Westview Day Nursery

Inclusion: Strong standard

Leaders ensure that children's individual needs are fully understood. They swiftly put in place a wide range of adaptations to meet children's needs and reduce barriers to learning. For instance, they use specific settling routines to ensure children make a positive start. Leaders carefully adapt the environment to suit the needs of individual children so that all can benefit from inclusive access. They use a range of approaches that support all children and tailor these. For instance, they use picture cards for all children and make these larger, or object-based for some.

Leaders use funding to make a clear impact for children, such as by providing swimming lessons to build physical skills. Leaders have a comprehensive oversight of children's individual needs. They regularly review and adapt their approach. For example, they change targets more regularly for some children to better reflect their ongoing progress. Staff lead small group sessions to carefully provide additional support, such as focused communication sessions to build language skills. Children benefit as staff learn words in their home languages, and help their peers to understand and use key words. Leaders use their skills and experience to ensure that staff receive the support and training required to meet every child's needs. Leaders work extremely closely with families and wider agencies to ensure that children's experiences are cohesive and consistent. This includes those who are known or previously known to children's social care.

Curriculum and teaching: Expected standard

Leaders have developed a clear and carefully designed curriculum. This is typically well understood by staff, who work to teach and revisit concepts. For instance, children are taught how to make paper fans and later make them independently, recalling the correct way to fold them. This enables them to build a depth of understanding. Typically, staff have a clear understanding of what children need to learn next, and tailor their interactions to match this. Babies develop their physical skills as staff give them time to experiment with movement. For example, they explore with paint, and copy staff as they spin pine cones in it. Older children learn to control their movements, such as when carefully pouring water into a cup.

Generally, staff help children to build their communication skills effectively. For instance, they encourage babies to repeat key words. Typically, staff engage older children in conversation and ask skilful questions, but this is not yet consistent. This means that children do not always explain their thinking and develop their speaking and listening skills. Children develop a real love of books. They often choose them independently and ask staff to read with them. Children engage in mathematical learning. However, this is not always matched well enough to their existing understanding. For example, children are taught about 'teen' numbers, before they have an understanding of numbers to 10. This means that children do not always build their knowledge, as it is beyond their age and stage of development.

Achievement: Expected standard

Children typically make suitable progress in all areas. Their communication skills develop as they chat happily with staff and to each other. Children share their thoughts and ideas. They work together. For instance, they draw on large paper and add different parts to the design, responding positively to each other's suggestions. Children grow in independence. They serve their own lunch and take responsibility for themselves, such as by indicating when they would like their nappy changed. All children are fully included in all opportunities.

Children generally become confident and curious explorers. For instance, they experiment with putting pieces of cloth into a wind tunnel, exclaiming with joy as they watch them fly out of the top. Children typically develop the knowledge and skills that they need for their next stage of learning, including for the move on to school. For example, they build their stamina in walking longer distances, and learn to be comfortable with different staff. This helps them to approach changes with confidence.

Behaviour, attitudes and establishing routines: Strong standard

Leaders have developed a positive environment. Children develop an understanding of behavioural expectations from the youngest age. For instance, babies help to tidy away puppets together. This teaches the children to take a shared responsibility. Children benefit from consistent, supportive relationships with staff. They ensure that all children understand their routines. For instance, they use 'now and next' boards to help children know what they need to do. Staff really understand children's needs and carefully adapt their approach to support. For example, they support children to sit elsewhere to eat lunch if they find it too busy.

Leaders have developed a real culture of kindness. Children learn to collaborate well and support each other. For example, they say 'I can help you' and get more water to help others build their sandcastles. Children learn to share and take turns as they receive consistent support from staff. They help them to identify solutions and reinforce how kindness helps, building empathy. Staff consistently praise and celebrate children's achievements, and children do this for each other, such as praising their drawings. Leaders promote children's attendance very successfully. For instance, they track patterns and change children's sessions to ensure they can attend regularly.

Children's welfare and wellbeing: Strong standard

Leaders consistently prioritise children's welfare and wellbeing. They have created an inclusive culture, ensuring every child feels safe and supported. They adapt procedures in the moment to protect children. For example, they move in to a different space, and change sleep arrangements to reduce the impact of extreme weather. Staff work closely with medical professionals and specialists to support individual needs, ensuring consistent, attentive care.

Staff develop extremely secure and responsive relationships with children. Babies reach out for their key staff. Older children manage change effectively as they trust in their consistent, familiar staff. Staff support children to develop an understanding of their own wellbeing. They encourage children to rest and use deep-breathing techniques so they learn to manage their feelings. During mealtimes, staff prompt children to notice and name vegetables. They always serve these first to promote healthy choices. They explain how foods like cheese help teeth stay strong, and children eat well. Children learn how to keep themselves safe. For instance, they confidently move out of direct sunlight and say, 'I need to be in the shade'. Staff maintain safe sleep routines and calm, predictable care. They liaise very closely with parents over weaning routines and eating habits, and use this knowledge well. For example, they puree food for younger babies and offer alternative options for children who struggle with food textures.

Leadership and governance: Expected standard

There have been changes in the leadership structure over the past year. Leaders have managed these well. New leaders receive suitable support and training to move into their roles confidently. The leadership team works in a collaborative manner. All leaders typically have an understanding of the setting's strengths. They identify suitable areas for improvement, and continually reflect and adapt their approaches. Leaders really prioritise the wellbeing of children and staff. They carefully assess risks to this and adapt suitably.

Staff enjoy their roles. They feel valued, supported, and listened to. They appreciate leaders' commitment to their wellbeing. Leaders typically manage workload carefully, and provide meaningful access to training. This support has been particularly effective for staff who are new to leadership roles. However, not all staff are yet contributing to the ongoing improvement in quality of provision. Leaders have not yet established ways for all staff to contribute to evaluations of the setting, so they do not all consistently make continual improvements which benefit children.

Leaders build effective partnerships with parents and the wider community. Parents describe staff as loving and attentive. They value the detailed communication they generally receive. Parents highlight the positive impact of the broad range of extra-curricular experiences, such as animal visits. Leaders engage effectively with all families. They offer practical support, such as on-site hairdresser visits. Leaders also regularly invite parents to join for events, such as rainforest dance workshops. This family engagement creates a community where children feel secure and families typically feel genuinely included.