The Three Bears Day Nursery

Inclusion: Strong standard

Staff are quick to identify the barriers to learning children face. They implement effective monitoring to understand strategies that best support each child. They understand how unique each child is and seek alternative strategies to help them. As a result, children with special educational needs and/or disabilities (SEND) are well supported.

Communication with parents and carers is open and thorough. They share observations with parents and include external agencies in these discussions. Parents report they are appreciative of the work leaders have done to complete referrals and put support plans in place. They work with other agencies to make adaptations in the setting. For example, leaders have worked with speech and language therapists to implement activities to support communication. Leaders continually reflect on the effectiveness of adaptations. They will seek advice from alternative agencies to ensure learning is tailored to each child. For example, children with SEND have individual sensory activities planned.

Leaders use regular assessments to understand gaps in children's learning and development. They use additional funding appropriately to close any gaps. Information gathered is shared as children transition throughout the setting and beyond. This means that they have consistent support for their learning and development.

Curriculum and teaching: Expected standard

Leaders have created a curriculum which targets children's next steps. Children enjoy their learning as activities are based on their interests. Leaders have a vision for the curriculum and have plans in place to strengthen it. For example, they are working to improve teaching by helping staff learn how to break learning down into smaller next steps for children. They also understand that next steps should be shared swiftly between key persons as children transition through the setting, however, this is being improved. The curriculum has been adapted to meet the needs of children with special educational needs and/or disabilities. For example, staff use pictures to help children communicate.

All children access a language-rich curriculum. Babies learn to babble and speak in single words as they sing rhymes. Older children have longer conversations as they talk about where natural resources come from. As a result, children's communication and language skills develop. Mathematics is beginning to be taught. For example, children count how many children there are. Children have opportunities to develop their physical skills. Babies begin to pull themselves up, and older children work on their cutting skills.

Regular assessments mean that staff know what children can do. Where gaps in knowledge arise, they adapt resources and activities. For example, resources are added to the water tray to develop fine motor skills.

Achievement: Expected standard

Children make steady progress from their starting points. Staff take time to observe children new to rooms and identify their next steps. Therefore, activities can be planned, helping children make progress. As children transition through the setting, next steps are not shared effectively, meaning staff do not always target learning swiftly, and children do not make progress as quickly. Children with special educational needs and/or disabilities make progress from their respective starting points. Staff take time to understand their needs and target learning to the plans they have.

Children are generally prepared for the next stage in their development as staff know what they want children to know and be able to do. Children make progress with their language as support is put in place. For example, older children learn key words from stories and begin to use these in their everyday play. Babies develop their physical skills as they pull themselves up. Children are curious and enthusiastic to explore. They develop into confident communicators.

Behaviour, attitudes and establishing routines: Expected standard

Children build positive relationships with staff. Babies include familiar adults in their play. For example, they bring them stories to read together. Staff are positive role models for children. They understand their children and their stage in development. They identify where support is needed. For example, pre-school children have dedicated time to fine-motor activities. As a result, their physical skills have developed.

There are high standards for behaviour within the setting. Staff spend time talking to children about behaviour, so they begin to understand the impact of their choices on others. As a result, children understand how to play together cooperatively. They receive lots of positive praise when they make the right choices. Typically, children follow routines throughout the day. For example, older children can tidy up with little adult support. There are occasions when these routines are not yet embedded. For example, children do not always wash their hands when needed. This means they do not fully understand the importance of hygiene practice. Children with special educational needs and/or disabilities are supported as they have sensory breaks during transitions.

Leaders understand the importance of regular attendance and punctuality on children's learning and development. They work closely with parents and carers, explaining the impact on their later learning.

Children's welfare and wellbeing: Expected standard

Children develop positive relationships with staff. Babies who are new to the setting seek comfort and are offered cuddles. Older children approach their key person with confidence. This supports children's emotional wellbeing. Children are encouraged to talk about their emotions and begin to learn about how each other feel. Children learn to be kind to each other as this is modelled by staff. Children take pride in their achievements as they talk about being able to zip up their coats with excitement. Staff are quick to celebrate this, offering praise.

Children begin to learn about making healthy choices. For example, they talk about eating healthily at lunch time. They begin to manage their own hygiene as they wash their hands after eating. However, there are inconsistencies in ensuring children follow handwashing routines and staff needing to provide reminders. Children understand the benefits of physical development as they play in the outdoor area.

Children benefit from effective sleeping and feeding routines. Children become independent during these times, as they learn to feed themselves. Toddlers take themselves to their sleep mat and know to look for their picture to help them. Babies and their parents and carers are supported as they start weaning. Advice and support are offered during this transition period.

Leadership and governance: Expected standard

There have been recent changes to the leadership structure within the setting. Although some leaders are new to their roles, there is a collaborative approach to ensure standards are maintained. Leaders have a clear oversight of the setting and understand their strengths and areas for development. For example, there is a curriculum in place, but leaders have reflected on areas where this could be improved. Leaders consider the improvements needed and have provided training opportunities for staff. For example, all staff have attended behaviour training. Strategies from training are used across the setting but are not yet embedded. Leaders monitor the impact of training through observations and discussions.

Staff have regular supervisions where their workload and wellbeing are considered. Professional development is considered as they ask for further training opportunities. Leaders work well with parents and carers. They provide guidance where needed and make referrals to agencies promptly. Parents report that communication is a strength and they are kept up to date with their child's development. Parents of children with special educational needs and/or disabilities (SEND) add that the setting goes above and beyond to support them. Leaders build positive working relationships with external agencies. They take advice and strategies to help children with SEND but consider how these can benefit all children.