The Secret Garden Children's Day Nursery

Inclusion: Expected standard

Leaders create an inclusive culture where staff identify children's needs early. They gather information from parents and carers and professionals to assess children's development and plan support. This includes children with special educational needs and/or disabilities and those who face other barriers to learning and/or wellbeing. Leaders take effective action to reduce these barriers. Staff adapt activities, routines and interactions to meet children's needs. For example, they provide additional support at key times, such as mealtimes and transitions. This helps children to access the curriculum and take part in daily experiences.

Leaders assess children's needs and put targeted support in place. Staff implement strategies and leaders review this regularly, adjusting provision as children progress. Leaders provide guidance so staff understand how to assess children's needs and implement strategies effectively. They work with external professionals to ensure appropriate support.

Leaders use additional funding to support disadvantaged children. For example, they provide additional resources and access to experiences. For example, leaders arrange visits from external providers, to support children's engagement in learning. They also support children known to social care through partnership working with families and professionals. While staff have access to communication strategies, such as now and next boards and objects of reference, they do not consistently use these in practice. This limits how effectively some children's communication is supported.

Curriculum and teaching: Expected standard

Leaders design a broad curriculum that reflects children's interests and stages of development. They prioritise children's communication and language, physical development and children's personal, social and emotional development. Overall, staff understand what they want children to learn and plan activities to support this.

Staff interact positively with children and support their learning through play. They model language using simple phrases, such as 'dab, dab, tap, tap'. Children repeat these words. Staff introduce early mathematical ideas. For example, they encourage children to count the legs of insects they find. Staff support children's curiosity as they explore how objects move, such as watching cars travel through guttering.

Staff use assessment to identify what children know and can do. They use this to inform planning and adapt activities for different groups of children. This includes children with special educational needs and/or disabilities and those who face other barriers to learning. Leaders review this through ongoing assessment and discussion with staff.

Staff do not translate the curriculum intentions consistently into precise teaching. At times, they do not organise or adapt activities effectively to support the intended learning. In addition, children's next steps in learning are sometimes too broad. As a result, teaching does not always focus clearly on what children need to learn next. For example, staff sometimes identify general next steps, such as developing communication or a sense of self, which do not provide enough detail to guide teaching precisely during activities.

Achievement: Expected standard

Children make steady progress from their starting points. They develop communication and language through meaningful interactions. Babies use sounds, gestures and eye contact to communicate. Young children use words to make choices and begin to link these together. Older children speak in sentences and share their ideas.

Children demonstrate independence in daily routines. For example, children move confidently between activities and follow routines, such as preparing for snack. Children develop focus and engagement as they explore materials and represent their ideas.

Children with special educational needs and/or disabilities and those facing barriers to learning make progress from their starting points. Children who find transitions difficult begin to manage these more successfully and take part in group routines. Children are prepared for their next stage of learning. At times, children's progress is less secure where next steps are too broad and do not support their learning precisely.

Behaviour, attitudes and establishing routines: Expected standard

Children behave well. They understand expectations and follow familiar routines. For example, children respond to tidy-up cues and move calmly between activities. They line up and wash their hands before snack, showing increasing independence and understanding of routines. Staff build warm and respectful relationships with children. Children feel secure and seek support when needed. This helps them to settle quickly and engage in their learning. Children play alongside others and begin to cooperate. For example, staff support children to share resources and manage frustration. For example, they model how to scoop and pour during water play so children can continue to take part.

Leaders establish clear expectations for children's behaviour across the setting. Staff support children consistently to understand these and adapt their approach to meet their individual needs. For example, staff provide clear guidance and reassurance to help children take part alongside others and engage in shared routines. Leaders follow up on children's absences. They work with families to promote regular attendance so children can take part in learning consistently. At times, the organisation of the environment and resources does not fully support children to sustain engagement, which affects how consistently they remain focused during activities. For example, when resources are not positioned or organised effectively, some children move between activities without sustaining their involvement.

Children's welfare and wellbeing: Expected standard

Children receive attentive care that meets their individual needs. Staff know children well and respond to their routines. For example, babies follow individual sleep and feeding routines, which supports their comfort and wellbeing. Staff provide reassurance and support, helping children to feel safe and secure. Children form close relationships with staff. They seek comfort when needed and confidently explore their environment. This supports their emotional wellbeing. Staff help children to recognise and manage their feelings and support them to re-engage in play.

Children develop independence in their personal care. They follow routines, such as washing their hands before meals. Staff help children to understand hygiene and how to keep themselves healthy. They support children's dietary needs carefully. For example, staff check allergy information and use clear systems to ensure children receive the correct food. Staff sit with children during mealtimes, supporting their wellbeing.

Children benefit from regular outdoor play, which supports their physical development. The setting promotes healthy lifestyles through daily routines, including nutritious meals and active play. The setting is screen free, which supports children's communication and interaction. Leaders promote e-safety through information shared with parents and carers. They are beginning to consider how children's understanding of staying safe and healthy can be enhanced further.

Leadership and governance: Expected standard

Leaders demonstrate a clear understanding of the setting's strengths and areas for development. They reflect accurately on practice and take timely action to improve. Leaders maintain clear systems to support children's safety and wellbeing. For example, they use detailed records to monitor care routines and ensure staff understand expectations.

Leaders work effectively with external agencies. They follow established processes and share information effectively. Leaders keep detailed records, which are clearly documented. They use this information, including accident records, to identify patterns and take action to reduce risk. For example, they have made changes to the environment, such as adjusting door handles and reviewing resources, to further minimise potential risks. Leaders maintain a clear oversight of the setting. During a period of absence, leadership responsibilities were shared effectively, ensuring continuity of care.

Leaders support staff well. They provide staff with regular supervision sessions and access to training. Leaders have strengthened this, ensuring all supervision sessions are completed by senior leaders to maintain oversight and consistency. Staff report that they feel supported and valued. Leaders recognise where practice can be further developed. They are focusing on strengthening the implementation of the curriculum so that teaching aligns more precisely with children's learning.