Shardlow Hall Private Day Nursery

Inclusion: Strong standard

Leaders give high priority to ensuring an inclusive setting for all children, where individual needs are swiftly identified and supported. Children with special educational needs and/or disabilities and those who face other barriers to their learning make rapid progress. Staff accurately assess children's starting points and developmental needs and implement effective support plans to help close gaps where possible. Staff work very closely with parents and carers and other professionals to tailor and refine activities and teaching strategies to help children reach their potential. For example, some children have targeted support during group activities to enable them to engage effectively with their learning and to help them regulate their emotions. This enhances learning and enjoyment for all children as they work collaboratively and sustain their concentration for extended periods.

Leaders carefully monitor children's progress. They regularly review next steps for learning to ensure that these are well matched to children's individual needs. As children's needs change, staff take rapid action to reassess provision, ensuring that support remains appropriate. Leaders are proactive in sourcing bespoke training for staff to boost their knowledge about children's individual needs and circumstances. This enables staff to recognise why children behave or develop in certain ways and how best to support this. Leaders give careful consideration to the use of additional funding to ensure that it promotes the best outcomes for children and enhances their learning experiences.

Curriculum and teaching: Expected standard

Leaders and staff regularly assess and review children's progress and consistently identify next steps for learning that help all children to make progress from their starting points. Staff know children well and use their in-depth knowledge to plan activities that build on children's prior learning and skills. These take account of children's individual interests and learning styles and are adapted to ensure the inclusion of all children, including those with special educational needs and/or disabilities. Staff provide a wide range of stimulating outdoor activities that successfully promote children's enthusiasm for physical activity and build a deep appreciation of the natural world.

Leaders have a generally accurate understanding of the quality of the curriculum and teaching throughout the nursery. They recognise that some staff require further training and support to develop their practice to ensure that it is of a consistently high standard. Staff help older children to develop wide vocabularies. During activities, they prompt conversations. For example, staff encourage children to discuss which foods they prefer and which ones are healthier choices. Staff support children to develop mathematical awareness when measuring ingredients during a pizza-making activity. They teach children to share and take turns with their friends and successfully encourage respectful behaviours.

Achievement: Strong standard

Most children attending the nursery who show lower than average levels of development, particularly those children who are disadvantaged, make rapid progress from their starting points in learning. This results in children being very well prepared for a smooth transition on to school. They engage enthusiastically with the rich and stimulating learning environment, which ignites their curiosity and zest for learning. Children demonstrate high levels of confidence and independence as they freely explore the environment and resources. Younger children show fascination as they use their senses to investigate different textures and smells. For example, they squeeze oats through their fingers and swirl their feet in warm water. They use words and sounds to express their delight and clap their hands to celebrate their achievements.

From an early age, children develop a love of reading and books. Younger children frequently snuggle up to enjoy a story. Older children competently recall well-known phrases they have learned during shared reading experiences. Children who need additional support flourish as the strategies that are put into place help them to achieve success alongside their peers.

Behaviour, attitudes and establishing routines: Expected standard

Staff build positive relationships with families and children, which helps to establish routines and encourage punctuality and attendance. Throughout the nursery there is an inclusive and respectful culture where all children are valued as individuals. Staff support children to manage their feelings and emotions, which helps them to build solid relationships with their peers. From a young age, children feel secure as they follow daily routines and confidently make their own choices. At mealtimes, children express their preferences and independently serve themselves and pour their own drinks, supporting their developing independence skills.

Generally, leaders and staff have high expectations for children's behaviour, which is reflected in how children conduct themselves and respond to their friends. Children willingly invite others to join their games, and when they discover there is a missing piece in an activity, they all join the search to locate it. This supportive and harmonious atmosphere helps all children to thrive.

Routines to keep children safe, such as daily visual checks, are fully embedded. Typically, older children listen carefully to safety instructions and competently use knives to chop vegetables during cookery sessions. Settling-in procedures for babies and children are effective and tailored to each child's individual needs and age. Staff are nurturing and help all children to develop a secure sense of belonging.

Children's welfare and wellbeing: Expected standard

Leaders promote children's health and wellbeing effectively. Staff are positive role models and encourage healthy practices, such as supporting children to wash their hands at appropriate times. Children enjoy nutritious meals and snacks and learn about oral hygiene through planned activities. Children have ample opportunities to learn and play outside, promoting their understanding of how to keep themselves safe on apparatus. They wear appropriate clothing so they can have fun and benefit from fresh air and daily exercise regardless of the weather.

Leaders and staff carefully consider how they can best support children's emotional wellbeing as they move between rooms in the setting. They make well-considered adaptations to enable children to feel reassured during periods of change. For example, children continue to join activities in their previous room to provide consistency of care and to further support their development. Decisions are made in consultation with parents and carers, so children remain settled and experience smooth transitions. Staff also work closely with parents to extend this support for when there are changes in children's home lives. Children quickly build firm bonds with their key person.

Staff are generally responsive to children's needs, making sure they can sleep safely and in comfort and giving high regard to children's privacy during personal care. At times, younger children become unsettled during daily routines, such as snack and lunchtimes, as staff are distracted by other duties. Staff do not always respond quickly enough to children's individual care needs during these key times.

Leadership and governance: Expected standard

Leaders and managers have a secure understanding of the setting's context. Effective leadership ensures that priorities are continually identified to drive improvement. An ambitious curriculum is in place to promote the learning and development of all children. However, leaders have not identified how to improve staff's interactions to build further on learning opportunities for children or to establish daily routines consistently to enhance children's wellbeing.

Leaders give high priority to the wellbeing of staff. The management team continually assesses the provision, and staff have regular opportunities to complete relevant training to support their ongoing professional development. Staff feel valued and well supported in their roles, and their contributions to continuous improvement are actively encouraged. This helps to foster a committed team that strives to help all children achieve the best outcomes.

Leaders have established highly effective partnerships with parents and carers and other professionals to ensure that children's individual needs are met, particularly where they have learning barriers. Detailed information and ongoing updates about progress are shared with parents so they are fully involved in their children's care and education. Leaders and staff welcome parents' contributions and recognise the importance of celebrating family events to promote children's sense of belonging. Parents comment how much they appreciate the warm and nurturing care that staff provide.