Shelly Tots Daycare

Inclusion: Strong standard

Leaders provide a warm, nurturing and genuinely inclusive environment. This ensures that every child is valued, celebrated and respected. Leaders provide flexible transitions and adapt routines to suit children's individual needs. Leaders know children exceptionally well and work closely with staff to identify needs, put appropriate support in place and review progress. Leaders use additional funding to provide individualised support for children and to deliver targeted support in specific areas of learning. As a result, children with special educational needs and/or disabilities make secure progress from their individual starting points.

Leaders prioritise and understand the importance of working closely with families, the local authority and external professionals to tailor individual support. They attend health and development appointments with parents. Staff research specific conditions and request relevant specialist training from the local nursing team to broaden their knowledge around specific health conditions. As a result, any required adaptations are systematically and skilfully adjusted to meet the needs of the children. Adaptations, such as the use of Makaton signs, work well as strategies for all children. Babies use the signs during singing times and also to request drinks throughout the day.

Leaders have high aspirations for every child. They believe that children can thrive regardless of the barriers that they face. Leaders understand the context of their setting and the needs of the families and children who attend. Leaders pride themselves on their approach to providing flexibility with funded hours to support individual circumstances. As a result, children who previously did not consistently attend the setting are now accessing their full entitlement.

Curriculum and teaching: Expected standard

Leaders have planned an ambitious curriculum that typically meets the needs of all children, including those of children with special educational needs and/or disabilities (SEND). Leaders adapt the curriculum by identifying areas in which children need the most support, ensuring that needs are identified at the earliest stages. For example, children with SEND are provided with opportunities for sensory breaks throughout the day to support their personal, social and emotional development.

The curriculum has been designed to promote all 7 areas of learning. From the earliest stages, children's physical development is a key focus in learning. For example, staff encourage early walkers to take steps independently when transitioning between routines. Babies enjoy exploring and climbing on the indoor wooden slide and are confident accessing wooden climbing blocks outdoors.

Communication and language is promoted across the setting. Children access books and are read to regularly. Babies enjoy and join in with stories and rhymes. As a result, children are typically confident communicators and have a broad range of vocabulary.

Children develop their interest in mathematics through enjoyable experiences. For example, staff provide a painting activity with stamps in varying shapes and sizes. Children confidently count independently as they make prints, and use language and ask questions around size and shape.

Leaders have an accurate understanding of the quality of the curriculum and teaching; they identify that the curriculum is in its early stages of development. The curriculum is not yet fully embedded across the setting consistently. Staff do not always effectively plan for small-group activities. For example, older children do not remain engaged and lose focus while staff sing songs and rhymes.

Achievement: Expected standard

Children typically make secure progress in their learning. From the earliest stages, children are provided with opportunities that support them to be ready for the next stage of their development. For example, children in the baby room learn how to become independent as they have a go at putting on their own shoes and help to take off splash suits. Children learn how to become confident communicators. They typically express themselves well using signs and words. Children develop their mathematical knowledge of size as they play.

Children learn about the importance of healthy habits, including why they should wash their hands before meals and what foods are healthy for them to eat. Children learn about the rules and boundaries in place at the setting, and they demonstrate a secure understanding of them. Children build age- and stage-appropriate friendships. They learn how to play with one another and how to be kind and caring for others. For example, older children help and support each other to access resources; they take turns and give each other encouragement and praise. Older children require more support, as they sometimes find it difficult to focus their attention during group times and in busy rooms.

Behaviour, attitudes and establishing routines: Strong standard

Leaders have established a positive environment where all children, including those with special educational needs and/or disabilities (SEND) and those who face barriers to learning, follow a carefully planned-out routine that is flexible and adaptable. For example, for children who experience difficulties or challenges with transitional periods, parents are able to change sessions and hours of attendance. As a result of this, transitions are highly effective for all children. Children confidently access all aspects of the routine and understand what is expected of them. They move freely between activities with confidence and independence. As a result, children demonstrate a consistent positive attitude to learning.

Children show care and consideration for others. They take turns and cooperate well during activities. For example, older children support and encourage younger children during handwashing; they share soap and help each other with washing and drying. Both staff and children are excellent role models. Children show respect and give praise and encouragement to staff and to each other. As a result, this nursery has developed a harmonious and respectful culture for all.

Leaders promote the importance of regular attendance and punctuality. They work closely with families where support is needed, particularly for children with SEND and children who may face barriers to learning. Where leaders identify concerns around attendance, they quickly made adaptations to session times and the routine. As a result, parents share that these adaptations help to ensure that their children can attend regularly.

Children's welfare and wellbeing: Strong standard

Leaders prioritise children's welfare and wellbeing. Staff consistently consider the needs and varying circumstances of all children. There are robust and effective practices that ensure children, particularly those with additional health needs and special educational needs and/or disabilities, receive the highest levels of care. For example, leaders and staff complete and adapt robust care plans to meet the needs of children with specific medical and dietary requirements.

Staff are positive role models and teach children about hygiene and healthy lifestyles. They provide opportunities for children from a young age to become increasingly independent in managing their personal needs. Leaders provide extensive and detailed information for parents to support and promote healthy lifestyles at home. As a result, packed lunches provided by parents all contain well-balanced and healthy foods.

Leaders prioritise safety and welfare in all aspects of the routine. As a result, children take and manage appropriate risks as they play, with staff support. Other risks are minimised, which provides a safe and secure environment for all children. For example, leaders have introduced safety wristbands with contact details for children to wear while out in the community. Staff follow the nursery's safer-sleep procedures. They ensure that sleeping environments are safe, clean and well maintained. Staff stay with the babies and younger children while they sleep to monitor their safety.

Leadership and governance: Expected standard

Leaders are ambitious for all children and have a clear and accurate understanding of the nursery's strengths and priorities. They continuously strive to identify and take steps to secure improvement. Leaders actively seek out the views of staff working in the rooms. For example, as a result of staff feedback, leaders have provided staff with the opportunity to develop an outdoor classroom to further enhance learning and development for older children.

Leaders are passionate about providing a culture where staff feel valued and supported. Staff morale is high. Leaders recognise the need to support less experienced staff. They provide an open culture for communication. As a result, staff feel able to request additional supervisions when needed. Leaders prioritise staff wellbeing. They offer team-building sessions and monthly wellbeing days. Staff work well as a team, communicate effectively and are good role models for all children. Leaders acknowledge that they need to consistently build on the overall quality of the teaching and learning children receive, to ensure that all children consistently receive high-quality teaching and learning experiences.

Leaders understand the community they serve. Partnerships with parents are well established and effectively support children's development. Parents speak highly of leaders and staff, expressing that leaders have created a home-from-home environment where all parents and children are made to feel welcome. Parents speak positively about the support they receive and feel well informed about their children's progress and experiences in the nursery. Leaders share information with parents, such as guidance around safe sleep procedures and healthy lifestyles, to further strengthen children's welfare and wellbeing in the home environment. Staff provide parents with ways they can continue their child's learning at home.