The Old Vicarage Day Nursery Limited

Inclusion: Strong standard

Leaders have established a positive and inclusive culture. Staff use observations, assessment information and partnership working with families to identify children's needs early. Leaders support staff to set individual targets for children to reduce barriers to their learning and development. They make timely referrals to outside agencies for additional support with children's physical and communication and language development. As a result, children are included in all aspects of nursery life and make excellent progress from their individual starting points

Leaders work effectively with external professionals and families to support children who face barriers to learning. For example, staff work with external professionals to adapt the environment with specialist equipment and provide targeted support for children's physical development needs. They use motivating resources and carefully planned activities. As a result, children quickly develop strength and coordination, and the specialist equipment is reduced.

Leaders use additional funding that children receive to invest in a range of equipment, promoting children's learning and wellbeing. They provide children with nurturing one-to-one care, to support individual children manage daily routines and join in activities. Staff use strategies, such as Makaton, visual prompts and adapting routines for a calmer, quieter transition time. These positively impact learning opportunities to help children make rapid progress.

Curriculum and teaching: Expected standard

Leaders have developed a well-sequenced curriculum that builds on children's knowledge and skills as they move through the different rooms. Leaders and staff have a clear understanding of what they want children to learn at each stage and use this to follow children's interests, building on what they already know and can do. This supports children to develop the knowledge and skills they need as they progress through the setting. For example, when children reach the pre-school room, they confidently use a knife and fork and independently pour themselves a drink at mealtimes. Children are well prepared for their eventual move on to school.

Typically, staff support children's development through their interactions and engagement in play. For example, staff in the pre-school room ask children thoughtful questions and give them time to think of their own ideas and express themselves through back-and-forth conversations. However, this is not yet consistent across the nursery. At times, children play independently and explore the purposeful environment without staff joining in their play or providing interactions that extend their learning and development.

Leaders have a secure knowledge of children's development, particularly that of children with special educational needs and/or disabilities. They use observations and assessment information to plan learning experiences that meet children's individual next steps. Staff work closely with children to overcome barriers to learning and ensure they make consistent progress. For example, staff support children to develop the confidence and skills to manage stairs independently, helping to prepare them for their transition on to the next room.

Achievement: Expected standard

Children typically achieve well across all areas of learning. Although there are some inconsistencies in teaching, children make steady progress overall. From the earliest stages, children benefit from a focus on their personal, social and emotional development through positive, caring relationships with staff and their peers. As a result, children feel safe, secure and confident in the nursery environment. They are well prepared for the next stage in their learning, including starting school.

Children who experience barriers to their learning make progress in communication, engagement and participation. They increasingly take part in routines, play and learning alongside their peers, developing their confidence and ability to participate in nursery life.

From a young age, children learn to take turns and show consideration for others. For example, toddlers wait for their turn using the indoor climbing equipment. Pre-school children take turns to roll different objects down the guttering. Children in the pre-school room develop their understanding of the world as they learn about where different animals live. As they help to tidy away the animals, they sort them according to where they live, including on farms, in zoos or in water. Children demonstrate their knowledge as they confidently explain where different animals live.

Behaviour, attitudes and establishing routines: Expected standard

Staff have high expectations for children's behaviour and encourage children to be kind to each other. Staff support children to take turns and use resources cooperatively, through positive role modelling. For example, staff encourage children to make space for their friends to join in when using the play dough, helping children to develop consideration for others.

Children develop positive attitudes to learning. Staff implement consistent routines that help children become familiar with the nursery day. For example, children take off their shoes when they enter their playroom. Staff adapt routines for children who need more support. However, routines are not yet organised effectively at mealtimes, and children wait for long periods while sitting before being served their meal. As a result, some children become upset while they wait.

Staff make thoughtful adjustments to the routine, to help children with special educational needs and/or disabilities, access all aspects of nursery life. For example, children who find busy transitions challenging go outside slightly later, accompanied by a member of staff, once the other children have left. This provides a quieter and calmer transition and supports children to engage confidently in the outdoor environment.

Leaders promote the importance of regular attendance. Staff follow up on unexpected absences promptly to check children's welfare and maintain continuity in their learning and support.

Children's welfare and wellbeing: Expected standard

Leaders have adapted the nursery's menus in response to research about nutrition and the foods that support children's health, wellbeing and brain development. Children are provided with nutritious, balanced meals that contribute to their healthy development. Typically, staff talk to children at mealtimes about the benefits of eating healthy foods. Pre-school children demonstrate their understanding as they confidently talk about where healthy foods come from. Children benefit from regular opportunities to develop their physical health. They run, climb, balance and explore different ways of moving throughout the day.

Leaders and staff support children who were previously known to social care, to manage their emotions by providing consistent routines, clear rules and appropriate boundaries. This helps children to settle, feel secure and remain calm, as they know what to expect and are supported to cope with changes in a predictable way.

Staff who work with younger children implement safe-sleep procedures. They carefully monitor children to ensure they remain safe. Children have secure relationships and are independent in their sleep routines. For example, children find their bed, lay down and happily settle down to sleep.

Leadership and governance: Expected standard

Leaders know their children and families well. They work closely with staff, parents and carers and external professionals to identify and address barriers to children's learning and development, particularly for children with special educational needs and/or disabilities. Children benefit from timely referrals and appropriate support from external agencies. Leaders use additional funding effectively to provide targeted support and help children make progress from their individual starting points. Staff are committed to meeting children's individual needs and ensuring that all children have opportunities to participate and succeed. Parents receive regular information and guidance, which helps them to understand and support their children's learning and development at home.

Leaders develop positive partnerships within the local community. They work closely with local schools to support children as they prepare for their transition on to school. This includes sharing relevant information about children's individual needs and development, helping to ensure continuity of care and learning. As a result, children experience a well-supported transition and are prepared for a positive start to school.

Staff report feeling well supported through an open-door culture, regular check-ins and opportunities for professional development. This helps to build staff's confidence and competence, and contributes to children receiving safe, attentive and knowledgeable care. However, leaders should further develop staff's knowledge of the curriculum to strengthen their confidence in interacting with children and extending their learning. Leaders are passionate about ensuring that children and families receive high standards of care. Parents speak positively about their children's experiences, particularly their happiness at nursery. This is reflected in children's enthusiasm and excitement to attend.