Sunrise Day Nursery

Inclusion: Expected standard

Leaders and staff recognise and monitor the individual needs of all children, including those with special educational needs and/or disabilities. They make early assessments during the settling-in process, to identify need and support. Staff collaborate with external professionals to receive targeted training and advice. This helps them to adapt and provide tailored support for the children in their care. For example, they consult with local speech and language therapists and family support services.

Leaders and staff identify barriers to children's learning effectively. For example, visual aids, prompts and gestures are used in everyday practice. Staff provide group interventions to support children's attention and language skills. Recent changes to the environment and groups sizes will ensure that all children's needs are fully supported.

Funding is used thoughtfully and effectively, to ensure it enhances the care and learning for those whom it is intended. Adaptations have been made in the nursery to ensure that all children have access. For example, a handrail in the toilet and a ramp leading to the outside area have been installed.

Leaders and staff value children's individual cultures and backgrounds and seek to reflect these in the environment. For example, a map showing the children's home countries is displayed in the welcome area. Staff use this during the day to support children's sense of belonging and inclusion.

Curriculum and teaching: Expected standard

Children typically make progress across all areas of learning and access varied activities that meet children's interests and next steps in learning. Overall, staff deliver this effectively, helping all children to build on what they know and can do. Staff adapt activities to ensure that all children, including those with special educational needs and/or disabilities, make progress in their learning.

Recent changes to the structure in the area for those over the age of 2 have created a calmer environment for all children. Smaller areas enable children to become curious and engaged in their learning. For example, children snuggle in the cosy area to read a book, or beam with delight as they act out an event on the stage.

Staff talk about, and use numbers, regularly throughout the day. This supports children to develop their understanding of mathematical concepts. For example, children are supported to count and recall numbers when retelling a favourite story.

Adults engage in back-and-forth interactions with babies while they explore the sensory activities. Staff support and promote the children's physical development well, providing opportunities to aid their walking. However, babies' access to fresh air and outdoor learning is limited, impacting on their physical needs and wellbeing. Staff support older children as they laugh with delight when exploring the bubbles and water, supporting hand development and coordination. Staff support children to develop a love of stories, books and rhymes, promoting early literacy. They ensure that books are freely available for babies and children to independently select.

Achievement: Expected standard

Typically, children achieve well from their starting points and make secure progress across all areas of the curriculum. Gaps in learning and development generally close quickly, especially for those who face barriers to their learning. Children are well prepared for the next stage of their education.

Babies show a keen eagerness to explore sensory materials and engage in meaningful back-and-forth interactions with adults. They demonstrate secure attachments, seeking comfort and affection when needed, which supports their emotional wellbeing. Babies' physical skills develop as they build strength and coordination to aid walking.

Older children become confident communicators through thoughtful and meaningful interactions. For instance, children's communication and language grows rapidly because of staff's effective interaction skills.

Behaviour, attitudes and establishing routines: Expected standard

Staff provide a warm, nurturing and positive atmosphere, where children develop a secure sense of belonging. They skilfully adapt the environment and the routine, to ensure all children's needs are fully supported. For example, lunchtime is now calmer and more enjoyable, due to recent well-targeted changes. Children benefit from the smaller group sizes, providing opportunities for language development and social skills.

Children are caring and respectful to each other when waiting for a turn on the balancing beams. Leaders and staff place great focus on supporting children to learn how to understand and regulate their emotions. For example, staff have created a calm, cosy area filled with resources for children to use when feeling overwhelmed.

Leaders and staff share that recent changes to the environment in the area for those over the age of 2 have demonstrated a positive impact on children's learning and development. Attendance is monitored and promoted by staff. They work with parents to help them understand the importance of children attending regularly to support their learning and development.

Children's welfare and wellbeing: Expected standard

The wellbeing and safety of all children, including those with special educational needs and/or disabilities, are fully supported in this setting by staff who know them well. For example, babies seek reassurance from their key person when they become tired or need support.

Mealtimes provide valuable opportunities to promote children's independence and social skills. Children use good manners and staff encourage independence. For example, children delight in using the mirror to independently wipe their faces after lunch. Younger children thrive on finding their own cup and confidently feed themselves. All staff are aware of children's allergies and individual stages of weaning for babies. Older children enjoy daily access to outdoor learning, enhancing opportunities to support and extend their physical development. However, babies' access is limited due to current restrictions in the area for those under the age of 2, which impacts on their physical needs and wellbeing.

Staff follow the nursery's safer-sleep procedures. They ensure that sleeping environments are safe, clean and well maintained. Staff stay with the babies and younger children while they sleep.

Staff build positive and valuable relationships with parents and carers. They have a thorough understanding of the needs of the community and take time to understand the needs of the families of the children that attend. They skilfully use this insight to respond to the varying needs and circumstances of individual children and families. Staff share information daily with parents so that they are informed and supported. Parents speak very positively about the support that they receive, especially for those children with special educational needs and/or barriers to learning.

Leadership and governance: Expected standard

Leaders have a secure understanding of the setting's strengths and areas of further focus. They have already made positive strides in enhancing provision and identify where further improvements need to be made, to ensure consistency of practice. However, leaders need to embed the changes, to ensure continued and sustained improvement in the setting. Leaders and staff aim to prepare all children, including those with special educational needs and/or disabilities, to be ready for their next stage in education.

Leaders and staff work successfully in partnership with parents and other external agencies to ensure the best support and care for children. For example, they have regular contact with the local specialist team and speech and language therapists. Leaders encourage and promote healthy eating, providing parents with access to the food bank resource and recipe cards. Parents speak highly of the setting. They value the support they receive on a personal level, and for their children's learning. Leaders work to continually reduce barriers to children's learning and development. For example, parents speak of the help and continual support received during the referral process. Leaders and staff are aware of the local community, and they regularly signpost to further support or local family hubs.

Leaders have an effective recruitment and supervision process in place, accurately recognising areas for improvement and further training. For example, staff have completed safer-sleep and specialist training to support the needs of the children. Staff share that wellbeing is fully supported in this setting. Effective and open communication between leaders and staff is valued, improving staff morale and retention.