Rockwell House Day Nursery And Nursery School

Inclusion: Expected standard

Children of all ages and abilities are warmly welcomed at the nursery. Leaders promote an inclusive culture where children's individual needs are identified, discussed and monitored effectively in partnership with parents. Staff support children who need extra help. Inclusion is a clear strength of the setting. Leaders have high expectations for all children and take purposeful action. They provide guidance to ensure there is a secure understanding of the graduated approach among the team. This helps to reduce barriers to learning. Staff use reflective practice to ensure every child can participate and make meaningful progress. This was evident in the toddler room, where staff successfully include children's home language within communication.

Leaders monitor children's progress well and review support regularly to assess its impact. They act quickly to reduce any barriers that may affect children's learning or wellbeing through thoughtful adaptations, such as one-to-one support and creating smaller group times to help every child take part successfully. Staff speak positively about the training they receive, which strengthens their ability to meet children's needs. Leaders work constructively with families and external professionals to shape children's support, experiences and opportunities. They also understand how funding, including early years pupil premium, should be used to benefit children effectively. Key people generally know their children well; however, leaders recognise the need to strengthen the buddy system to build greater consistency.

Curriculum and teaching: Expected standard

Leaders understand their team well and recognise where staff need further support. They maintain a clear overview of the quality of the curriculum and teaching and use this insight to guide improvement. Staff regularly observe children to understand their progress and adapt activities to support their development. Leaders also identify that some activities are not always planned or organised well enough to maximise learning. For example, sometimes, resources are not always set up purposefully for the children. Although staff understand the curriculum, the consistency and depth of their interactions vary, and leaders acknowledge the need to strengthen practice so that all children experience purposeful learning and high-quality teaching throughout the day.

The curriculum is clear and typically delivered well. Activities are thoughtfully matched to children's developmental stages, ensuring learning and development requirements are met. Staff generally provide purposeful interactions to support communication and vocabulary effectively, although a small number need to develop confidence in modelling high-quality interactions and using open-ended questions. Babies' personal, social and emotional development is particularly well supported, helping them feel safe and content. Mathematical ideas are skilfully woven into play, such as when pre-school children learn about shapes and space by joining different shaped pieces together. All children enjoy regular outdoor play, where they build strength and coordination through games such as catch, exploring climbing apparatus and riding bikes around obstacles. Leaders' plans to further enhance the garden reflect their commitment to continuous improvement.

Achievement: Expected standard

Children are happy and enjoy their time in the nursery. They explore a wide range of toys, resources and activities that spark their curiosity and support their independence. The 'Be Curious' approach helps children follow their interests, with staff building on these throughout the week to keep children motivated and engaged. Children feel confident and secure because core staff know them well and understand their starting points. Most staff speak confidently about children's development and provide experiences that help children to thrive.

Children make progress from their different starting points and take part in varied experiences. Babies develop early physical and social skills through sensory play and close interactions. Toddlers build coordination as they ride bikes, make marks and explore natural materials. Older pre-school children speak confidently with staff and peers, sharing their ideas. They show progress by using a wider vocabulary and expressing themselves more clearly in conversations. Across the setting, children are settled, engaged and progressing well overall as expected within the curriculum. Their enthusiasm and willingness to explore show they feel safe, valued and ready for the next stage of learning, including school.

Behaviour, attitudes and establishing routines: Expected standard

Children behave well across the nursery and respond positively because staff give clear and consistent expectations. Warm, caring interactions and regular praise help children feel safe and understand what is expected of them. Children have strong relationships with staff. They show confidence, join in activities and feel comfortable exploring because they trust the adults who care for them.

Staff model respectful and kind behaviour, helping children learn to share, take turns and collaborate with their peers. Where younger children require additional reassurance, staff respond sensitively, supporting them to regulate their emotions and follow routines at a pace appropriate to their age and stage of development. Staff think about each child's age, stage of development and individual needs when helping them learn the nursery expectations.

Children demonstrate positive attitudes to learning as they move confidently between activities, follow routines and respond well to staff guidance. They feel safe, settled and happy in the nursery environment. Leaders actively promote good attendance and punctuality, working with families to reinforce their importance. Staff encourage collaboration through group play and shared experiences, supporting early social development. However, some routines in the pre-school room are a little too rigid at times, which occasionally limits children's independence and ability to follow their interests.

Children's welfare and wellbeing: Expected standard

Leaders and staff provide a safe, welcoming and nurturing environment where secure, responsive relationships are at the heart of practice. Babies and children form strong attachments with their key persons, who know them well and provide warm, consistent care. This helps children feel confident, settled and ready to explore their environment. Staff are attentive to children's individual needs and routines, adapting sleeping, feeding and weaning arrangements so that each child is supported in a way that reflects their age, stage of development and home circumstances.

Children access daily learning experiences that help them understand their bodies, develop independence and learn how to keep themselves healthy and safe overall. Hygiene practices are well embedded; staff model respectful care by seeking children's permission before wiping noses or changing nappies, which supports children's dignity and emotional security. Children enjoy meals offered to them that support a healthy and balanced diet. All children, even those from a young age, are encouraged to feed themselves and develop positive eating habits. Staff help children recognise and express their emotions through calm reassurance, offering comfort when needed. This enables children to regulate their emotions and build a secure sense of wellbeing. Throughout the nursery, all children are nurtured, supported and confident, showing that they feel safe and emotionally secure in the care of trusted adults.

Leadership and governance: Expected standard

Leaders have a clear understanding of the setting's strengths and the areas that require further development. They are highly visible within the nursery, and staff credit them for the positive support they provide for learning, wellbeing and professional development. Staff speak warmly about the leadership team and consistently describe feeling valued and well supported, which contributes to a motivated and positive workforce.

Staff's wellbeing and workload are considered carefully. Leaders promote an open culture, offer regular supervision and create opportunities for staff to share concerns or seek support. Safeguarding procedures are well understood, and appropriate action is taken when concerns arise. Professional development is prioritised, with recent training focused on strengthening the curriculum. Leaders have reviewed and strengthened monitoring systems for supervision to ensure a cohesive approach in line with company expectations. However, some aspects of these systems are still developing, and further work is needed to strengthen consistency across all rooms.

Relationships with parents are strong, and feedback is consistently positive. Families express confidence in the leadership team and in the quality of care and education their children receive. Staff maintain effective communication with parents and external agencies, using these partnerships to inform decisions and shape improvements that secure positive outcomes for all children. Although no children currently have identified special educational needs and/or disabilities, staff remain alert to emerging needs and work proactively with families and professionals where required.