Shambles Day Nursery

Inclusion: Expected standard

Assessment and monitoring procedures are effective and are used to help staff identify gaps in children's learning in a timely manner. Leaders work with staff and offer training to enable staff to make appropriate adaptations and/or use additional resources and equipment to help children with special educational needs and/or disabilities access all learning opportunities. However, staff are not consistently well informed about children's individual learning and development needs. This does not enable staff to confidently and consistently support all children during group activities.

Leaders and staff understand local procedures and know how to seek additional support. Staff follow advice from professionals and share relevant information when children attend other settings. Leaders understand how to support disadvantaged children. They target additional funding effectively to give children the experiences they need to achieve. For example, staff use funding to ensure all children are able to attend regular swimming sessions.

Staff regularly review the support they put in place to ensure it improves children's learning. They work closely with parents and carers to promote continuity. For instance, staff provide 'sound bags' and share these with parents to support children who need additional help with their communication and language.

Curriculum and teaching: Expected standard

Leaders design an ambitious and broad curriculum. Staff generally implement this well through positive and encouraging interactions. They assess children's progress regularly to identify gaps in their learning. Staff use this information to plan children's next steps in learning. However, group activities are not consistently well planned or purposeful. As a result, staff do not always extend all children's skills and knowledge during these focused times.

Staff deliver the communication and language curriculum effectively. They use clear language, model vocabulary, share books and sing songs. Staff introduce a wide range of words as they play alongside children. For example, they name parts of a plant and explain why flowers smell as older children create their own flowers and choose scented oils to add to the stamen. Children listen well and repeat this new vocabulary.

Children access a wide range of physical experiences. Staff use the environment creatively and encourage children to be active every day. For instance, children choose to move between rooms using slides and chutes. Staff teach children of all ages to do this safely. They help children to manage risks appropriate to their stage of development. These experiences support children's body control and coordination.

Children learn about their local environment and community each day. They visit local shops, speak with shopkeepers and buy fruit and vegetables to eat in a 'secret garden'. Staff use these opportunities to support children's personal, social and early mathematical development. Children receive support to talk about their feelings. Staff sensitively remind children to think about others as they share and take turns.

Achievement: Expected standard

All children, including those with special educational needs and/or disabilities or barriers to their learning, typically achieve well and make progress from their starting points. They develop key skills and knowledge needed for school and their future learning. Babies crawl, walk and climb as they explore the environment. They handle small objects and toys with increasing control. For example, they match three-dimensional shapes to the correct holes in shape sorters and push them through with accuracy.

Older children listen, focus and concentrate for extended periods. They communicate their ideas clearly and ask questions to deepen their understanding. For instance, when looking at rainforest animals, they ask, 'Why is it called a spider monkey?' Children develop social skills as they share resources, often without adult support. Younger children use storytelling language as they use puppets and props to retell the story of 'The Three Little Pigs'. Children develop early mathematical skills. Younger children join in with counting songs and count the sounds of wooden instruments as they tap them together.

Behaviour, attitudes and establishing routines: Expected standard

Children generally behave well. Staff use a range of strategies to help children regulate their emotions and manage their behaviour in ways that suit their age and stage of development. Staff build secure relationships with children. Babies hold out their arms to familiar adults, who respond with cuddles and gentle reassurance. New children settle quickly. They arrive smiling and separate confidently from their parents and carers.

Children engage in their play and show a clear interest in learning. For example, they show excitement during a listening game as staff describe and reveal hidden objects. Staff establish clear routines and prepare children for change. They use reminders and visual prompts, such as 'now' and 'next' cards. Staff adapt their language and allow extra time for children who need additional support during transitions.

Children develop positive relationships with each other. Babies hug each other as they sit and play. Young children pass plates carefully at the table and notice when others need help. Older children work together to tidy away toys. Leaders recognise the importance of regular attendance and punctuality. They work with parents to promote this.

Children's welfare and wellbeing: Expected standard

Staff follow safety and hygiene procedures to promote children's welfare and wellbeing. They teach children how to stay safe on local walks, such as reminding children to walk close enough to touch the wall so they can move safely along pavements. Staff provide extra support for children who find these outings more difficult or overwhelming. Staff tailor sleeping and care routines to meet the needs of babies and younger children. They typically work closely with parents and carers to ensure consistency between home and the setting.

Children prepare healthy foods for lunch each day. Staff encourage them to eat vegetables before other parts of their balanced meal. They remind children to sit safely while eating and organise seating to supervise those with dietary requirements or intolerances. When children feel overwhelmed at mealtimes, staff support them to eat in smaller groups or quieter spaces.

Staff support children's emotional wellbeing. They respond promptly, listen to children's views and value their ideas. Staff acknowledge children's achievements, perseverance and contributions. Children form secure attachments with their key person. For example, babies hold out their arms to familiar adults, who respond with cuddles and use calm and soft voices. This helps children to feel safe and settled. Parents comment that their children 'are loved and cared for'.

Leadership and governance: Expected standard

Leaders understand children, families and the local area. They use this knowledge to make timely adaptations and remove barriers to children's learning. Leaders target funding effectively to widen children's experiences. For example, they ensure all children access activities, such as yoga and forest school.

Staff say that leaders support their wellbeing and manage their workload well. Leaders regularly monitor staff practice to identify support needs and provide training and guidance. However, they do not consistently focus this work on ensuring staff have a clear understanding of children's individual learning needs. This limits how consistently staff deliver a purposeful curriculum and support all children during focused group activities.

Leaders and staff maintain positive relationships with professionals and schools. They make timely referrals for additional support and meet with school staff to plan smooth transitions for children. When children attend more than one setting, staff share plans and strategies to support consistency.

Partnerships with parents and carers are positive. Parents speak highly about the care their children receive. They value regular communication about learning and say this helps them to support their children at home.