South Lee Day Nursery Baby Room

Inclusion: Strong standard

Children with special educational needs and/or disabilities (SEND), or those who face other barriers to their learning and/or wellbeing, consistently receive excellent, well-rounded support. Specific training staff undertake means they develop their knowledge and understanding of ways to support children with SEND. For instance, where children need assessments, this is organised to ensure educational plans are in place and any extra funding is accessed before children start school. This makes a significant contribution to helping individual children achieve their best possible outcomes, beyond their time at nursery.

Leaders and staff work collaboratively with parents and other relevant professionals, to identify children's needs and to provide individualised support required. Leaders also recognise the importance of punctuality and attendance to children's overall wellbeing, learning and development. Therefore, by working together, clear support plans are put in place to use at nursery and to further learning at home. For example, staff and parents personalise visual aids and resources specific to children's interests, which provide comfort and reassurance. Consequently, children who previously felt overwhelmed and found it hard leaving parents in the morning now enter happily. This united approach ensures all children, particularly those with SEND, are making significant progress in managing their feelings and behaviours.

Curriculum and teaching: Expected standard

Leaders and staff have developed a clear, well-sequenced curriculum. This is understood and typically delivered effectively by staff. Robust assessment processes ensure that activities and experiences are tailored to individual children's learning and developmental needs.

Skilful staff introduce and purposefully model age-appropriate mathematical language, such as 'under' and 'behind', during a game of hide and seek outdoors. Children begin to use mathematical terms accurately in their play. This demonstrates the effectiveness of this method of teaching. However, at times, some adult interactions do not support children sufficiently to consistently build on what they already know and can do.

Staff consistently use strategies such as Makaton sign language, real-life pictures and 'now and next' boards. These visual aids ensure all children, particularly those with special educational needs and/or disabilities, can communicate their wants and wishes. Additionally, children who are non-verbal or speak English as an additional language, begin to make choices independently. They also establish daily routines, which prepares for them for school. Staff and parents liaise with outside professionals, such as speech and language therapists. Together, tailored plans are put in place to support children. As a result, all children with delay in their speech are making strong progress from their starting points.

Achievement: Expected standard

Children become independent learners and develop the essential knowledge and skills needed for their future learning and development.

All children, including those with special educational needs and/or disabilities (SEND), are thriving and achieving very well from their starting points. Children with SEND benefit from focused play routines in the sensory room. For example, children enjoy rolling a ball to and fro to staff and watching twinkling optic lights. This helps calm their mind and body and supports self-regulation, which can help children manage their emotions and behaviours when they progress to school.

Staff give consideration to incorporating all languages used by families. Parents teach staff how to pronounce keywords in the languages spoken at home, which helps communication from the start. Makaton signing is used to aid communication, and staff model language through singing, using single words with babies and storytelling. This supports children to make significant progress in their communication and language development.

Behaviour, attitudes and establishing routines: Expected standard

Staff undergo training and understand the importance of consistency when using clear and direct language or visual aids to support children to understand positive behaviours. Nevertheless, at times, some words used by staff are not consistent. This can reduce children's ability to fully understand behaviours expected of them.

Children build trusting attachments to staff, who help them feel emotionally ready by providing calm, familiar routines and warm, consistent interactions. Staff put each baby's photo on their individual water bottle. As a result, babies are beginning to select a drink of water independently. Staff provide praise and clap their accomplishments. This further encourages toddlers to establish self-care routines and develop early independence in their personal care.

Children play cooperatively with their peers. Staff are positive role models. For example, staff praise acts of kindness, such as when children share a popular toy or hold doors open for others. This reinforces kind and respectful behaviours expected of them.

Staff provide tailored settling-in processes, which help children develop routines and positive habits. For example, bespoke visual aids and resources are made available to children as they arrive. This supports children, particularly those with special educational needs and/or disabilities, to enter confidently. Additionally, it promotes children's punctuality and attendance at nursery.

Children's welfare and wellbeing: Strong standard

Staff interactions are positive and responsive, fostering a calm environment with clear expectations through consistent praise and gentle guidance. Staff sit with children at mealtimes. Babies learn to eat safely, when staff offer them small, manageable bites of food to reduce the risk of choking.

Parents applaud the robust key-person system and settling-in processes. They express how it ensures familiar, effective routines, such as sleeping, weaning and feeding routines, are established from the start.

Leaders' and staff's passion and drive to provide high-quality, safe and inclusive care for all children is evident. Meticulous allergy procedures are followed with diligence. Staff demonstrate an exceptional awareness of children's dietary needs. The on-site chef, who prepares daily, nutritious freshly cooked meals, visits staff every morning to ensure any specific dietary requirements are catered for. The chef follows updated guidance about safe food preparation and shares information with parents. This means children's health, and wellbeing are prioritised.

Exploring nature and learning outdoors supports children's physical health and wellbeing. For example, regular yoga sessions outdoors help children learn how deep breathing can help regulate their emotions. Children with special educational needs and/or disabilities learn control over their bodies, which can help them to feel calm and develop positive attitudes to learning.

Leadership and governance: Expected standard

Leaders have made the required improvements since the last inspection. This demonstrates their dedication to reflection and strengthening curriculum and teaching standards. Leaders have set clear goals to build on these improvements. For instance, through regular monitoring of staff practice and purposeful supervisions to identify any additional training needs. This continually raises the quality of the provision and offers the best possible experiences for children. Staff report excellent wellbeing and explain how training builds their confidence to deliver high-quality care and education.

Parents are very positive in their feedback, praising the leadership and staff team. Leaders and staff quickly identify when there are gaps in children's learning and development. They have high expectations for all children and seek support from the local authority and other professionals to tailor support. This ensures all children, including those with special educational needs and/or disabilities or barriers to learning, receive the appropriate care they need within an inclusive environment. Tailored support plans are reviewed with parents and external professionals working with children and their families. This holistic and well-managed approach ensures children transition to school smoothly and successfully.