The Old School House Day Nursery

Inclusion: Strong standard

Leaders and staff strive to continually ensure that every child is fully included at the setting. Children with special educational needs and/or disabilities (SEND) and those who may have barriers to their learning are exceedingly well supported. All children and staff learn British Sign Language. This is fully embedded into staff's interactions with children. This helps children to communicate with their friends who have a hearing impairment. It also supports staff to communicate effectively with children who may be delayed with their speech and language. Leaders ensure that adaptations that are made to the environment are fully inclusive for all children. For example, they are introducing physical acoustic ceiling panels that reduce background noise to help support children who may struggle with hearing.

All children undergo regular and rigorous observations and assessments. Those children who staff identify as requiring more help receive support by the implementation of an 8 week specific target plan of support. This early intervention enables rapid progress in children's learning and development. These timely observations help staff to gather early evidence to support any referrals that may be required to obtain specialist support for children who may need it. Highly effective working partnerships with various local authorities and agencies from those staff responsible for children with SEND ensure that expert knowledge and support is always available. This means all children make noticeable progress from their starting points.

Curriculum and teaching: Expected standard

Leaders have designed an ambitious curriculum. It is sequenced to provide children with the skills they need to succeed and be ready for their eventual move to school. The curriculum aims are for children to be resilient, independent and confident. Staff deliver the curriculum through planned activities following the interest of individual children. It continually enhances and extends children's knowledge and learning. For example, younger children show an interest in colours staff provide them with different-coloured paper for children to make marks with crayons. Older children learn how to make different colours by mixing different coloured paints with water. They use pipettes to squeeze and squirt the new colours they have made.

There are times, however, during some activities where the learning intention is not fully achieved. This is because activities are not entirely age-appropriate and children have not yet learned some of the skills they require to participate. For example, children are provided with crayons to draw with before they have learned how to hold them. This means children do not consistently understand the purpose behind the activity and their current learning is not being built on effectively.

Staff fully support children with special educational needs and/or disabilities to access the curriculum alongside their friends through high-quality interactions with staff. Staff make adaptations to activities, so they are inclusive for all children. They sign some of the instructions to help children know what is expected of them.

Achievement: Expected standard

Children thrive within this fully inclusive setting. All children, including those with special educational needs and/or disabilities and who may have barriers in their learning, acquire the skills and knowledge across all areas of learning. This prepares children well for school and future learning. Children enjoy singing action songs with their friends or listening to familiar stories with staff. They develop their understanding of the wider world. For example, children enjoy finding pictures of the real animals to match with the illustrated animals of a favourite book. Children's emotional needs and sense of belonging are supported well. Babies enjoy looking at pictures of themselves and their families, which have been hidden in sand.

Children learn to listen and follow instructions. They line up when asked to and help staff to tidy up and put their toys away. Children develop their mathematical knowledge, such as they learn about colours, shapes and counting. For example, they count while playing hide and seek or look at numbers while playing hopscotch. Overall, all children make progress from their starting points and become confident learners. However, the curriculum is not consistently embedded in the rooms for younger children. Occasionally, they lose engagement with the activities and their learning is not fully extended.

Behaviour, attitudes and establishing routines: Expected standard

Children have a positive attitude to their learning. They are eager to try new things and make firm friendships with others. Staff are positive role models. They have high expectations for children and their behaviour. Staff help children to develop sense of right and wrong. They encourage children to take turns and share with their friends. On the whole, children behave well. Staff support children to manage any conflicts that may arise. Some work is still needed within the younger rooms on the implementation of the curriculum. There are times when children lose interest in their chosen activity because it does not meet their needs. This leads to children walking from one place to another. This disrupts other children in their learning as they take or want the same toy.

Well-established routines help children to become familiar about what is going to happen. Staff have a consistent approach to inclusion, supporting all children, including those with special educational needs and/or disabilities, to follow the routines alongside their peers. They have picture boards that depict what is happening now and what is going to happen next. This helps children to have smooth transitions from one activity to another.

Leaders promote and monitor children's attendance. Families understand the importance of establishing positive habits in preparation for school. Strategic leadership and oversight of routines allow staff to raise issues that impact on children and their behaviour. Recently, staff raised lunchtime for the older children, such a large group, impacting on noise levels and behaviour. Leaders worked with staff, and lunchtime is now in more than one sitting. This has reduced the noise levels and unwanted behaviour. It has had a positive impact on children.

Children's welfare and wellbeing: Strong standard

Staff consistently follow effective procedures to promote children's health and welfare. For example, staff implement effective hygiene procedures. Children wash their hands after playing and before eating. After lunch, staff encourage children with their self-care skills, such as wiping their faces with individual facecloths. Staff promote healthy lifestyles and serve nutritious meals. They talk to children about the different-coloured food. Children talk confidently about which food groups are good for their bodies and why. For example, children say that purple food works like magic to keep their brain healthy. They know that blueberries are purple.

Children show warm, respectful and caring relationships with their peers and staff. Families have positive relationships with the key person for their child. Leaders and staff know the children who attend exceedingly well. Regular opportunities to share information with parents and carers allow them to celebrate their child's achievements. Staff are respectful towards children and their personal care needs. They ask and encourage children to have their nappy changed. Staff work closely with parents to ensure consistency with toilet training, and this is started in the younger children's rooms. Leaders work hard to take steps to ensure children's safety. Recent changes to the premises and environment ensure children's safety and wellbeing are consistently maintained.

Leadership and governance: Expected standard

Following a difficult period for the provider, leaders and staff have taken appropriate action to ensure that all the requirements of the early years foundation stage are fully met. Newly fitted gates and locking systems ensure that the premises and outdoor space remains secure. Documentation is readily available. Staff have received further training and support for the consistent implementation of the policies and procedures to ensure children's wellbeing. Staff deployment is effective in ensuring that children are always within sight and/or hearing and both at mealtimes and sleep times. The management of children's dietary requirements for allergens has been strengthened. Further monitoring and oversight from senior room leads have been introduced. This ensures that children's safety is maintained.

Recent recruitment ensures that staffing levels are maintained. Staff report good morale with an open and positive culture. They are listened to by leaders, and training for continued professional development is available. Leaders recognise that with a new cohort of staff the curriculum needs further embedding within the younger rooms. They acknowledge that sometimes activities are not always age or stage appropriate, which means children can lose interest quite quickly. Effective partnerships mean that parents and carers are happy with the care their children receive. They especially value the outdoor space and learning opportunities within this. Staff share information through an online app. They provide opportunities for parents to come into the setting for various celebration days. The setting also offers a 'help yourself takeaway service' for parents. There are free drinks and sometimes food available for busy parents on the go.