Victoria House Day Nursery Limited

Inclusion: Expected standard

Leaders and staff demonstrate an inclusive approach and work closely with families to help children feel welcomed, valued and supported within the nursery. Staff know children and their families well and gather information about children's interests, routines and development to help identify individual needs and any barriers to learning. Staff work with parents and other professionals where appropriate to support children's care, learning and development.

Children with barriers to learning are generally supported well through daily routines and activities. Staff use visual prompts, songs and meaningful interactions to help children develop communication and understanding. They gather words from children's home languages where possible and adapt activities and routines to help children take part alongside their peers. As a result, all children are settled, included and confident within the environment.

Although staff support children appropriately, leaders have not yet fully developed staff's knowledge of how to fully support children with special educational needs and children who speak English as an additional language. As a result, focused communication support and targeted teaching strategies are not yet consistently embedded across the nursery. This means some children do not always receive the most precise support to help them make the best possible progress.

Curriculum and teaching: Expected standard

Staff provide a broad curriculum that supports children's learning and development across all areas of learning. Leaders and staff plan monthly themes, stories and focused activities based on children's interests and next steps in learning. Children take part in a range of indoor and outdoor experiences, including sensory play, role play, physical play, stories and creative activities. Resources are organised effectively, allowing children to independently access them and extend their own play ideas.

Staff use stories, songs and familiar routines effectively. Children confidently join in with familiar stories and songs and begin to recall story characters and events. Staff introduce mathematical language naturally during play and routines. For example, children use words such as 'big', 'small', 'full' and 'empty' during sensory and role-play activities. Children develop physical skills through obstacle courses, outdoor play and climbing activities.

Staff understand children's stages of development and identify suitable next steps in learning. Staff provide focused activities to help children develop communication, physical skills, mathematical understanding and independence. They interact warmly with children and use praise and encouragement to support children's engagement in learning. As a result, children actively explore, concentrate and confidently extend their own play ideas. Although staff generally support communication and language well, leaders are yet to provide targeted professional development to further strengthen staff's knowledge. As a result, focused communication strategies are not yet used consistently to extend learning and support all children to make the best possible progress.

Achievement: Expected standard

Children make progress from their starting points. However, some inconsistencies in the use of targeted communication and teaching strategies mean some children do not always receive the precise support needed to help them make the best possible progress.

Children develop communication skills through songs, stories and meaningful conversations during play and routines. Older children recall familiar stories and begin to use mathematical language during play and activities.

Children build physical skills through outdoor play, obstacle courses, climbing activities and sensory experiences. They develop coordination and control as they climb, balance, ride wheeled toys and explore different materials and textures. Babies and young children eagerly investigate sensory resources. They splash in water and make shapes with dough. Children are motivated to learn and engage well in play experiences. They move safely around the nursery and are beginning to understand how to manage risks appropriately.

Children remain engaged in learning and display curiosity as they explore, investigate and extend their own play ideas. They develop increasing independence throughout the day and manage routines, such as washing hands, pouring drinks and tidying away resources. Overall, children develop the knowledge, skills and confidence needed for the next stage in their learning.

Behaviour, attitudes and establishing routines: Strong standard

Staff create a calm and nurturing environment where routines are consistently embedded throughout the nursery. They use clear and consistent approaches to help children understand expectations and develop positive behaviour. Staff use visual prompts, songs, gentle reminders and daily routines to teach children what is expected of them. For example, staff help children recognise and manage their emotions through stories, discussions and calming activities, helping them return to play and learning successfully. Children demonstrate they feel safe, secure and know what will happen next. They confidently help tidy away resources, wash their hands independently and manage daily routines. Even the youngest children demonstrate a clear understanding of expectations for their age, such as confidently exploring a range of sensory textures without placing items into their mouths.

Children build warm and trusting relationships with staff and are happy, settled and emotionally secure within the nursery. They are eager to play and motivated to learn, and they confidently move between activities and routines. Staff encourage children to share, take turns and cooperate during play and group activities. Children listen attentively, follow instructions and remain engaged for sustained periods. They are kind to one another and develop confidence in social situations. Staff support children to build friendships, resolve minor disagreements and develop positive social skills during play and daily routines.

Overall, children behave very well and develop positive attitudes towards learning. They demonstrate increasing independence, resilience and confidence, helping prepare them for the next stage in their learning.

Children's welfare and wellbeing: Expected standard

Leaders and staff place importance on children's welfare and wellbeing across the nursery. They create a warm, caring and nurturing environment where children feel safe, settled and emotionally secure. Staff know children and their families well and respond sensitively to children's individual care and emotional needs throughout the day. Babies and young children receive reassurance, cuddles and comforting interactions from familiar adults, helping them develop secure relationships with staff and a sense of belonging within the nursery.

Children follow well-established daily routines, including handwashing, mealtimes, sleep times and outdoor play. Staff manage these routines calmly and consistently, helping children understand what will happen next and to feel confident within the environment. Children who sleep are cared for safely and benefit from appropriate supervision and regular checks. Staff follow safer sleeping guidance and respond sensitively to children's individual care needs before rest times.

Staff support children's physical and emotional wellbeing throughout the day. Children benefit from regular outdoor play, physical activities and opportunities to develop increasing independence during personal care and mealtimes. Staff support children to recognise and manage emotions through calm interactions, stories and activities, such as yoga and reflection time. Staff follow appropriate hygiene procedures and support children to develop good hygiene habits, such as washing hands before meals and after using the toilet. As a result, children demonstrate they feel safe, cared for and emotionally secure within the nursery.

Leadership and governance: Expected standard

Dedicated leaders are relatively new to their roles and have a clear vision for the nursery. They work hard to provide high-quality care and education for children and families. Leaders know what the nursery does well and demonstrate a reflective approach to identifying areas they would like to strengthen further. They are working hard to build a positive and supportive staff team that shares the nursery's values, routines and expectations for children's behaviour and learning. Recent changes to leadership and staffing mean consistent practice is continuing to be embedded across the nursery. That said, children benefit from a calm and organised environment, and staff work very well together to support children's care and learning.

Leaders implement appropriate governance procedures and maintain effective oversight of the nursery. Health and safety procedures are embedded across the nursery, including hygiene routines, safer sleeping procedures, environmental checks and risk assessments. Leaders make decisions in the best interests of children and work with parents and other professionals where appropriate to support children who face barriers to learning and wellbeing. Partnerships with parents are positive, and parents speak highly of the care and support provided by leaders and staff.

Leaders focus on staff's wellbeing. Staff morale is high, and they speak positively about leaders. Staff feel well supported in their roles. Leaders hold regular supervision meetings, appraisals and staff meetings to support staff's practice and wellbeing. Although leaders recognise the importance of professional development, they have not yet fully implemented targeted training to strengthen staff's knowledge and strategies for supporting children with special educational needs and children who speak English as an additional language. Recent changes to leadership and staffing mean leaders are still embedding staff's knowledge and practice across the nursery. Leaders do not yet monitor the implementation of targeted communication and teaching strategies closely enough to ensure that they are used consistently by all staff. As a result, some children do not always receive the most precise support to help them make the best possible progress.