The Orange Tree Day Nursery @ Mickleover

Inclusion: Expected standard

Staff effectively work with parents and carers, specialists and other professionals to identify and meet the needs of all children, including those who may have special educational needs and/or disabilities (SEND) or emerging needs. They closely monitor children's progress to ensure that identified strategies are having the desired impact. Leaders effectively identify where children may be eligible for additional funding. Overall, they successfully consider how funding is used to promote children's developmental and educational outcomes. This includes providing one-to-one support, specialist equipment and resources linked to children's needs and interests.

Staff use a variety of communication methods to help children's understanding and to support them to effectively express themselves. All staff complete SEND training, and leaders who have specialists roles complete more in-depth training. This supports inclusive practice, which promotes the participation of all children.

Leaders understand how to support children who are known or previously known to children's social care. This includes the professionals they would work and share information with. Leaders know the importance of understanding why a child is known to social care in order to effectively support them and be alert to any potential concerns.

Curriculum and teaching: Expected standard

Overall, staff make effective use of assessments to identify all children's next steps. They break these down into manageable and tailored targets to support children who may have special educational needs and/or disabilities and children with emerging needs. Typically, this is implemented well. On some occasions, staff would benefit from further support to ensure that all children's next steps are age- and stage-appropriate. Leaders build a curriculum based upon the knowledge and skills that children need to support their future life and learning. In the main, staff implement this well. For example, staff support babies' early communication skills through singing and stories. Babies copy staff as they sing and make the sounds of farm animals. They smile and clap with excitement. Their interest is maintained as staff effectively use props. Older children listen attentively as staff read to them. As children carefully examine shells, staff encourage them to feel and describe the diverse textures. Staff introduce words such as 'bumpy' and 'smooth', which helps children to widen their vocabulary.

Staff count with children during water play and encourage children to learn about size as they compare big and little water jugs. The curriculum for mathematics could be further strengthened to support children's confidence and enjoyment of mathematics across the age ranges.

Achievement: Expected standard

All children, including those with special educational needs and/or disabilities and emerging needs, make steady progress from their individual starting points. Babies build upon their physical skills and begin to climb up steps and go down slides. Older children become increasingly confident in manoeuvring themselves on bikes and trikes. They build strength and dexterity in their hands as they manipulate play dough and confidently use tools to cut, roll and make shapes.

Typically, children are independent and begin to manage tasks from a young age. For example, babies supported by staff put on their shoes and turn pages in books. Older children manage their personal needs well and understand when they need to wash their hands, such as before and after eating.

Children begin to understand some mathematical concepts. However, their mathematical skills and knowledge are not frequently practised and built over time.

Behaviour, attitudes and establishing routines: Expected standard

Staff know children very well and build warm and trusting relationships with them. Leaders tailor the key-person approach to support children's individual needs. Where appropriate, some key persons move with children as they transition through the nursery. This helps children to settle quickly and make the best possible progress. Leaders work with families to promote and understand the importance of children's attendance at nursery. This helps children to learn and progress.

Staff support children's positive behaviours. They encourage children to say 'please' and 'thank you', and praise children for their efforts and achievements. For instance, staff 'high-five' children when they successfully zip up their coats. This promotes children's self-esteem and confidence. Children smile broadly and enjoy receiving this recognition from staff. Staff gently encourage children to share and take turns, and provide opportunities for them to play cooperatively together. This promotes children's social skills and assists them in building positive friendships. Generally, staff implement established routines and support children to understand expectations during handwashing and mealtimes.

Children's welfare and wellbeing: Expected standard

Leaders work closely with professionals and parents and carers to provide balanced and healthy meals in line with nutritional guidance. Staff prepare foods appropriately to meet children's individual needs. This includes children who are weaning in addition to meeting children's individual dietary requirements. Staff ensure that children are supervised well during eating and implement effective safer eating procedures. Typically, staff engage with children very well. They provide relaxed and sociable mealtimes. Staff support conversations with children around healthy eating and which food they like to eat. Children appear to enjoy this time and tell staff, 'This is the best dinner in the whole world.'

Staff ensure that children's skin is protected from the sun. Before outdoor play, they make sure that children are wearing sun protection and encourage them to wear hats. Overall, children's independence is promoted well by staff. Children eagerly show staff how they can zip up their own coats. During mealtimes, babies and younger children learn how to use their spoons and drink from cups. Older children confidently self-serve their meals, use their cutlery and scrape their plates once they have finished eating.

Generally, staff help children to understand their feelings and emotions. Through stories and discussion, staff help children to consider what makes them feel happy, sad or angry. Children begin to learn how their actions can impact on the feelings of others.

Leadership and governance: Expected standard

Leaders are reflective and identify where staff need additional support and coaching. They value professional development and are eager to continually improve. Leaders provide a range of activities to promote the development of staff, including workshops, one-to-one meetings and observations of practice. The wealth of support provided for staff would benefit from further monitoring by leaders, to ensure it has a consistent impact on staff practice and further improve the overall experiences of children.

Staff comment positively about their roles in the nursery. They say that it feels like the staff team are one big family and they feel valued and supported by leaders. Leaders provide staff with opportunities to progress within the nursery to more senior positions. This supports their overall job satisfaction and enjoyment in their roles.

Staff provide events for parents and carers to raise their awareness and understanding of a variety of topics, such as toilet training, online safety and healthy eating. Parents and professionals provide high praise about leaders and staff. Parents are reassured by the positive and close relationships that key staff build with children. They explain how they appreciate the support that staff provide to children and parents alike.