Shapes Day Nursery, Banstead

Inclusion: Strong standard

Leaders have a very secure understanding of all children's ages and stages of development, including those children with special educational needs and/or disabilities (SEND). They use this knowledge effectively to identify, at the earliest opportunity, where children may require additional support. Parents and carers are closely involved in this process. Leaders ensure that any intervention is well informed, consistent and responsive to children's individual needs.

Staff implement a clear approach to planning additional support, implementing interventions and reviewing the impact on children. This underpins their work with children who need extra help. This structured method ensures that strategies are purposeful and that children's progress is monitored carefully. As a result, referrals to external agencies are timely and well evidenced.

Children with SEND make rapid progress from their starting points. Staff break learning down into small and achievable steps, particularly when supporting children's physical development. This enables children to build on the skills they already have and experience success. Staff also prioritise the development of children's attention and listening skills. For example, they use a structured attention-building intervention to support children to develop. This targeted work strengthens children's communication, language and social development. It also helps them to participate confidently in their play and learning.

Leaders promote very positive partnerships with external professionals. They actively seek advice and use the knowledge gained to enhance the team's practice. Leaders identify staff's training needs and act upon them. This ensures that all staff have the skills required to support every child effectively. Leaders use additional funding carefully and with clear intent. For example, they purchase resources, such as wobble cushions and fidget toys, to help children to regulate their feelings, engage and access learning successfully.

Curriculum and teaching: Strong standard

Leaders have a secure understanding of the nursery's curriculum and how effectively it is being implemented across the setting. They ensure that the curriculum is ambitious, well sequenced and responsive to the needs of all children. Staff know children well. They use their knowledge of children's ages and stages of development to adapt their practice and provide the right level of support.

Staff very skilfully build on what children know and can do. For example, when children play with blocks, staff encourage counting, introduce mathematical language and extend children's thinking by asking questions. They introduce numerals alongside children's play. This helps children to make connections between quantity and symbols. These interactions deepen children's understanding of early mathematical concepts.

Staff use children's interests purposefully to enhance their learning. When children show curiosity about people who help them, staff organise visits from the ambulance service, police and fire service. Staff use these real-life experiences to broaden children's knowledge of the world and spark rich conversations. Staff are creative in their approach, using children's individual interests to help all children to access the curriculum. For example, they introduce animals into various activities, supporting children to engage in activities they may not have chosen otherwise.

Teaching is consistent and purposeful. Staff constantly interact with children, modelling language, posing questions and encouraging children to think deeply. These high-quality interactions support children to make excellent progress across the areas of learning.

Achievement: Strong standard

All children make very consistent progress from their starting points across all areas of the curriculum. They develop secure knowledge and skills that they need for the next stage in their education. As children move through the age groups, they become increasingly independent. Younger children learn to drink from open cups and begin to use cutlery with growing control. Older children build on these skills. For example, they learn to put on their own shoes and coats, and manage their toileting needs with increasing confidence. These important self-care skills prepare children well.

Children develop very effective ways to communicate. Babies are introduced to simple Makaton signs, alongside early words, helping them to express themselves. Toddlers expand their vocabulary as they describe the pictures they draw and talk about their play. Pre-school children engage in rich role-play experiences, taking turns in conversations, sharing ideas and expressing their thoughts clearly. These solid foundations support children's communication, language and social development.

Children develop a genuine love for books. They benefit from the nursery's lending library, which encourages families to share stories at home. Children enjoy stories being read to them regularly throughout the day. As a result, babies independently explore books in their cosy book area. They turn the pages and point to pictures with interest. Older children listen attentively to stories being read to them. This early enjoyment of reading lays strong foundations for future literacy.

Behaviour, attitudes and establishing routines: Strong standard

Children behave consistently well. They understand the clear boundaries in place and respond positively to the consistent routines established by staff. Children follow instructions with confidence and show high levels of self-control for their age, including those children with special educational needs and/or disabilities. Staff actively encourage children's positive behaviour through warm praise and gentle encouragement. This helps children to feel valued and motivated.

Activities are engaging and closely linked to children's interests. This supports children to remain focused and involved in their play. Children learn to manage their feelings very effectively. They take turns and share, for example, when playing in the home corner, then patiently wait their turn to pretend to order pizza. When minor disagreements occur, staff are close by to sensitively support children to resolve issues and develop their understanding of cooperation.

Children enjoy playing together and form deep friendships. They work collaboratively, building on each other's ideas. For example, in the garden, children use large construction toys together to create 'lawnmowers', negotiating roles and contributing to a shared plan. These experiences help children to develop teamwork, communication and problem-solving skills. Children take pride in contributing to the daily routines of the setting. They eagerly help to set up for meals, fill the water tray and water plants in the garden. These responsibilities promote children's sense of belonging in the nursery.

Children's welfare and wellbeing: Strong standard

Leaders promote a high culture of wellbeing across the setting. Children are cared for attentively and staff respond quickly to their needs. Children learn to wash their hands before mealtimes. They develop essential self-care skills, such as wiping their noses and learning to use the toilet. Staff manage children's sleep routines well and adapt routines carefully for each individual child. Children sleep in calm and cosy environments. Staff regularly check children to ensure their safety.

Staff have a deep understanding of children's emotional needs. They build warm and nurturing relationships with all children. As a result, children feel very safe, secure and comfortable in the setting. Even those children who have recently joined, settle quickly. This is because staff take time to understand their needs and provide reassurance as needed.

Children's safety is prioritised. Staff complete regular risk assessments and reflect carefully on any accidents or incidents. Leaders use this information to minimise risks and ensure that staff are well trained to keep children safe. As a result, the environment is calm, well organised and highly supportive of children's wellbeing.

Children benefit from healthy and well-balanced meals that are freshly cooked on site each day. Staff prepare food safely and adapt meals to meet the needs of younger children, ensuring that babies' food is manageable for their stage of weaning. Mealtimes are well supervised. They provide opportunities for children to learn about healthy choices, such as children explain that milk makes their bones 'strong'.

Leadership and governance: Strong standard

Leaders have a thorough understanding of the nursery's strengths and priorities for improvement. They are committed to continuous development and drive forward changes that enhance children's learning and wellbeing. Their reflective approach ensures that improvements are purposeful and sustained.

Leaders create a positive atmosphere that supports staff's wellbeing and encourages professional development. They have high expectations of their team, while ensuring that workloads are manageable. Staff report that they feel confident to raise concerns and that leaders listen, respond and provide effective support. This open culture contributes to a motivated and stable team.

Leaders spend time working directly with children and staff, and are involved in their day-to-day experiences. They use this insight to shape the curriculum and provision, ensuring it remains responsive to children's needs. Their close involvement supports the nursery's ongoing development and helps to maintain high-quality practice.

Partnerships with parents and carers and other professionals are excellent. Leaders organise opportunities for parents to attend events in the nursery with their children. This helps to strengthen relationships and helps parents feel connected to their child's learning. Leaders work collaboratively with external agencies to ensure that all children, including those who may need additional support, make rapid progress.