The Never Ending Story Day Nursery

Inclusion: Expected standard

Leaders have clear systems to identify if a child is falling behind in their learning. They review each child's developmental history when they first arrive at the nursery and assess children's starting points. Staff keep a close eye on children's progress and carry out regular assessments, including progress checks for children aged 2. This helps staff to see if a child is reaching expected developmental milestones. Staff act readily to support any child who is in need of extra support. They adapt and review all activities and routines to ensure that they meet the needs of individual children, including those known to children's social care and children with special educational needs and/or disabilities (SEND). Staff have received training on autism awareness, and this has led to greater understanding in this area.

Staff work closely with parents and health professionals involved in the life of children with SEND. Staff create and regularly review individual plans for children with SEND with clear targets for development. They use a range of effective strategies to support children with SEND. For instance, staff use bucket time activities to support children in relation to their attention and listening skills. This involves children with SEND focusing and discussing single objects with staff. Leaders use early years pupil premium funding to support the individual needs of children in receipt of it. For example, leaders purchased puppets and stories to help children with SEND to learn to regulate their emotions. This helped children to experience calmer moods.

Curriculum and teaching: Expected standard

Overall, the curriculum is creatively designed and balanced to meet the diverse needs of children, including those with special educational needs and/or disabilities (SEND) and children known to social care. Staff use regular assessments to provide tailored strategies. They use visual aids and sensory room access effectively to support children with SEND. Children, whatever their starting points, gain useful skills in preparation for school.

Generally, leaders prioritise children's physical, personal, social and emotional development. For instance, children share resources during group creative activities and say, 'Sharing is caring.' Staff provide activities, such as creative cutting and sticking tasks, where children practise hand-to-eye coordination and fine motor control. Children have daily opportunities to practise physical movement, such as balancing and using wheeled toys. However, opportunities for children to extend their physical development are sometimes affected by inconsistent organisation of the outdoor environment, particularly in relation to younger children.

Staff help children to gain secure mathematical skills. Children count the number of flowers they purchase in the pretend flower shop. Staff teach children names of different shapes they make from play dough. Overall, staff support children's communication, language and literacy skills effectively. They read stories to children, who have access to a wide range of interesting stories. However, staff sometimes miss opportunities to introduce new vocabulary during play, such as different words to describe the taste of fruit or the texture of flowers. This means that children are not consistently supported to excel in their language and literacy development.

Achievement: Expected standard

Children achieve well in their learning and development, including children with special educational needs and/or disabilities (SEND) and those who are known to social care. Children learn useful skills in preparation for their next stage of learning. Overall, older children gain some effective communication, language and literacy skills. They enjoy independently browsing through their favourite stories. Younger children learn to follow actions in songs and rhymes, and this helps to support their communication skills. Children learn to do things for themselves. They collect their plates and cups and lay them on the table at lunchtime. Younger children learn to drink from cups. All children help to tidy up after play. Children gain secure mathematical skills. They count confidently and securely to 10 and use mathematical language to describe size and shape.

Behaviour, attitudes and establishing routines: Expected standard

Staff have caring, trusting relationships with children. They create a positive learning environment where children happily select toys and activities for themselves. Children engage well with tasks. For example, children show perseverance as they use scissors to cut out shapes, taking their time to complete the task. They show kindness to each other. For instance, children give aprons to each other to get ready for water play. Staff provide opportunities for children to learn to play well together. For example, they provide communal play activities with bricks where children collaborate with each other to build models.

Staff have high expectations of children and use effective behaviour management strategies. They share group rules with children, such as to use 'gentle hands' and to be kind to each other so children know what is expected of them. Children act in positive ways. When there are incidents of unwanted behaviour, staff deal with this calmly and help children to resolve things fairly. They use different strategies for younger children, such as distraction techniques. Staff help children with special educational needs and/or disabilities (SEND) to understand routines, for instance by using visual cues. Staff promote the importance of regular attendance to parents effectively, such as through discussion and in newsletters. They point out how consistent attendance supports children's progress and readiness for school.

Children's welfare and wellbeing: Expected standard

Staff build relationships with children well and respond quickly to what they need. They notice when children need comfort and join in their play. Staff support children's wellbeing by helping them to understand and express their emotions. For instance, they ask children how they are feeling each day and read stories about different emotions. Staff ensure that mealtimes are safe, relaxed, social occasions where children talk happily to each other. Older children show independence as they serve themselves from communal bowls; younger children learn to feed themselves. Staff ensure that children sleep comfortably and safely.

Where needed, staff make any adaptations to meet the needs of children with special educational needs and/or disabilities or those who are known to social care. Staff carry out daily checks in all parts of the nursery, indoors and outdoors, to reduce risks of hazards. They teach children how to act in safe ways, for instance to walk indoors and how to use scissors carefully. Staff provide well-balanced nutritious meals and snacks that meet special dietary needs. They teach children why it is important to eat well. For instance, staff provide fruit and vegetable tasting activities and use picture cards of healthy and unhealthy food to teach children the differences. Children select a picture of a doughnut and say, 'You get toothache and tummy ache!'

Leadership and governance: Expected standard

Generally, leaders monitor and support staff well. They have regular supervision meetings with staff to discuss and support their workload. Leaders observe staff regularly to generally monitor the quality of teaching and use this as part of a system to identify training and support needs. Leaders prioritise staff development by ensuring that staff complete regular first-aid and safeguarding updates. Staff have attended courses on autism, and this commitment to continuous learning has improved practice and outcomes for children. Leaders prioritise staff wellbeing through regular informal check-ins and appreciation evenings. These initiatives, which include small gifts, ensure that staff feel valued and motivated in their work.

Leaders provide support for families offering guidance on sensitive issues, such as domestic violence and 'honour'-based violence. By maintaining links with local organisations, they ensure families feel safe, supported and well informed. Staff provide parents with daily updates on children's progress and activities through daily conversations and secure electronic software applications. Parents' comments state that children with special educational needs and/or disabilities make secure progress. They value the effective communication from staff and state that their children are happy and enjoy attending the nursery. Staff work effectively with parents to support children's development. For instance, they provide training in autism to enhance parental understanding. Generally, leaders evaluate the nursery to maintain an overview of the nursery's performance. They set relevant goals to drive continuous improvement.