Smartys Day Nursery

Inclusion: Expected standard

Leaders have undertaken special educational needs coordinator training since the last inspection. In addition, they have sought and implemented advice and support from the local authority's early years consultants. This has enhanced their knowledge and skills in supporting children with special education needs and/or disabilities (SEND).

Through observation and assessment, leaders identify children who may require additional support in their learning and development. They work in partnership with parents to devise individual learning plans that help to close gaps in children's learning and development. These plans are shared with key persons, who use them to plan activities that build on what children already know and can do. Staff adapt the provision effectively to meet children's individual needs. Leaders work with external agencies to ensure children's needs are met. Children's progress is regularly reviewed to help close gaps in learning. These approaches help all children, including those with SEND, to make expected progress from their starting points.

Leaders have revised the 2-year progress check to ensure that it focuses more precisely on what children can do and clearly identifies what they need to learn next.

Curriculum and teaching: Expected standard

Leaders have worked effectively, with support from the local authority's early years consultants, to develop a well-sequenced curriculum. They have provided staff training days to ensure that all staff understand the curriculum and are confident in implementing it. Staff have also completed additional training in child development and baby room practice. As a result, staff are better equipped to identify next steps in learning and plan activities that are appropriate to children's ages and stages of development.

Staff support children's language and communication development effectively. Older children listen attentively to stories, join in with key phrases and look at books independently. Younger children climb on staff's laps to listen to short stories and songs. However, interactions in the outdoor area are not always as purposeful. At times, staff do not consistently make the most of opportunities to engage children in meaningful conversations, which limits opportunities for children to further develop their communication and language skills.

Staff provide lots of opportunities for children to develop their physical skills. Younger children develop their hand-eye coordination as they explore inset puzzles and malleable materials. Older children learn to use scissors safely, and they confidently cut flowers and leaves. These planned experiences help strengthen children's small muscles and develop the fine motor skills they need for future learning, including early writing.

Achievement: Expected standard

Children generally achieve well across all areas of learning. They develop their language and communication skills through enjoying stories, songs and rhymes and through conversations with their friends and adults. These experiences support children to build their vocabulary and communicate confidently.

Children develop their physical skills as they use climbing frames to pull themselves up. They learn to ride trikes and bikes with increasing confidence. Children enjoy exploring the mud kitchen, using a range of tools such as whisks and saucepans to fill and empty containers and mix materials.

Children show care and respect towards each other and begin to include others in their play. Children develop a sense of responsibility as they help to care for their environment by tidying away resources and watering plants in the garden.

Children develop independence through everyday routines, such as feeding themselves and completing small tasks, including pouring their own drinks. These experiences help children develop confidence and a sense of responsibility.

Behaviour, attitudes and establishing routines: Expected standard

Staff typically act as positive role models, and children follow their example by using good manners and showing kindness towards others. Children behave well and demonstrate positive attitudes towards their learning. Staff have embedded consistent routines that even the youngest children begin to understand and follow. They are clear on behavioural expectations and provide children with positive reminders and guidance to support their self-regulation.

The key-person system is now embedded, enabling children to develop secure relationships with staff and confidently explore their environment. Children seek out familiar adults for cuddles and reassurance when needed, demonstrating that they feel safe, secure and supported.

Staff offer praise and encouragement to children, which helps to build their confidence and self-esteem. However, at times praise is too general, using expressions like 'fantastic', 'amazing' and 'well done' rather than explaining what children have done well. This limits children's understanding of the specific skills and achievements they are being praised for.

Leaders and staff monitor and promote regular attendance. They follow up unexplained absences by carrying out welfare checks, including making phone calls to parents to ensure children's safety and wellbeing.

Children's welfare and wellbeing: Expected standard

Leaders offer flexible settling-in arrangements to support children to transition into the setting. They work closely with parents to understand and follow babies' individual routines. Staff have embedded safe sleep practice, ensuring sleeping children are monitored and checked regularly to support their safety and wellbeing.

Leaders have created an environment where children feel safe and emotionally supported. Staff are caring and nurturing, and children form positive relationships with them. This helps children to feel secure and confident in the setting. Staff typically teach children how to keep themselves safe. For example, when children are learning how to use scissors, staff remind them how to hold and use them safely. This helps children to understand and manage risks appropriately.

Staff promote handwashing before mealtimes, supporting children to develop suitable hygiene routines. Children are provided with healthy home-cooked meals. Staff sit with children during mealtimes and promote their independence by encouraging them to serve their own food and pour their own drinks.

Children benefit from daily access to the outdoor area and fresh air, generally supporting their physical development, health and wellbeing.

Leadership and governance: Expected standard

Leaders now have clear oversight of safeguarding. They ensure that staff complete relevant training and regularly check staff knowledge to make sure they can identify and respond to any concerns appropriately. This helps to ensure that children are kept safe and that safeguarding practices are consistently effective.

Leaders have worked hard since the last inspection to strengthen the quality of the provision. They have sought regular support and guidance from local authority early years consultants and have enhanced staff knowledge through further training. By strengthening their oversight of the setting, leaders have identified areas of improvement and taken effective action to address them. They have developed and implemented a curriculum that typically supports all children, including those with special educational needs and/or disabilities, to make progress from their individual starting points. However, leaders do not yet have sufficient oversight of quality interactions in the outdoor area to further support children's language and communication development.

Leaders have placed importance on carrying out regular supervisions. Overall, these now focus more precisely on staff practice, identifying areas for development and providing appropriate coaching and training to support improvement. Staff report that they feel well supported in their roles and that their wellbeing is valued.

Leaders work closely with parents, who comment that they are grateful for the support they receive. Leaders also work effectively with other professionals, including in schools, to support smooth transitions as children move on to the next stage of their education.