Sammy Bear Day Care Limited

Inclusion: Strong standard

Leaders support children with special educational needs and/or disabilities, and those who experience barriers to their learning, exceptionally well. Staff use their assessments to swiftly identify areas where children would benefit from further support. Staff work with parents extremely well from the beginning to understand children's individual needs. This too helps staff to identify where further support may be needed. They plan additional activities to help children to catch up. For example, children enjoy an activity where they roll a ball to staff to develop their communication skills. Staff make a range of adaptations to ensure that children benefit fully from their time in nursery. This includes providing one-to-one support to help children explore activities individually when group activities are overwhelming. Staff act quickly to provide additional support when children move between activities and struggle to regulate their emotions. Leaders are proactive in working with other professionals who may be involved in children's learning. This supports children to make sustained progress over time.

Staff provide highly effective support to those children who are disadvantaged. They work closely with parents to understand how they can support children further. They use any additional funding effectively to help children progress. For instance, staff use funding to provide additional sessions, and this supports children to settle more quickly. Leaders work effectively with professionals from children's social care who may be involved with children and families. They attend various meetings and ensure that children get the support they need.

Curriculum and teaching: Expected standard

Leaders design a curriculum that supports all children's learning across the whole curriculum. This includes well-thought-out plans for children with special educational needs and/or disabilities. They place an appropriate emphasis on children developing effective communication and language skills. They want children to be happy and secure individuals who thoroughly enjoy learning. Staff plan a range of activities that are based on children's stage of development and interests, such as messy, sensory activities. However, staff do not always focus sufficiently on what they want individual children to learn next, especially during group activities. For example, staff talk about intending to teach communication skills or physical development, but then do not actually implement their plans. When this happens, staff do not always extend children's learning to the highest level.

Overall, staff plan highly engaging activities. Children thoroughly enjoy playing in the water. They explore what happens when they throw balls in the water. Staff use this activity effectively to develop children's learning. For example, they develop their muscle skills as they throw balls and wash the animals. Staff generally support communication effectively. For example, when children explore jelly and edible sand, they use a range of interesting words, such as 'sloppy'. When babies roll balls down the ramp, staff say, 'wow' and 'whoosh'. Staff place a high priority on books and singing to support the development of children's vocabulary.

Achievement: Expected standard

Children make steady progress overall. Sometimes, weaknesses in the planning of activities impact on the progress that children make. Children with special educational needs and/or disabilities make rapid progress because they benefit from individualised targeted support.

Children engage well in activities. Older children thoroughly enjoy planting flowers and watering them. They notice the water sprinkling from the watering can rose and concentrate intently as they explore the feel on their hands. They explore different watering cans. When they notice the puddles on the floor, they adore splashing in the puddles.

Babies develop their physical skills as they crawl over the soft play, or pull themselves to standing to explore a tabletop activity. Older children develop their small-muscle skills as they draw, glue, paint and use tweezers to pick up pom-poms. Children develop a range of skills that support them in the next stage of their learning.

Behaviour, attitudes and establishing routines: Expected standard

Staff working with babies know their routines well. They find out detailed information about their likes and dislikes, as well as information about weaning. They talk to parents on a morning to find out about how children have been at home, and this allows them to adjust routines promptly. They work with parents and/or carers to help children attend regularly to benefit from the nursery routines.

Staff manage behaviour effectively overall. For example, they remind children to be careful as they throw the animals into the water. Staff usually make their expectations clear. For instance, as staff get children ready to go outside, children typically sit down without being prompted to have sun cream applied. Younger children wait patiently as staff change them after playing in the water.

Children develop good relationships with staff and each other. Toddlers play alongside each other as they wash the animals in the water. Older children take turns and wait patiently as they pick songs out of a bag. They listen intently as staff read stories, developing positive attitudes to learning. Staff are sensitive to when children need time to regulate their emotions. For example, they alter arrangements and routines to ensure that children with special educational needs and/or disabilities are able to calm down through quiet exploratory activities.

Children's welfare and wellbeing: Expected standard

Staff have effective relationships with children. They are available to provide reassurance to children but give them the freedom to explore when they feel confident. Children are happy and settled. Babies have a very close relationship with their key person. This is evident as they crawl to their key person for reassurance when they feel unsure. For example, children who are settling in and are unsure of the feel of the apron, crawl back to their key person for reassurance.

Staff are aware of keeping children safe and comfortable. For example, after a water activity, they take time to make sure children are dry and comfortable. They apply sun cream to children before they go outside.

Leaders generally provide a range of healthy home-cooked meals. Staff understand the latest guidance about ensuring children's safety when eating. For example, they supervise children carefully and ensure that fruit is chopped up appropriately. They typically provide messages to parents about healthy packed lunches. Staff adapt arrangements for mealtimes to ensure that children who experience barriers to their learning, or are disadvantaged, are able to enjoy their meal. This includes providing nursery food and packed lunches as appropriate.

Leadership and governance: Expected standard

Leaders are passionate about providing high-quality experiences for all children. Typically, they have an effective understanding of the strengths and areas for development in the nursery. They identify training that will help staff to develop their knowledge and skills further. For example, they provide training for staff working with babies on how to support their needs effectively. Following training, staff have a greater understanding of the stages of development that babies go through as they develop their physical skills. They adapt the routines to ensure children have time to develop their core strength.

Leaders and staff generally have effective relationships with parents and carers. Parents speak very highly of the support their children receive. Staff share detailed information with parents about children's care and learning on the electronic app. While many parents access this information, they are aware that this is not consistent for some parents. This sometimes means that key information, such as guidance on the safe preparation of food or children's next steps in learning, is missed. Staff work with local schools effectively to support children as they make the move on to school.

Leaders support staff wellbeing. They provide time during the day for staff to complete training, planning or access support from other staff. Staff report that they feel happy and relaxed at work, and feel that they can talk to managers and staff about everything. Leaders ensure that staff have a full understanding of their role and responsibilities, particularly the policies and procedures in the nursery.