Silver Cloud Nursery Leyland

Inclusion: Expected standard

Leaders and staff assess children closely and highlight any gaps they find in children's learning quickly. They put plans in place to target these areas, helping children continue to meet milestones. Additionally, other professionals are informed as soon as possible and parents are encouraged to continue to work on children's targets at home. This supports children to make progress, particularly those with special educational needs and/or disabilities (SEND). During play and routines, staff generally adjust teaching and opportunities in a timely manner, helping children remain focused and happy in play.

Leaders have a secure knowledge of child development and how to access external support for children with SEND. Additionally, they understand some of the vulnerabilities that families may face and how to seek advice from specialists. Leaders make decisions quickly about the support and approaches to take to address children's needs. This helps all children continue to make progress and maintain high levels of self-esteem when they are in nursery. Staff receive training that, in the main, helps them understand how to implement interventions swiftly. Leaders shape opportunities and use any additional funding children receive to enhance children's development even further. For example, more tactile activities have been implemented for those children who like to focus and learn using their senses.

Curriculum and teaching: Expected standard

Children have opportunities to broaden their learning through activities such as swimming, music groups and football. This helps increase skills in all areas of learning. Children are encouraged to think and use their imagination during play. Staff ask questions that help children recall prior learning. They help children enjoy and respect books independently and through designated story times. Staff use enthusiasm to keep children engaged in stories, and children shout out familiar phrases they know.

Leaders have a clear curriculum design based on the ever-changing needs of children, which are identified through continual assessment. Staff are learning how to broaden opportunities and adapt their teaching techniques to suit the needs of all children to help them make progress in their development. However, occasionally, staff do not continue to extend children's development even further without being prompted first by their skilful leaders.

There is a sharp focus on babies' emotional wellbeing from the start. Babies are settled and content, giving them the baseline to flourish within their developmental goals. Leaders help staff recognise how to support babies' physical development and add further depth to planned activities or resources on offer. This helps babies continue to develop core strength and mobility.

Achievement: Expected standard

Children are very well prepared for their next stages in learning, including transitions into new rooms or school. Children follow the same routine and traditions as they move through nursery, with added challenge as they grow in their stages of development. This helps children continue to thrive and feel secure in their environment. Children are expressive of their needs and use their communication skills to play with others and seek new information from staff. Children develop speaking skills and become confident communicators. Babies choose the songs they sing and use instruments. They love to use their senses during play and explore different materials and sounds with staff.

All children make progress from their starting points in all areas of learning. Children show independence throughout play and know how to make choices. Children with special educational needs and/or disabilities swiftly reach their targeted learning goals.

Behaviour, attitudes and establishing routines: Expected standard

Children have fostered secure relationships with staff, and they settle quickly on arrival as they are welcomed with love and respect. Babies explore with confidence and seek cuddles and reassurance from familiar staff in the room. They spend time watching bubbles and giggling with each other. Staff encourage children to be positive during play and offer high levels of praise. Staff acknowledge children's achievements. Children are proud when they can do something new, such as walking. They smile at staff and seek approval.

Leaders support parents to understand the importance of attendance and increase support if absence becomes a concern. This helps children remain in education and continue to receive the care and learning they require.

Children are encouraged to be kind to each other. They spend time playing alongside and collaboratively with each other, which helps them feel part of the nursery family and remain focused on learning. Children enjoy this time with friends. Although behaviour strategies have been introduced in the setting, not all staff have been supported to understand how and when to use these effectively to ensure commonly understood expectations are in place.

Children's welfare and wellbeing: Expected standard

Children are cared for in a safe, welcoming environment. Staff value children's needs and respect their wishes. Children are becoming independent and learn how to care for themselves and others. Children access the outdoor area freely, which helps them enjoy fresh air and develop physical skills. Some children thrive in the outdoors and staff recognise this. They have provided suitable resources that help children continue to develop in all areas of learning, both inside and outside. This is particularly effective for children with special educational needs and/or disabilities (SEND) who love to explore freely and use their senses to learn.

Staff help children learn about being healthy. They discuss the vegetables they eat at lunchtime and wash their hands at appropriate times. Children have opportunities to rest when required and know they can access quiet activities if they wish. Staff understand how to support babies as they learn to eat solid food, and they work with parents to tailor eating plans. Furthermore, staff supervise children while they are eating and encourage them to use their own cutlery from a young age.

Staff encourage children to seek support if they need it and teach them how to express their needs. Children are aware of their emotions and know the routines of the day well, which particularly helps younger children or those with SEND to build security and remain content.

Leadership and governance: Expected standard

Leaders have a clear and focused plan in place to drive improvement. They understand what works well for children and some of the areas they need to develop further. Leaders are highly responsive to the needs of children and staff within the setting to ensure plans reflect this and create positive outcomes for all children. Children with special educational needs and/or disabilities are well supported, and robust links with external support agencies mean interventions are swift and expert.

Staff are supported in their roles and feel valued. They undergo a range of training and coaching that, in the main, helps them improve their practice over time. However, some aspects of their training have not been as effective as others, which impacts elements of their practice, for example their ability to consistently adjust their teaching and support for all children. Staff carry out their individual roles effectively. They keep children safe and happy. Staff's workload is manageable, and leaders make effective decisions in supporting staff welfare. This enables staff to spend time with children and continue to meet their needs.

Generally, parents know how to access information about their children's development and are very happy with the care their children receive. However, some parents do not always engage with current communication strategies or understand why this is important to help them support their children's learning at home.