The Priory Day Nursery

Inclusion: Expected standard

Leaders demonstrate a sound understanding of the needs in their local community and the varying circumstances of the families they serve. They typically work with families to provide appropriate support where needed. For example, leaders establish close partnerships with the local authority to access guidance and services, particularly for those who have children with special educational needs and/or disabilities (SEND).

Leaders and staff work well together to identify emerging gaps in children's development promptly. In general, they use the graduated approach to provide personalised support to help reduce barriers to children's learning. For instance, for children with SEND who can find transitions challenging, staff use of visual prompts, such as photos to show where they are going to next. This strategy has proved successful, helping these children move more confidently between routines, for example when returning indoors from the garden. Similarly, parents and carers are encouraged to use photos of the setting's entrance to help children enter more confidently when arriving. However, there are times when other effective strategies are not consistently shared with parents for their children to fully benefit at the setting and at home. For example, parents are not always routinely informed about techniques they use in the setting, such as singing a handwashing song to encourage thorough hygiene practices or strategies to support children's self-regulation.

Curriculum and teaching: Expected standard

Since the last inspection, leaders and staff have worked alongside local authority early years advisers to design and implement a revised curriculum. They have accurately identified, based on the needs of children who attend, the importance of prioritising personal, social and emotional development, as well as communication and language. This is more effectively planned and delivered for children with special educational needs and/or disabilities and babies. However, despite training for all staff, some do not deliver the curriculum effectively enough to build on what children already know and can do. This is evident when learning intentions are often too broad and not precisely tailored to each child. As a result, opportunities to extend and deepen all children's learning are sometimes not recognised. For instance, some staff ask overly simple, closed questions that do not challenge children who are capable of deeper thinking, which then limits their engagement. Older children in particular, do not consistently benefit from opportunities to develop their critical thinking or to articulate their ideas in greater detail.

As part of ongoing professional development training to support the implementation of the new curriculum priorities, leaders have introduced initiatives such as, 'book of the term' in each room and 'story dough' to recall aspects of the book. While staff recognise the value of helping children recall familiar stories and develop a love for reading, these approaches are still at an early stage and are not yet implemented effectively or consistently. Leaders have not yet rigorously monitored the quality of delivery or evaluated the impact of these initiatives on children's learning, in order to make improvements.

Achievement: Expected standard

Children's achievement in personal, social and emotional development is typically steady. This reflects staff's sound understanding of the skills children need to develop before moving onto the next room. For example, babies learn to use a spoon to feed themselves, toddlers use spoons and forks with increasing confidence, and preschool children practise using a knife and fork. This progression also supports the development of children's fine motor skills. In addition, children develop their gross motor skills well, demonstrating stamina, coordination and control when riding wheeled toys and navigating large equipment, such as slides. Children with physical delays respond positively to targeted support from staff. For instance, they are encouraged to move independently between areas, such as responding to being asked to select a circular mat. They also identify it as a 'circle', reflecting their learnt mathematical vocabulary. Babies achieve particularly well across all areas of learning. However, there are times in the other rooms where staff do not consistently ensure that every child reaches their full potential. For example, when introducing new language and knowledge, such as discussing rabbits' whiskers and their purpose, staff do not always check children's understanding or support them to apply this learning. This hinders opportunities to deepen and enhance children's knowledge.

Children with special educational needs and/or disabilities benefit from tailored strategies that support their communication and language development. For instance, for younger children with speech delays, staff and parents and carers work together to introduce and consistently use simple sign language, such as 'Makaton'. For older children with communication needs, staff use songs linked to daily routines, helping them to understand expectations and feel secure.

Behaviour, attitudes and establishing routines: Expected standard

Children typically demonstrate a clear understanding of the setting's rules and routines. For example, they independently wash and dry their hands after using the toilet and before mealtimes, disposing of paper towels appropriately. Children take great pride in carrying out roles of responsibilities, such as counting how many children are present and then laying the table with the correct number of plates, cutlery and cups. These types of opportunities support the development of their independence and confidence effectively.

In general, staff maintain high expectations for children's behaviour and act as positive role models, promoting good manners. As a result, children are polite, respectful and follow instructions well. All children behave well. Leaders have successfully fostered a calm, positive and harmonious environment. They understand the challenges some children and families face and place them at the centre of their work. For example, visual prompts, such as photos are used by parents and carers, as well as staff to support those children who need additional help to understand and follow daily routines. However, occasionally leaders and staff do not share the effective strategies with parents to continue at home to further benefit children with barriers to their learning.

Children show high levels of enjoyment and engagement in their learning, particularly when enthusiastic staff actively join in their play. For instance, they laugh and giggle together when playing games, such as hide and seek in the garden, demonstrating high levels of involvement and commitment.

Leaders work hard closely with parents to emphasise the importance of regular attendance and punctuality. This enables children to fully benefit from the wide range of experiences on offer. This also helps to reinforce children's understanding of the setting's routines.

Children's welfare and wellbeing: Expected standard

On the whole, children are supported effectively to develop their self-care skills and to understand how to keep themselves safe and healthy. For example, under the watchful eye of staff, babies independently move to the sleep room with their comforters, while older children confidently wash their hands after using the toilet. Hygiene routines are generally well embedded, and children show an emerging understanding of the importance. For instance, visits from dentists help children, staff and parents learn about effective toothbrushing techniques and the impact of less nutritious foods on oral health and overall wellbeing. These experiences support children to develop positive, life-long habits. However, although staff remind children to wipe their runny noses and dispose of tissues appropriately, staff do not consistently support children to wash their hands or use suitable antibacterial alternatives afterwards. This does not fully support children's understanding of maintaining good hygiene in these situations.

Relationships between staff and children are warm, nurturing and responsive. Children feel safe and confident to seek help when needed, which supports their emotional wellbeing effectively. Staff generally help children to recognise their emotions and for those who need it, introduce strategies to support their self-regulation. However, not all staff share these effective strategies with parents and carers of children with special educational needs and/or disabilities. As a result, opportunities to promote a more consistent and collaborative approach to developing children's self-regulation skills are not fully realised.

Leadership and governance: Expected standard

Leaders are committed to ensuring children receive a high standard of education and care. They recognise the considerable progress made in addressing actions from the last inspection. Leaders demonstrate a positive, proactive approach to their future vision. Overall, leaders work effectively with external professionals, such as local authority advisers, to help implement changes for improvement, such as devising a new curriculum. They acknowledge that further work is needed and show a firm capacity to improve this further. However, leaders are yet to develop a clear overview of the quality of staff's teaching of the revised curriculum and newly introduced interventions or their precise impact on children's learning. That said, staff typically deliver a more targeted curriculum for children with special educational needs and/or disabilities with positive results.

Staff's wellbeing is given a high priority with leaders readily available to support individuals in maintaining a healthy work-life balance. Staff value this ongoing support and share leaders' positive outlook about improving further.

Parents and carers speak highly of leaders and staff, particularly those who have children who face barriers to learning. They appreciate the tailored support provided, which helps children feel happy, safe and engaged at the setting. While leaders and staff have demonstrated that sharing effective strategies with parents benefits these children, this collaborative approach is not yet consistently embedded.