Rise and Shine Day Nursery Peterborough Ltd

Inclusion: Expected standard

Leaders have created an inclusive environment. Positive and open relationships with parents help them to quickly identify when children require additional support. leaders ensure children with special educational needs and/or disabilities receive effective support and make the best possible progress form their starting points. They have a secure understanding of child development and the vulnerabilities that families living in the local area face. Leaders have introduced home visits ahead of children starting to help them to identify early children's and family needs. They use any additional funding children receive to enhance their development further. This includes fully funded meals and home-learning resources. Staff build secure relationships with parents, sharing activity ideas to meet children's ongoing needs. They put appropriate plans in place to help children to continue to meet milestones. Parents comment on the care and guidance staff provide to enable them to further support their children's learning at home.

Staff generally adjust teaching and opportunities effectively, helping children to remain focussed during play. They work closely with other professionals, such as speech and language and occupational therapists, to implement targeted intervention. Leaders have recently sourced a range of professional development opportunities for staff to help their knowledge and skills to continue to develop over time. In addition, leaders offer training for staff that, in the main, helps them to understand how to implement strategies effectively.

Curriculum and teaching: Expected standard

Leaders have a secure understanding of the quality of the curriculum and teaching at the setting. They know what skills and knowledge they want children to have secured before they move on to school. Leaders have planned an ambitious curriculum that is typically taught well. Leaders are working to strengthen opportunities for high-quality interactions to be consistently embedded at all times of the day.

Teaching is sequenced to allow children, including those with special educational needs and/or disabilities, and those that face other barriers to their learning, to build on their learning and development over time. Leaders work with staff to continue to improve outcomes for all children. For instance, they have a clear action plan to further develop how early literacy skills are taught consistently across all ages. Group times are used to share songs and stories, focus stories provide repetition and staff take children on visits to the library. Staff support children's growing vocabulary as they model language during play such as, naming objects in the garden for older children to list as ingredients for their mud kitchen recipes. Children's early mathematical concepts such as counting, shapes, space and measures are explicitly taught. Children are encouraged to be physically active and enjoy spending large amounts of time outdoors in the fresh air. Staff support children to develop social skills, such as turn taking and playing alongside others, which helps prepare them for their future relationships.

Achievement: Expected standard

Children achieve well from their individual starting points. All children, including those with special educational needs and/or disabilities and those that face other barriers to their learning, make steady progress. Gaps in children's learning are closing consistently, and they are gaining the skills they need for their move on to school. Children develop their motor skills effectively as they learn to manipulate tools for construction and mark making and learn over time to master cutlery. Babies use spoons while eating, toddlers use knives for spreading, while older children independently slice fruit for snack and competently use cutlery at mealtimes. Children of all ages develop their language skills well. They are confident communicators. Older children describe what they are doing and share their ideas, while younger children sing their favourite songs. Children enjoy a variety of opportunities to learn through books. They listen carefully to stories and re-enact their favourite books through role play and small world activities. Children are motivated to learn and benefit from activities that reflect their interests.

Behaviour, attitudes and establishing routines: Expected standard

Leaders support staff to implement effective strategies to enable all children, including those with special educational needs and/or disabilities and those who face other barriers to their learning, to express their wishes and needs. Staff use age-appropriate activities, such as stories and discussion, to help children understand their feelings. Children learn the vocabulary to explore and express their emotions further. Staff help parents to understand the importance of regular attendance to ensure children have familiar routines that help them feel safe. Children behave well. Older children learn to be mindful of younger peers. They are kind and share equipment as they explore the outdoor area together. Staff remain vigilant to children's needs and help children to understand how their behaviour impacts on others.

Leaders have created a calm environment where children feel confident and are enthusiastic to explore their surroundings. Children understand the routines and generally respond well to staff during transition times. For instance, children learn to tidy up after themselves and clear their plates after mealtimes. Some areas of the daily routine are not yet consistently delivered across the setting. For example, not all staff demonstrate confidence when delivering supervised toothbrushing. They do not consistently adapt their approach to support younger children, which affects the quality of the experience some children receive during these times. This impacts on the quality of the experience some children receive during these times.

Children's welfare and wellbeing: Expected standard

Key persons know their children well and build positive relationships with parents. They are responsive to children's needs, giving additional reassuring cuddles when required. Children new to the setting are offered graduated settling-in sessions tailored to their individual needs. This helps them to feel safe and secure as they become familiar with their new environment. Staff support the wellbeing routines of babies. They work closely with parents to mirror children's sleeping habits and weaning routines. Hygiene procedures are implemented well. Babies begin to wipe their hands and face before and after meals, and older children wash their hands independently before eating. Staff implement effective systems for overseeing all children, including those with special educational needs and/or disabilities, to ensure safer eating and safer sleeping procedures are firmly embedded into practice

Children learn healthy habits that support their emotional and physical wellbeing. They enjoy longs periods of outdoor play and excursions within both the local and wider community. Leaders have planned the outdoor area to provide opportunity for physical play. For instance, children develop their core skills as they learn to balance and navigate balance beams. Staff encourage children to explore a variety of nutritious food. They grow fruit and vegetables in the garden, which they can harvest for snack. Children are supported to express their emotions, staff introduce stories and discuss the feelings of characters in the books.

Leadership and governance: Expected standard

Leaders have a secure understanding of the quality of the curriculum they offer. They work closely with the local authority early years advisers and use their feedback to inform their development plans to continue to drive improvement. Leaders support staff with ongoing guidance and advice. They provide staff with regular supervisions and support new staff members as they develop in their new roles. Leaders have plans in place to improve practice further. For example, they aim to train all staff to use simple signing to further promote children's early communication and language development for all children, including those with special educational needs and/or disabilities.

Leaders ensure all staff complete mandatory training, such as paediatric first aid and safeguarding. In addition, They offer staff a selection of professional development opportunities. However, they do not target training precisely to support specific areas of weakness in staff practice or knowledge. Staff enjoy working at the nursery, and comment on the positive relationships they have with leaders.

Leaders and staff value parents as partners in their child's learning and development. Parents are invited to attend story times and share books at home with their children through the settings' library. This has had a positive impact on children's love of books. Parents speak positively about the valuable support and guidance they receive through parents' evenings, daily conversations and keeping updated on their child's progress through an online app.