Wendy House Nursery (Carlisle) Limited

Inclusion: Needs attention

Leaders do not consistently monitor and support staff to coordinate provision for children with special educational needs and/or disabilities. They do not fully embed systems to gather, share and implement assessment information. Support plans and next steps are not always clearly understood by staff to assess the impact on children's progress. Leaders do not consistently ensure all staff share the same understanding of children's needs, external involvement and support strategies to enable them to support children's learning effectively. Some staff do not take swift action when they identify an area of concern.

Children with emerging additional needs receive caring and sensitive support that helps them take part in daily routines and play. Staff use simple language and repetition to support children's communication and emotional wellbeing during both routines and transitions. Families speak positively about the support they and their children receive, and the progress children make in areas, such as confidence and social interaction.

Leaders maintain appropriate communication with families and external professionals to help children settle and engage positively within the setting. Parents state they feel well supported by leaders who are open and honest. Leaders demonstrate an understanding of how early years pupil premium funding is used to support children's individual needs and improve outcomes. Children who need additional support are included in the daily life of the setting and are supported by staff who know them well.

Curriculum and teaching: Needs attention

Leaders do not yet have a clear plan for their curriculum. They name this as an area for development and have an action plan in place. The current curriculum lacks focus or breadth across all areas of learning. Staff do not consistently use assessment information effectively therefore children are not always challenged from their relative starting points. Some staff share they do not consistently understand how to follow support plans for children with special educational needs and/or disabilities. As a result, staff do not consistently adapt teaching and interactions to children's differing stages of development and individual learning needs.

Children access a suitable range of age-appropriate resources and experiences across the setting, learning both indoors and outdoors. Staff know children's interests and emerging needs and respond appropriately during some play and routines. Staff support aspects of children's communication and language through singing, repetition and simple language during interactions and activities. They introduce mathematical language, for example, 'square', 'triangle' and 'circle' alongside children as they mark make.

Children benefit from experiences that support their personal, social and emotional development. For example, children eagerly take turns to share their news during carpet time. Staff and peers listen, ask questions and praise their efforts. Staff focus well on supporting children to settle and build confidence. This enables independence during routines and play.

Achievement: Needs attention

Children do not consistently make the best possible progress across all areas of learning and development. Children do not consistently receive enough challenge to deepen their thinking, language and problem-solving skills. As a result, children do not always build fully on what they already know and can do or develop the skills they need for their next stage of learning.

Children, including those with special educational needs and/or disabilities and those known, or previously known, to social care make suitable progress from their individual starting points. Generally, children with emerging language increasingly use words, gestures and simple responses to communicate with staff and peers. For example, children happily respond and engage with actions to nursery rhymes as staff sing during snack time. During creative activities, children explore early mark making and communication. They explore paint pens and pencils, share resources, and interact with peers and staff. Children repeat words they hear from staff, for example, they confidently name colours including 'blue', 'green', 'red', with some extending to 'purple' and 'yellow'.

Behaviour, attitudes and establishing routines: Expected standard

Leaders have created a calm environment where all children are happy to attend. The staff team typically have high expectations of children's behaviour. Staff model positive behaviour and respond quickly if children become unsettled. Children form warm and trusting relationships with staff and seek assurance, comfort and support when needed. Parents speak fondly of relationships their children make with staff and comment on the positive impact this has. Children cooperate well during routines, such as snack and lunchtime, and are developing independence. For example, children wash their hands before eating. Leaders identify patterns of non-attendance, acting swiftly in collaboration with parents to address this. This supports a secure foundation for regular attendance as children move on to school.

Flexible settling-in and focused transitions ensure children are ready for the next stage in their learning journey. Spaces and resources are set up to encourage children to explore, try new things. Children receive generous praise in recognition for the good behaviours they display. Staff recognise children's age and stage of development when considering their expectations.

Children develop positive relationships with adults and begin to learn how to interact and play alongside others. For example, children take turns during games sharing zoo animal resources together. Leaders and staff develop this further by including parents and carers in their daily communication and having an open-door culture which is praised by parents.

Children's welfare and wellbeing: Expected standard

Leaders promote children's welfare and wellbeing through calm environments and established routines. Leaders have secure relationships with families and are aware that a range of factors may impact on how children are feeling. For example, when parents share that a child has had a disrupted night's sleep, staff use this knowledge to understand any changes in the child's behaviour or emotional regulation during the day and respond sensitively with appropriate support. Careful consideration is given to settling new children. This helps children feel settled and develop a secure sense of belonging. Staff support children's emotional well-being by offering reassurance and helping them to begin to recognise and express their feelings.

Leaders have established an effective key-person system. Staff have a caring approach towards children, which helps them to feel safe and secure. Staff build close relationships with children and families. They are responsive to, and fully understand, the children's care needs and ensure they meet each individual need effectively. Children enjoy nutritious meals and staff encourage families to make healthy packed lunches. This supports children's positive attitudes towards healthy eating. Parents express full confidence in their child's staff, noting they understand their child's preferences and offer effective support in widening food tolerances. The secure parent partnerships support the setting to align routines from home and offer support with eating routines, toilet training and sleep patterns. Children sleep safely and are growing in independence in this routine. Staff competently draw recent safe-sleep training and follow well-embedded procedures, demonstrating clear understanding.

Leadership and governance: Needs attention

Leaders do not consistently monitor and evaluate the quality of practice across the setting to identify weaknesses and secure improvement. Leaders do not always gather, share and use information to support all staff to effectively implement provision for all children. Leaders do not always ensure staff are effectively deployed which results in children lacking opportunities to have their knowledge and understanding extended.

Although leaders have a vision for the curriculum's intent, this has not yet been planned, implemented or embedded across the setting to best support outcomes for children. They are working with the local authority to action this. Leaders ensure staff feel supported. They have made improvements to supervisions to include arrangements for training needs, coaching and professional development.

Leaders have made improvements in line with actions from the last inspection to ensure children's good health is promoted effectively through providing nutritious meals, access outdoor play and support sleeping arrangements. For example, new menus are varied and well established. Additionally, leaders and staff have taken measures to ensure effective rest in the warmer weather by moving cots and sleep mats to the coolest rooms in the building.

Leaders have secured positive relationships with families who engage with them well and speak fondly of them. Leaders make decisions that are in the best interests of the children attending the setting. For example, they offer weekly visits to the Sea Cadet Corps, which both the children and families speak fondly of. They make the most of the local area by visiting local shops and create scavenger hunts where children locate local landmarks using photo prompts. This supports children's physical development, early communication skills and social interaction in preparation for the next stages in their learning.