowing those with special educational needs and/or disabilities to receive the individual support they need. Strong attachments with key people and familiar staff help children feel safe and comfortable during nappy changes and when being settled to sleep. Leaders and staff create a safe, welcoming and clutter-free environment that is inviting and conducive to learning. Staff communicate well with children, enabling both new and established children to develop close, trusting attachments. Newer children seek reassurance from their key person, particularly during transitions. Staff respond with sensitivity and care, allowing children to feel secure and continue their learning. Children are supported to recognise and express their emotions with support from staff.

A consistent routine supports children's development, including learning to adopt healthy skills, such as brushing their teeth after mealtimes. Outdoors, children benefit from a variety of experiences, particularly water play, where staff hold meaningful conversations that extend children's language. Leaders have identified that children would benefit from a more stimulating outdoor curriculum and are making ongoing changes to provide increased opportunities for physical challenge and gross motor development.

Leadership and governance: Expected standard

The nursery benefits from a stable leadership team, with the manager and governance having worked together for a long period. Together, they have a thorough understanding of the nursery's strengths and areas for development and have introduced a range of improvements, including initiatives to promote early literacy, both in nursery and at home, to encourage a love of reading. Leaders place a strong emphasis on staff wellbeing, regularly reviewing morale and ensuring a supportive environment, which positively influences children's experiences and staff retention. They work closely with parents to maximise available funding and seek additional resources for children with special educational needs and/or disabilities, for example the use of visual aids and associated training.

Staff professional development is carefully managed, with less-experienced staff paired with highly qualified colleagues. Targeted training in areas such as autism and children's mental health has been provided. Staff describe the emerging impact of this training on their practice. Although leaders have clear plans for ongoing improvement, additional training, coaching and closer monitoring of practice would further strengthen staff's knowledge and confidence in delivering the curriculum.