West Finchley Day Nursery and Pre-School

Inclusion: Expected standard

Leaders and practitioners quickly identify children's individual needs. Through robust assessment processes, they correctly identify children's needs and put strategies in place to support them. The well-designed strategies have a positive impact on children's development and allow them to catch up over time. However, practitioners do not consistently follow these well-defined strategies. For example, practitioners identified that using key words in the children's home language helped them feel settled but these were not always used. This means that children do not always benefit from these and that impacts on the time in which they catch up.

Leaders engage with external agencies to gain specific support and ensure that they have explored specialist advice. This ensures that children receive support tailored to their specific needs. Leaders have a robust system for monitoring children's progress and implement an assess, plan, do and review cycle. For example, when practitioners are concerned about children's language development, they invite the area special educational needs and/or disabilities coordinators in to observe and support them to implement strategies, such as now and next boards.

Leaders implement a home learning library to support families meet the current needs of their children. This helps to foster the well-established parental partnership. The use of an online app and parents' meetings ensure that the nursery and families have a shared understanding of children's needs and what they need to develop further.

Curriculum and teaching: Expected standard

Leaders understand the importance of a high-quality curriculum. They have created a set of bespoke educational programmes. These programmes help to shape the learning experiences for children at the nursery. They bring about improvements in children's development, covering all areas of the early years foundation stage.

Practitioners support children's language skills and help to build their vocabulary. Children delight in observing life processes and speak enthusiastically about the life cycle of ducks. Staff used technically specific vocabulary to support their communication. However, on occasion, staff do not consistently allow enough time for children to process what has been said. This impacts on children's ability to respond and practise the words they have learned.

Practitioners in the pre-school room support children to develop their mathematical thinking. During an activity, children explore different ways to make 3 using their fingers. Practitioners also encourage children to set the lunch tables for their peers and count out how many plates are needed. However, they do not use language exploring mathematical vocabulary consistently throughout the nursery. This means children do not have consistent opportunities to learn about number, shape, space and measure.

Practitioners accurately assess children's development and swiftly tailor teaching to meet these needs. Practitioners support babies' and children's physical development well through carefully planned activities and resources.

Achievement: Expected standard

Children progress well through the curriculum and develop a love for stories and storytelling. Children approach staff with their favourite books and engage gleefully in storytelling. This supports their communication and language, exposing them to vocabulary beyond everyday language. Children who face barriers to learning receive support to rapidly catch up. Some staff implement strategies, such as the use of sand timers. On occasion, due to some strategies not being consistently implemented, children do not make rapid progress.

Children receive support to be ready for their next stage in learning. For example, they benefit from practitioners working closely with their parents and carers to identify which school they will be attending and making links with the schools to aid transitions. Children receive many opportunities to explore what it will be like to move to 'big school' with role-play areas containing the schools uniform and discussions on the routine of the day.

Behaviour, attitudes and establishing routines: Expected standard

Generally children are calm and respectful to each other. They build effective relationships with their peers and manage their behaviour well. Leaders have clear high expectations for children's behaviour, which are commonly understood. Practitioners support children to share and take turns. They use visual aids, such as sand timers and wipe boards, to support children with transitions. This allows children to understand what is expected of them and when.

Children have secure attachments with key practitioners. They benefit from a thorough settling-in procedure that allows for relationships to be built. Children display positive attitudes to their learning. They are curious to explore and find out more. Through respectful and close relationships with their key persons, children feel safe to take risks in their play.

In the main, staff make reasonable adjustments and adaptations when considering children's needs. They adjust the length of the day and provide interest-led experiences, catering for individual needs. By making these adjustments, children typically close gaps in their learning.

Leaders and staff typically promote the importance of attendance and punctuality. Sound procedures ensure that all children attend regularly and on time. Leaders have an understanding of the link between attendance further achievement and safeguarding. This means children have the opportunity to reach their full potential and are safe. Practitioners know their key children well. They have a sound understanding of child development and plan well to meet their individual needs. Transitions throughout the nursery are consistent, and children are safe.

Children's welfare and wellbeing: Expected standard

Policies and procedures are effective. Practitioners have a clear understanding of how to meet and care for individual children's needs. Generally, children receive the care and support they need. For example, when some children find it difficult to settle, practitioners harness their love for trains by providing resources to support this, including toy trains and books. This supports children to feel safe and secure and to build up their enthusiasm to come to nursery.

Typically relationships between key persons and babies and children are secure. A sound settling-in procedure and ongoing communication bolsters this relationship and ensures that no child is missed. Children seek comfort from their key person, which is met with warm responsive encounters. For example, children who are feeling tired crawl over to their key persons and snuggle in their laps for some comfort.

Practitioners give particular regard to babies sleeping with dedicated sleep areas for this. They are aware of safer sleeping practices and put this into effect. Weaning and feeding routines are in place. Parents and carers comment on how supportive the nursery has been during this time for their children. In the main, children are well supported to recognise, express and manage their emotions. The curriculum for this is anchored around books helping children to explore their emotions in a safe way.

Leadership and governance: Expected standard

Leaders generally have well-designed systems for enhancing the professional development of their team. This allows practitioners to hone their practice, ensuring that they are able to meet the varied needs of children present. Leaders lead by example. They provide an excellent role model to drive forward the quality of practise and provision. Leaders have a secure understanding of the current practice and know how and where improvement is needed. This action is taken immediately.

In the main, leaders work hard to develop positive relationships with parents and carers. This supports children to feel safe and secure and be part of the wider nursery network. Regular stay-and-play sessions allow for a continual building of relationship and offer opportunities to discuss children's current level of development. Typically children with barriers to their learning and those with special educational needs and/or disabilities benefit from a robust system of identification and action.

Generally, leaders recognise the importance of staff's wellbeing and workload. Regular supervision session and coaching allow for this to be addressed regularly. A thorough and well-planned induction programme provides the right support for staff. A blended approach to professional development ensures that all staff members can benefit. The impact of this is evident by the quality and improvement in practice.