Rydal Day Nursery

Inclusion: Expected standard

Leaders foster an inclusive culture in which all children achieve, develop a sense of belonging and thrive. Children's individual needs are identified early through thorough registration processes. Leaders make timely referrals to relevant agencies to ensure that children get the right help at the right time. They use regular ongoing assessment to monitor children's progress.

Leaders support the progress of children known to children's social care. Staff work effectively with a range of external agencies and other professionals, as well as the local authority, to reduce barriers to children's learning and wellbeing. Leaders tailor support for families and meet with parents to review children's progress. Leaders make effective use of the early years pupil premium to fund targeted experiences for children. For example, they invest in music and movement sessions and purchase new books that children are particularly interested in. Parents report significant improvements in children's communication and engagement as a result. Leaders have identified a range of projects that they are working on in the local area. All staff have accessed 'Makaton' training to support children's communication and language needs, and the setting has achieved an accreditation for embedding this across all rooms.

Curriculum and teaching: Expected standard

Leaders articulate a clear vision for the 'Rydal child' and know what they want children to experience during their time at the setting. They want all children to be passionate, respectful, empathetic and curious. Leaders shape a curriculum that blends seasonal themes with children's interests and the local area.

Staff prioritise supporting children's communication and language development through daily songs, rhymes and story times. Children have opportunities to choose poems from the 'Poetry Basket'. The environment promotes children's curiosity and exploration, and children independently explore.

Babies enjoy playing with bubbles, and staff support their learning with rich vocabulary such as 'whoosh', 'pop' and 'glug'. All children enjoy spending time outdoors, and staff support children's physical development by encouraging them to move in a range of ways.

Staff use regular assessment to celebrate what children know and can do and to shape next steps for children's learning. Leaders are aware that some next steps identified for the youngest children should be more precise so that targeted interventions make a consistent positive impact across all the nursery rooms.

Achievement: Expected standard

All children, regardless of their different starting points, make steady progress across all areas of the curriculum. Children transition confidently between rooms. By the time children leave, they are well prepared for the next stage of their learning at school.

Children communicate well with their peers and show kindness towards them. They play cooperatively and feel confident to express their needs to staff. Younger children, including those learning English as an additional language and those with special educational needs and/or disabilities, confidently use signing to support their spoken language. Older children count accurately and use mathematical language in context. Older children practise listening and following instructions through games such as 'hide and seek' and 'stuck in the mud'.

Children are aware of risks when playing outside and demonstrate how they successfully move around equipment or safely take risks when climbing. Parents share that they are pleased with the progress and achievement their children make at the setting.

Behaviour, attitudes and establishing routines: Expected standard

The setting's positive relationships between all staff, children and their parents create calm, purposeful environments. Staff have clear expectations of children, and all children behave well. Where any concerns about behaviour are identified, leaders respond swiftly and review all relevant policies and procedures accordingly.

Children have positive attitudes to their learning. They cooperate, take turns and show curiosity. For example, toddlers enjoy exploring a range of natural materials, and they talk about where those objects might be found in the natural world. Older children help their peers and clearly have developed warm friendships.

Staff adapt expectations sensitively for different ages and stages. They use routines, such as snack time, to teach children independence and social skills. Leaders monitor attendance closely and follow up any non-attendance promptly with families. They encourage children and families to establish good attendance and punctuality from an early age.

Children's welfare and wellbeing: Expected standard

Care practices meet children's individual needs effectively. Staff know children and their individual routines well. Babies' sleeping, weaning and feeding arrangements are adapted sensitively to mirror their routines from home. Leaders have recently changed the approach to snack and lunchtime routines, and are continuing to review how effective they are to reduce the time children are waiting and to maximise learning during transitions.

Staff keep children hydrated and comfortable throughout the day. Children learn about what keeps them healthy and the importance of staying physically active. Daily outdoor access supports physical development and wellbeing. Staff encourage children to manage risks safely and support children to understand what keeps them safe.

The environment is clean, nurturing and homely. Children feel safe and happy in this home-from-home environment. The key-person system is effective, and children form close attachments with staff. Children develop a secure sense of emotional wellbeing. Staff support children to recognise, express and manage their own emotions. For example, they use yoga and breathing activities to help children learn to regulate their own emotions and behaviour.

Leadership and governance: Expected standard

Leaders work cohesively and effectively together. They know the setting's strengths and the areas they are working to improve. They embed reflective practice and are open and honest about their evaluation of the setting.

Leaders prioritise staff wellbeing and workload and adjust their support for staff where needed. Staff receive regular supervision and have access to a range of training and professional development to further develop their knowledge and expertise. For example, staff have attended training to support children learning English as an additional language, and this is having a positive impact on individual children. The setting is now involved in a project to support families new to the area.

Community engagement is a strength of the nursery, and the setting is well respected in the local community. Leaders work effectively with a range of professionals and other organisations to maximise the support they can offer to families. Leaders understand their roles and responsibilities. Those responsible for governance provide support to leaders, enabling leaders to make timely, child-centred decisions. Leaders have acted proportionately, updated policies and sustained a cycle of review to secure compliance and improvement since previous inspection visits.