The Fordingbridge Day Nursery and Pre-School

Inclusion: Expected standard

Leaders and staff typically recognise and monitor the individual needs of all children, including those with special educational needs and/or disabilities. They make early assessments to identify need and support. Leaders and staff collaborate with external professionals and receive targeted training and advice. This helps them to adapt provision and plan tailored support for the children in their care. For example, leaders and staff consult with local speech and language therapists, a physiotherapist, and specialist services.

Leaders and staff identify and address barriers to children's learning effectively. For example, visual aids, prompts and gestures are typically used in everyday practice. Staff attend specialist training to ensure they develop their knowledge and understanding of how to support children's specific medical needs effectively. On occasion, group sizes and staff deployment limit how well some children's needs are supported. Leaders have identified further staff training to ensure a more consistent and embedded approach across the setting. Individual educational plans are reviewed regularly and shared with staff, parents and carers. Parents speak highly of the support they receive from staff when going through referral processes, for instance. Additional funding is used thoughtfully and effectively to ensure it enhances the care and learning for those for whom it is intended.

Curriculum and teaching: Needs attention

Leaders have created a curriculum that is typically aimed at building children's independence, self-esteem and curiosity about the world. However, this is not yet consistently taught or embedded in practice. Some staff are unsure how to build on what children already know and can do. At times, experiences and activities do not sufficiently sustain children's attention. For example, some children do not remain engaged or receive the support they need to access learning at the right level. This limits their ability to make sustained progress. While staff introduce some mathematical language during activities, they do not consistently embed it into children's everyday experiences, which limits their overall learning.

When teaching is delivered well, children benefit from purposeful interactions that support their learning. Staff promote language and communication as children excitedly recall what items are in the bag. Staff introduce new words to extend children's learning. Babies share back-and-forth interactions with their key person while exploring sensory activities. Staff promote physical development well, providing opportunities to aid babies' walking. Older children delight in using construction toys and tunnels, learning about cause and effect.

Achievement: Expected standard

Typically, children achieve and make progress across the curriculum, despite some inconsistencies in teaching. Gaps in learning and development generally narrow, including for those who face barriers to their learning. Children are generally prepared for the next stage of their education. They develop the skills that they need in order to become appropriately independent in their self-care, communicate and develop relationships with their peers. Children hold conversations with adults and other children. They learn to listen to others as they talk. Children enjoy looking at books independently and listening to stories being read.

Children are confident and capable in their growing independence. For example, they help tidy away and put cutlery and cups out for mealtimes. They generally play well together and begin to understand the importance of sharing and taking turns. For example, babies learn to wait patiently and take turns before sliding down the slide. Older children play alongside each other in the sand, demonstrating positive social skills and an 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 and enjoy praise when following the nursery rules. For example, children demonstrate manners at mealtimes, show kindness and use resources respectfully.

Children are curious and confident. They enjoy exploring the different areas of the provision, 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, children excitedly explore the sand, filling and emptying buckets. Leaders have recently introduced daily activities to provide stability, familiarity and comfort for children, which supports them to transition between rooms. Children feel safe and secure at the nursery, building close bonds with their key person and seeking comfort when needed. For example, children seek support from staff when building towers during construction activities.

Leaders promote regular attendance and work with parents and carers to help them understand the importance of this to support learning and development. Leaders 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 have warm and affectionate bonds with the babies and children they care for. Children are happy and settled at the nursery. Staff working with babies are responsive to their needs and recognise when babies are hungry, tired or need support and comfort. They talk softly to them as they cuddle and rock them to give them the reassurance that they need. Older children begin to understand and express their feelings. Staff help them to redirect their emotions and behaviours in a positive way.

Transitions between the different rooms are carefully considered. Staff typically identify that children with special educational needs and/or disabilities or other barriers to learning and wellbeing often need extra support during changes. Appropriate measures are taken to minimise disruption to children's learning.

Mealtimes provide valuable opportunities to promote children's independence and social skills. Babies and children use manners, and staff encourage independence. All staff are aware of children's allergies and individual stages of weaning for babies. Staff follow appropriate systems for monitoring allergies and conduct regular checks to keep children safe. All staff have received training on safe sleep procedures and implement a secure and effective process.

Leadership and governance: Needs attention

Leaders demonstrate commitment to improving the quality of education and care. However, some areas of the curriculum and its delivery need some improvement, such as embedding more consistent teaching, and mathematics in particular, into all aspects of the setting. Some staff lack confidence when recognising children's starting points, which means some children do not consistently receive the support they need from the outset to participate fully and make the best possible progress in their learning and development.

Staff feel generally well supported by leaders. They have regular supervision sessions, focusing on their strengths and some training, which typically supports their development. A structured development plan has been implemented across the setting by senior leaders. Staff training and daily updates have led to some improvements in deployment and safety procedures. Leaders have implemented improvements to the security of the premises and reviewed drop-off procedures to ensure the safety of children. Leaders have appropriate recruitment and induction programmes in place, which are managed centrally within the organisation.

Parents and carers speak positively about the setting and appreciate the regular updates they receive. For example, parents know their children's key person and receive regular updates on progress. Leaders and staff hold open days and events several times a year for parents and carers to attend, to help them support their children further.