S4YC Ledsham Park Day Nursery

Inclusion: Needs attention

Outside professionals support the setting to adopt targets and plans to ensure some children with special educational needs and/or disabilities (SEND) get the support they need. However, in practice, this is not consistently implemented for all children. While staff know their key children well and plan activities to help build on gaps in their learning, staff do not always use interactions well enough to support their development. This means progress for some children, including children with SEND, is inconsistent. That being said, leaders work well with parents to ensure children's individual needs are identified when they begin at the setting. Some children face barriers to their learning, and leaders take steps to seek additional support to help reduce these barriers.

Leaders and staff use additional funding to provide further resources for children. For example, leaders have purchased highly stimulating resources to create a 'magic box'. Staff comment that this helps children who struggle with transitions throughout the day. Leaders work closely with staff. They take time to reflect and consider arrangements for adapting resources within the environment to support the needs of most children.

Curriculum and teaching: Needs attention

Leaders have implemented changes to the nursery. Leaders and staff understand the intent of the curriculum across all areas of learning. However staff do not always implement this as successfully as they could. For instance, staff plan enjoyable experiences of water play and painting in the younger children's rooms. However, staff do not consistently implement effective strategies to support children's communication and language development during these experiences. They do not emphasise key words or introduce new words to support the breadth of children's vocabulary. Furthermore, staff, at times, focus on settling upset children and do not provide enough resources or activities to keep all children interested and engaged in meaningful learning.

That being said, staff implement the curriculum to help all children, including those with special educational needs and/or disabilities, undergo regular assessment. This helps staff to understand what children can do and identify their next steps of learning in accordance with their age and stage of development to support children to build on what they already know and can do. Staff offer older children a range of activities, both inside and outside, to ensure children can play and have fun. Staff ensure that all children have opportunities to develop their physical skills. Older children show developing hand-eye coordination as they use scissors to cut play dough. Younger children explore their big movement skills as they run, climb and jump in puddles while playing outside. Babies are supported as they practise pulling themselves up at low-level tables. Children's physical skills are promoted well. Mathematical language and knowledge are introduced through daily play. For example, younger children explore capacity when filling containers in the water tray. Older children count puzzle pieces as they share them out with peers. These experiences support children to work with others, take turns and build confidence in their learning.

Achievement: Needs attention

Babies do not make consistent progress in their learning. They do not always engage in meaningful play. Younger children who have barriers to their learning do not make the progress they are capable of. The inconsistent support of their communication and attention development has a direct impact on their progress and learning.

Generally, older children make progress in their learning and development, specifically children with special educational needs and/or disabilities. Staff adopt flexible approaches, promoting small, achievable steps, helping children to build their joint attention skills. For example, older children gain confidence and participate in group play and even share their artwork with adults.

Other groups of children make progress in communication and language. They ask questions and repeat new words introduced by staff. This helps them build their understanding and develop a wide vocabulary to prepare them for their next stage of learning.

Behaviour, attitudes and establishing routines: Expected standard

Leaders create a positive environment where children behave well and learn to cooperate. Staff use praise and clear expectations to encourage sharing and turn-taking. For example, older children build respectful friendships. They independently share out puzzle pieces with friends. Children play cooperatively and show kindness towards each other. However, not all children, particularly younger children and those who face barriers to their learning, are consistently supported to develop positive attitudes to learning. At times, a lack of purposeful activities and interactions means some children become disengaged and do not sustain concentration.

Practitioners are close and develop warm, trusting relationships with children, which helps them feel safe and secure. Babies who are new to the setting are supported well by caring staff. Staff are close, sing nursery rhymes and follow babies' care routines. Children develop self-control and positive attitudes towards play.

Leaders and staff work closely with parents to promote the importance of attendance. This supports children to establish routines to prepare them for their future transition to school. Children know the routines as they get ready to play outside. They show independence as they put on their own coats and wellies. Mealtimes, such as snack times, are well organised and calm. Children sit together. They self-serve using spoons and feed themselves confidently, which promotes independence. These routines help children develop confidence and self-care skills.

Children's welfare and wellbeing: Expected standard

Children show a secure sense of belonging. They form secure attachments with their key person and other staff. Staff know children well, and they share information with each other to ensure consistency in their care for all the children. Staff attentively support children to recognise and manage their emotions and build their emotional wellbeing. Staff use timers to help older children understand as they wait their turn. However, during care routines, staff do not always take the opportunity to support the youngest children's communication and language development. This limits some children's progress in developing early communication skills. Children enjoy healthy snacks and freshly cooked meals. During mealtimes, staff talk to children about healthy food choices. This helps to develop children's understanding of healthy lifestyles.

Children have daily access to the garden area for exercise and fresh air. Younger children show confidence as they recreate the extra-curricular sports sessions they enjoy while at nursery. They take pride in setting up the cones with the balls, and then invite their friends to join in.

Older children manage self-care, such as washing hands after using the toilet and putting tissues in the bin. Staff work closely with parents and carers to support potty training. Staff supervise children effectively throughout the day, including during sleep times. Children learn how to stay safe as they explore their physical capabilities in play. Staff talk to children about safety. For example, they remind children how to safely hold scissors. Staff provide children with resources and opportunities to strengthen their small muscles, such as turning book pages and handling small objects. Staff help children to play cooperatively together.

Leadership and governance: Expected standard

Leaders have improved their partnerships with parents and carers since the last inspection. Parents very much value the daily chats and regular meetings to keep them up to date on all that their children are doing. Parents value the tailored guidance they receive, which supports learning at home, but also advice, such as about potty training.

Leaders have an accurate view of the nursery's strengths and areas for improvement. They work well with external professionals so children, including those with special educational needs and/or disabilities, receive timely help. Leaders have developed positive links with the local schools and have accessed local authority support to improve the curriculum and teaching across the setting.

Leaders have improved the systems to monitor staff's practice. Leaders promote the wellbeing of staff and offer support where needed. This enhances staff interactions and care with the children. Typically, leaders work promptly to help staff develop their skills. They check practice through regular observations and discussions with staff. Leaders use this information to plan training and support, especially to ensure their effective safeguarding knowledge and practice. This ensures children's safety and wellbeing. However, training and staff targets need to be more closely aligned to improvement priorities to help progress practice as quickly as possible.