The Marlow Riley Park Day Nursery & Pre-School

Inclusion: Strong standard

Through regular observations and assessments, staff have a secure understanding of each child's individual needs, and they use this knowledge effectively when planning learning experiences. As a result, children benefit from well-targeted support that promotes their ongoing progress.

Observations and assessments are used to identify any emerging gaps in learning. Staff are quick to respond, adapting teaching and planning to meet identified needs. Barriers to children's learning are carefully considered during planning, and strategies are implemented to minimise these effectively. Children with special educational needs and/or disabilities receive the targeted support needed to ensure they progress to the best of their ability. Effective partnership working with parents and other agencies provides children with the consistency they need to further their development. Managers have a secure knowledge of funding entitlements and how this can be used to provide children with additional resources and/or experiences to support them to progress further. As a result, children receive the individualised support they require to succeed.

Partnerships with parents are strong, and staff gather information about children to identify any potential barriers to learning. Staff work closely with families to ensure that children experience consistent approaches both at home and within the setting. This collaborative working supports children's continuous progress and enhances their overall development.

Curriculum and teaching: Strong standard

Leaders and managers have created an ambitious curriculum that is designed and implemented effectively to provide broad and balanced experiences for children that meet all areas of learning and development. They make well-informed decisions to drive continual improvement. Leaders have established clear expectations for what children should learn and how this learning will be achieved. Planning is firmly rooted in children's next steps, enabling them to make the best possible progress.

Staff plan a broad and well-sequenced range of activities that deepen children's learning and help them embed new knowledge. Support for communication and language is a notable strength. Staff routinely ask purposeful questions that encourage children to think about what they are doing and why, and they support children to use their critical thinking skills when problem-solving. In addition, staff give children the time they need to process their thoughts and respond. Additionally, staff use simple signing effectively with younger children to further support communication.

Mathematical development is embedded well across the provision. For example, when using play dough, staff model and reinforce mathematical language linked to size, number and quantity, helping children develop secure early mathematical understanding.

Children's personal, social and emotional development is prioritised. As a result, children feel safe, secure and happy. They understand different types of relationships and know who they can go to for comfort and support. Children play well both alongside and with each other, developing early social skills and building relationships.

Leaders and staff know the children extremely well and are highly effective in adapting teaching to meet their individual needs. This includes children with barriers to their learning, such as special educational needs and/or disabilities. Reasonable adjustments are made thoughtfully and consistently. Because staff understand each child's individual needs, interactions and teaching approaches are tailored to ensure all children can access the curriculum and make strong progress.

Achievement: Strong standard

All children make consistently strong progress across the curriculum due to the access they have to a wide range of activities that staff plan effectively for them. Children engage highly in activities that support their learning and development. From a young age, children show confidence with managing their self-care needs and completing tasks independently. For example, older children are highly focused as they use toothbrushes to clean dirt from laminated teeth. As they complete this task, staff ask questions to make children think about the importance of oral hygiene. Children respond and show they understand which foods are good and not so good for their teeth.

Children are independent, motivated learners who engage confidently with both adult-led and self-chosen activities. Younger children are sensitively encouraged to repeat words, while older children benefit from highly effective, targeted support to extend their speech and language skills. Older children are highly engaged as they take part in small-group-time activities to promote the pronunciation of different sounds. Children build their vocabulary, joining in with singing and rhymes that are woven throughout the day. This helps children to be very well prepared for the next stage of their learning and for the transition to school.

Behaviour, attitudes and establishing routines: Strong standard

Staff create an environment that is warm, welcoming and nurturing, giving all children a strong sense of belonging. Staff provide consistent reassurance and gentle reminders to help children understand what is expected of them. They sensitively offer alternative choices when children need support to make positive decisions.

Relationships between staff and children are exceptionally strong. Children seek out staff for comfort and reassurance, demonstrating high levels of emotional security. Children build positive and supportive relationships with one another. Even the youngest children show delight when seeing their friends and greet each other happily as they arrive. Older children play cooperatively, demonstrating kindness and helping each other during shared activities.

Staff tailor their support for children's behaviour to children's individual age, stage of development and personal needs. Younger children are guided through effective use of distraction techniques. For example, when younger children want to throw toys, staff provide them with soft balls to throw instead. Older children receive clear and age-appropriate explanations about expectations and behaviour. As a result, children are beginning to understand and manage their emotions. They respond positively and develop high levels of self-control.

Parents are supported to ensure children have regular attendance, helping them to build routines and consistency, which has a positive impact on children's learning.

Children's welfare and wellbeing: Strong standard

Strong partnerships with parents ensure children's individual needs are understood. Staff use information gathered when children first start effectively, enabling key persons to form secure attachments and support children's emotional stability by following routines from home. For example, staff regularly communicate with parents to match children's sleep times and weaning stage. The key-person system is highly effective. Children demonstrate a strong sense of security and trust, settling quickly and seeking comfort from familiar adults when needed.

Staff promote children's physical development, personal safety and wellbeing through careful, consistent planning for this. As a result, children develop early awareness of how to keep themselves healthy and safe. Children run and climb in the garden using their imagination as they play. Younger children laugh as they run up and down ramps indoors and wait for their friends to finish before they have their turn. Children learn how to manage their self-care needs independently. For example, children understand when they need to wash their hands, and from a young age self-serve their food at mealtimes.

Staff encourage, support and provide children with the time and space needed to express their emotions, and children are beginning to show they can manage these in appropriate ways.

Leadership and governance: Strong standard

Leaders and managers effectively evaluate the care and learning experiences provided for children and identify areas for development. Staff feel valued, listened to and confident in approaching the management team with any concerns. Regular one-to-one meetings ensure that staff's wellbeing is supported and training opportunities identified. As a result, staff benefit from targeted training. For example, recent training means staff have received support that has strengthened their understanding and delivery of the curriculum.

Managers promote an inclusive ethos and have a secure understanding of the barriers that may affect children's learning and development. Staff focus closely on children's individual needs and provide tailored support for children and their families. Effective working with other agencies ensures that children with special educational needs and/or disabilities receive the support and help needed to progress and meet their development goals.