Smilers Nursery Ltd

Inclusion: Expected standard

Overall, leaders and staff know children and families very well and provide a nurturing environment that supports their individual needs. They work closely with families to swiftly identify how best to support children. For example, children with special educational needs and/or disabilities (SEND) receive targeted support through careful observation and strategies put in place. Key persons regularly review and adapt the environment so children can fully participate in learning, removing barriers to their learning. Generally, this proactive approach enables staff to provide consistent support as children make progress from their starting points.

The special educational needs coordinator helps to support children with SEND early on. Staff work together to develop appropriate adaptations for children and closely monitor their progress. Leaders regularly review the impact of children known to social care and follow robust processes. This ensures that children receive early support.

Additional funding is reviewed to positively impact children's learning and development. Specialist resources that reflect children's interests, such as sensory stepping stones and balance beams supports children's emotional regulation and engagement. This helps to meet the unique needs of all children.

Curriculum and teaching: Expected standard

Leaders and staff have developed an ambitious curriculum where children gain secure knowledge and skills. They prioritise children's communication and language, ensuring children feel safe and secure as they transition across the nursery. Staff support children to develop their communication and independence through group activities. Children play with delight as they explore toy animals in gloop. Children use hand tools to pour gloop on animals and create various footprints. Staff set up the environment to encourage children to play and learn, particularly for young babies. However, at times, older children are not consistently supported to extend their learning during planned activities. This means children's learning is not always supported as well as it could be.

Staff's focus on children's independence compliments the progress they make from a young age. For example, children put on their own coats and get ready to explore outdoors. Staff ensure the curriculum encourages children's physical development. For example, babies access fresh air and explore building blocks on mats with their peers. Older children use bikes and cars, demonstrating turn taking and negotiating space in the garden as they learn to park. This helps children to make positive progress in their learning.

Achievement: Expected standard

Overall, children make steady progress from their individual starting points, including those who may face barriers to their learning. They develop secure bonds with their key persons, who get to know children and families well to ensure children reach their potential. For example, children benefit from group times and take turns to carry out small tasks to introduce the days of the week. They become confident communicators and develop positive social and personal skills.

Children who may face barriers to their learning, gain confidence as they explore a wide range of activities and resources. The effective use of additional funding focuses on children's individual needs to enable them to achieve well in their learning. For example, leaders have purchased new resources to support children's physical development. Young children develop their independence as they feed themselves. They like to pour sand into buckets and use spades to scoop. Older children build physical skills and follow routines. This helps them confidently prepare for their next stage of learning.

Behaviour, attitudes and establishing routines: Expected standard

Leaders have high expectations of children and act as positive role models. This is reflected throughout the staff team. They recognise the importance of establishing routines to support children to feel secure and a sense belonging. For instance, staff prepare children to take part in group activities and build their social experiences. This includes, when children get ready to engage with mealtimes. However, at times, staff can prepare children too early and waiting times are too long. Some children occasionally become unsure of what to do next, which leads to restlessness and reduces engagement in their learning.

Leaders and staff teach children to be kind, caring and show good manners. This supports children to build respectful relationships. Children from a young age demonstrate turn taking and positively respond to instructions. Staff support children with their emotional regulation and give them reassurance when they need it. For example, when children become tired, they receive comfort from key persons. This helps children to rest and become aware of their own needs and behaviour.

Leaders promote regular attendance and consistently monitor this with families. They have robust procedures in place to closely support punctuality and follow up absences. This reinforces expectations and helps all children to access early education and support their learning and development, including those who may face barriers to their learning.

Children's welfare and wellbeing: Expected standard

Leaders have established a secure key person system. Staff have positive and caring bonds with children from a young age. Children build warm relationships with adults who meet their individual needs. All children settle well and staff gather information from families to understand children's starting points. Staff ensure they work effectively with other professionals to swiftly reduce barriers to children's learning. This helps to build secure attachments.

Staff promote children's wellbeing and use sensitive interactions to support their emotional development. Staff help children share their feelings in group activities. For example, children use visual 'bees' to help describe how they feel and listen attentively to their friends. They roll balls to one another, introducing themselves and play cooperatively in small group activities.

Overall, children show confidence when carrying out personal needs and make smooth transitions. Staff help children to care of their own needs. Young babies learn to feed themselves and pour drinks into individual cups at mealtimes. Children show clear indications when they would like to wash their hands. Staff ensure sleeping arrangements are embedded in the day that meets children's age and stage of development. This helps to support children's health and wellbeing.

Leadership and governance: Expected standard

Leaders have a sound understanding of the setting's strengths and developments. They have a clear vision for staff and the nursery to deliver a curriculum that supports children to make progress and achieve well. Leaders make decisions that are in the best interests of children and support their learning. This includes children who may face barriers to their learning and known to social care.

Staff feel supported and speak highly of leaders. They receive regular training to support their professional development. Overall, leaders monitor the progress of staff practice and take this into account when they support staff with development. This helps staff to feel valued and promote a positive culture where their needs are carefully considered.

Leaders work closely with other professionals. They recognise the benefits this has on children and families and make appropriate adaptations. For example, leaders and staff hold regular review meetings and provide detailed assessments. This helps children to receive targeted support to reach their full potential.

Leaders share information with parents. They signpost parents to local authority support hubs and share policy of the month. Parents and carers share the positive experiences they receive. They praise leaders and staff for their efforts to discuss detailed information and talk about their children's experiences. This helps parents to feel secure about the care and education their children receive. Overall, leaders understand the positive impact this has on children's welfare and wellbeing.