The Wendy House (Lynwood) Limited

Inclusion: Expected standard

Leaders identify and assess barriers to learning swiftly, to ensure that children with special educational needs and/or disabilities (SEND) or who face other barriers to their learning receive timely, tailored support. Children benefit from well-utilised funding so that barriers to learning and development are reduced, enabling them to flourish. Efficient reviews of support plans mean that children generally have relevant, appropriate targets in place. Staff make purposeful adaptations as children's needs transform to ensure they remain effective and children's development is progressive. Suitable support is typically provided to staff to ensure their knowledge is developed in how to effectively support children with SEND.

Staff work collaboratively with parents and carers. They carefully consider parent's views within support development plans to take into account their wishes for their children's intended achievements. Parents recognise positive progress in their children's development, particularly in speech, language and physical movement. Clear communication, regular contact with key persons, and tools, such as an online app, help parents understand next steps and supports effective parent partnerships.

Curriculum and teaching: Expected standard

Leaders and managers have a clear understanding of what they want children to know and be able to do by the time they leave the nursery. They use themes and some knowledge of children's interests to design an inclusive curriculum that enables children to typically access the areas of learning. However, leaders should strengthen planning and teaching practices to ensure that mathematical concepts, language and skills are consistently embedded throughout both adult-led and child-initiated learning. This will help children develop a deeper understanding of mathematics and make further progress in this area.

Staff prepare the environment effectively and use open-ended resources and equipment to provide engaging learning opportunities. For example, children are encouraged to develop their imagination and communication and language skills as they enjoy making their own aquariums and discuss what materials and sea creatures they are going to add to them.

Children benefit from a focus on physical development. Babies delight in crawling into the tray to find farm animals. They are excited to become involved in a music session as they enthusiastically hold and shake the maracas as the adults around them engage in singing. This develops children's physical skills as well as supporting early understanding of rhythm. Younger children enjoy pinching and rolling play dough to develop their fine motor skills and they explore sensory textures that stimulate their curiosity and imagination. Older children enjoy riding scooters, trikes and balancing on beams to support the development of their stability, balance and coordination. Where children have special educational needs and/or disabilities, or face other barriers to their learning, staff use varied approaches, such as sensory circuit strategies well to support their regulation.

Achievement: Expected standard

All children, including those with special educational needs and/or disabilities, or those who face other barriers to their learning make progress. However, children do not yet make swift progress within their mathematical development. Children typically receive the support they need to build on their existing skills. Children are engaged in their learning and show a curiosity and willingness to participate and develop their collaborative play.

Babies achieve well. They develop independence from an early age, scooping their food onto spoons and developing their hand-eye coordination as they feed themselves. They learn to turn the pages of board books and delight in pointing to familiar objects, exploring the textures on each page. Younger children are supported to make choices as they make meaningful marks with paintbrushes, developing their fine motor skills, hand-eye coordination, and early literacy foundation skills. They enjoy mixing paint and share thoughts on what colours they can make. Older children develop their verbal and non-verbal communication. They demonstrate extensive vocabulary and children are able to describe their feelings and emotions throughout their play. For example, they talk about when they are excited to have a turn on the obstacle line they have built.

Behaviour, attitudes and establishing routines: Expected standard

Children develop positive attitudes to learning and are happy and settled. As a result, they are very well behaved and are praised for showing care and kindness to one another. Routines are well embedded across the nursery and children demonstrate a good understanding of what to do at key points of the day. For example, older children take it in turns to wash their hands before mealtimes and collect their water bottles before going to choose their seat at the table. Children arrive at nursery calm, settled and ready to fully participate in the day's activities.

Warm positive relationships are fostered as staff demonstrate kindness, respect and genuine care in their interactions with children. As a result, well-developed bonds are formed with adults, who know and understand the children in their care well. This helps children feel safe and secure, and they are comfortable approaching staff for reassurance and emotional support. This enables children to develop confidence, resilience and independence as they learn, play and interact with their peers.

Leaders promote attendance, working in partnership with families by taking time to explain the value of nursery and how regular attendance supports children's school readiness. For example, older children are prepared for school through opportunities to develop their independence, such as being able to scrape their leftover food from their plates into the bin at mealtimes. However, there are some inconsistencies in the opportunities provided by staff to build independence at the highest level. Staff do not always take advantage of opportunities for children to consistently build their independence, for example, providing opportunities to self-serve at mealtimes.

Children's welfare and wellbeing: Expected standard

Leaders promote children's welfare and wellbeing throughout the nursery, ensuring children are happy, feel safe and settled. They support staff to implement effective routines and procedures that promote a healthy lifestyle. Babies and children demonstrate high levels of emotional wellbeing and feelings of connection and belonging. Staff support children who become distressed after spending some time away from the nursery. For example, they use their knowledge and understanding of children's families to engage children as they settle back into their familiar environment.

Children generally develop independence from an early age, engaging in activities that promote their understanding of self-care and hygiene. For example, children are supported to wash their hands and wipe their faces with flannels after eating. Children demonstrate a keen understanding of the importance of oral health. They are eager to tell staff about the toothpaste they use at home. Staff could further promote children's independence and encourage them to practise these skills to help them to develop confidence and essential life skills for the future.

Leaders and staff provide well-balanced nutritious meals for children. When menus are to be changed, leaders and staff work collaboratively with parents and children to consider their preferences to effectively plan new menus that ensure variety of choice. Staff support the older children to recognise and express their opinions and feelings. Children talk about their likes and dislikes of food at lunchtimes and staff provide praise when they try new foods. Routines for safer sleeping are effective, for instance, older children sleep on mats and remove their shoes, ready to rest. Staff follow babies' individual routines from home which supports their physical and emotional wellbeing.

Leadership and governance: Expected standard

Leaders place an emphasis on supporting staff's welfare and professional practice. Staff speak positively about their experiences working within the nursery and value the guidance and support they receive from leaders. Efficient oversight ensures that procedures are implemented which promote children's safety. Leaders are proactive in identifying when children and families may require additional help and work collaboratively with external agencies to secure appropriate support. They recognise the contribution this makes to children's wellbeing, engagement and overall progress in learning.

Leaders plan training to enhance staff's knowledge and skills to support children's development. They have recently developed a continued professional development programme tailored to the nursery to further enhance and support staff's skills and knowledge. This programme is not yet embedded and leaders acknowledge that the programme is in its early stages. Leaders should now continue to further develop and refine the programme so that it can become fully embedded across the nursery and demonstrate a sustained impact on staff practice and children's learning and development outcomes.

Leaders give careful consideration to support parents in extending their children's learning at home. Staff build impactful relationships with parents. Parents say they feel comfortable discussing concerns and communication is effective, to feel well informed about their child's progress and experiences.