St Martin's Day Nursery

Inclusion: Expected standard

Leaders and staff are committed to ensuring that all children are supported to make progress from their individual starting points. Staff identify children's needs and can talk about the progress children are making. Leaders and staff regularly review and assess children's progress to identify where additional support is needed. They are beginning to implement appropriate strategies to support children, including those with special educational needs and/or disabilities. Leaders recognise that further training is required to strengthen staff knowledge. They work with external professionals when needed.

Leaders and staff value children's individual cultures and backgrounds and seek to reflect these in the environment. For example, key words are displayed in the children's home languages. Staff use these during the day to support children's sense of belonging and inclusion. Parents report that they feel their cultures and backgrounds are valued and celebrated in the nursery.

Curriculum and teaching: Expected standard

Leaders have a secure understanding of the quality of the curriculum and teaching. They recognise the strengths of the nursery and identify areas for further development. Leaders understand the training and support that is needed to further upskill staff to improve the consistency of teaching practice.

Staff place children's interests at the heart of the curriculum. Generally, they know the children well, recognise what they can do and identify appropriate next steps in their learning. Staff communicate positively with the children. However, high-quality interactions are not yet consistent across the nursery. Where interactions are most effective, staff extend children's vocabulary, model language and encourage children to develop their thinking.

Staff support children to develop important social skills, such as turn-taking and sharing. Babies are provided with opportunities to develop their confidence and physical skills as they challenge themselves on climbing equipment.

Generally, staff promote children's early mathematical development through play. For example, they count the children's shoes as they place them in a circle, helping children to develop counting skills in a meaningful context. Staff model mathematical vocabulary. For example, when supporting babies on the climbing equipment, they use positional language, such as 'up', 'down', 'over' and 'through', to develop babies' early understanding of mathematical concepts.

Achievement: Expected standard

Children are generally well prepared for their transition to pre-school. By the time they move on to the next stage of their learning, they are typically confident communicators who express their needs, interests and wishes clearly. They talk positively about moving to pre-school.

Babies develop increasing confidence in their physical abilities. They build their balance, coordination and strength, becoming confident walkers. They explore their environment with curiosity and independence. Generally, staff promote children's communication skills and language development through frequent conversations and the modelling of language.

Children generally play well together and are beginning to understand the importance of sharing and taking turns. For example, they take turns getting in and out of the ride-on cars. They demonstrate positive social skills and a developing awareness of others.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff establish warm, positive relationships with children. Generally, children behave well. They understand the nursery rules. For example, they show good manners and use resources respectfully.

Children are curious and confident learners. They enjoy exploring the different areas of the provision. They typically demonstrate positive attitudes towards their learning and engage well in their play. Children learn to work well together, developing important social skills. For example, staff support babies to take turns and share resources in the garden. Staff praise children for their efforts.

Leaders have identified that some aspects of daily routines require further improvement. They are working with staff to strengthen their knowledge and skills so that they can support children more consistently during these times.

Leaders promote good attendance. They work with parents to help them understand the importance of children attending regularly to support their learning and development. They follow up promptly when children are absent. Leaders and staff build positive relationships with parents to identify and address any barriers to attendance.

Children's welfare and wellbeing: Expected standard

Staff positively promote children's emotional wellbeing. They know the children well and respond promptly and sensitively to their individual needs. Positive and nurturing relationships help children feel safe, secure and confident. Staff are respectful towards the children. For example, they ask the children before wiping their nose or applying sun cream. Effective hygiene routines are followed. For example, children wash their hands before meals and after engaging in messy play.

Mealtimes provide valuable opportunities to promote children's independence and healthy lifestyles. Children use good manners and staff encourage independence. Generally, staff encourage children to eat a balanced diet. For example, when children are reluctant to try vegetables, staff talk to them about how different foods help their bodies stay strong and healthy.

Children's safety is given high priority. Staff supervise children closely and maintain a safe environment both indoors and outdoors. For example, when children want to take part in risky play, such as climbing, staff know their abilities and provide appropriate support. Staff follow the nursery's safer sleep procedures. They ensure that sleeping environments are safe, clean and well maintained. Staff check children regularly while they sleep.

Leadership and governance: Expected standard

Leaders have a clear and accurate understanding of the quality of the provision. They maintain effective oversight and reflect on practice to identify strengths and priorities for development. Leaders take timely and effective action to secure continuous improvement.

Generally, supervision sessions support staff to develop their skills. Leaders recognise that there are some inconsistencies in staff knowledge, such as the quality of their interactions and their understanding of routines. They are supporting them to develop their knowledge further. However, this is not yet embedded. Leaders give high priority to staff wellbeing and manage workload well. Staff report that they feel valued and supported. They enjoy their time working at this nursery.

Children's needs are central to leaders' decision-making. Leaders have high expectations for all children and ensure they are well prepared for the next stage of their education. Effective transition arrangements help children settle into the pre-school, supporting continuity in their learning and development. Children look forward to their move to pre-school.

Leaders have established positive relationships with parents through thoughtful communication and engagement. For example, parents attend stay-and-play sessions. Leaders communicate well with parents and respond to their views through an online app and daily conversations. Parents speak highly of the nursery and value the care, support and education their children receive.