Smiles Nurseries Ltd

Inclusion: Expected standard

Children's who may have special educational needs and/or disabilities (SEND) are identified promptly and their progress is monitored regularly. Leaders understand that some children need more help with their learning than others. They offer specialist support to the staff team to make changes to their teaching practice where this is needed. This helps all children to make effective progress in their learning.

Leaders take action to ensure that any children who require additional support receive this effectively. Staff undertake training to enable them to support children who need extra help. Leaders understand the importance of using additional funding to support children's development. They monitor the impact of the action they take to ensure gaps in learning are closing. Leaders recognise that other professionals play a vital role in supporting children's development. Staff regularly share information with all those involved in children's care and education. They take advice from specialists and, in general, work effectively with parents, carers and other agencies. This helps to provide coordinated and effective support for children's individual needs. For example, staff adopt teaching strategies suggested by local SEND professionals. This has been particularly effective in supporting children's communication and language development.

Curriculum and teaching: Expected standard

Leaders understand the quality of the curriculum and teaching at the nursery. Staff are keen to develop children's learning by using their interests. For example, children delight in playing a game to find numbers and letters using a keyboard. Staff extend children's learning skilfully. When children find counting difficult, staff patiently explain how to move objects one at a time to count them successfully. This teaching is highly effective in helping children to consolidate their mathematical understanding.

Typically, staff support children's language skills effectively. Staff talk to children about the food they eat and where the vegetables that they enjoy at lunchtime are grown. However, on occasion, interactions from staff can be limited and are not as helpful for children's learning. For example, as younger children play, staff mainly supervise them and do not extend children's vocabulary or model language for them.

Staff support children to learn about the world around them. When children recognise the number 8, staff support them to remember animals that have 8 legs. Staff provide children with lots of opportunities to develop their physical skills. Children show great enjoyment in running across the field as they chase each other. Staff monitor children's progress regularly. They identify any children who may be at risk of delay and adapt their teaching accordingly.

Achievement: Expected standard

Children make effective progress through the curriculum. Older children are able to hold mature conversations with their friends. When children discover a bird's egg during a walk, they are able to suggest a variety of different types of bird that the egg may have come from. Younger children are able to communicate their needs effectively. They talk about the fruit they eat being juicy and are able to tell staff when they need to go to the toilet. Children who face barriers to their learning are achieving well. All children show that they are ready for the next stage in their education. Those who are about to start school have developed confident communication and language skills. Some children are able to count beyond 20 and can identify which number comes next in a counting sequence. This level of achievement is not yet consistent for all children across the nursery.

Behaviour, attitudes and establishing routines: Expected standard

Staff support children to behave well. They develop positive relationships with children. When children occasionally begin to be a little unsettled, staff give them the responsibility of helping with lunch routines. This helps children to refocus and regulate their behaviour. All children understand the expectations staff have for their behaviour. Staff encourage children to say 'please' and 'thank you' when they are given food and drinks. Younger children are beginning to remember to say 'thank you' to staff without prompting. Children play nicely with each other and are kind to their friends. They hold hands as they walk together and giggle as they enjoy the excitement of chasing games.

Staff encourage children to take turns and to be patient. When children are keen for staff to play with them, staff explain that they must share games with their friends. Generally, children are developing positive attitudes to learning. Older children receive effective interactions from staff to help them to concentrate. However, younger children are not always fully supported to focus their attention.

Leaders understand their role in supporting all children to attend their early education sessions in order to establish positive routines before starting school.

Children's welfare and wellbeing: Needs attention

Care practices do not always meet children's needs. Staff have not ensured that they gain and share information about children's sleep routines effectively. As a result, not all babies are settled and comfortable at sleep time.

Children are building an understanding of their physical development. Staff talk to children about how they need to eat their fruit so that they will grow up big and strong like the characters they watch on television. Children are encouraged to manage their emotions effectively.

Staff teach children how to stay safe when walking in the community. They check that children are walking on the path, and that they cross the road at the zebra crossing. Staff carry out regular headcounts of children to ensure their safety. All children understand the rules they must follow when they go on trips and outings.

Children all enjoy healthy, nutritious meals at the nursery. Staff talk to them about the ingredients in their food to help them to understand what they are eating. Arrangements for children who have dietary requirements are effective in keeping children safe.

Leadership and governance: Needs attention

Leaders have not ensured that all safeguarding and welfare requirements are met. This impacts negatively on the quality of care that is provided for children.

Leaders understand the main strengths and areas for development in the nursery. They have taken effective action in response to previously identified weaknesses. Leaders monitor staff wellbeing and provide specialist support for any staff going through difficult times. Staff are appreciative of leaders' support. Leaders carry out weekly catch-up meetings with staff. These help to identify any children or staff who require any additional support. Staff comment that they feel that leaders are approachable and helpful.

Leaders are keen to share their expertise in early years research and have plans to further develop the quality of teaching. Staff access professional development opportunities, which help them to reflect on and improve their practice. Leaders are aware of the potential vulnerabilities of children who may be disadvantaged. They make sure that children who may need extra help are prioritised. Parents and carers are generally happy with the care and education provided for their children.