Wonderland Day Nursery

Inclusion: Expected standard

When concerns in children's development occur, leaders observe children closely to monitor their progress. Staff receive support from highly skilled colleagues who lead the work to support children with special educational needs and/or disabilities within the wider company. Leaders and staff implement appropriate and effective strategies to support children. However, they are not fully consistent at communicating with other relevant professionals to ensure that children benefit from the the full range of support available at the earliest opportunity.

Leaders and staff have high expectations of children and work hard to reduce barriers in their learning. For example, children who speak English as an additional language make good progress. Staff work with families to provide support for these children. They focus on teaching the English language, and staff also make effective use of key words in children's home language. Staff use visual aids, such as props and simple signs, to help communicate with all children. For example, staff sign 'nappy' when it is time for a nappy change. Children progress in their development, especially in communication and language development.

Curriculum and teaching: Strong standard

Leaders have developed their own unique curriculum, which covers what they want children to achieve by the time they leave their setting. This curriculum is ambitious, covers all areas of learning and helps children build on what they already know. Clear and focused aims for all children include being able to understand simple instructions, kick or throw a ball and to show empathy. Staff teach early mathematical skills, such as counting, and recognising shapes and colours. Staff have high expectations of the children in their care. Children are progressing well in their learning and development.

The teaching is highly effective, and there is a clear focus on children's communication and language development. For example, the staff lead a daily activity; 'The rhyming bag'. Together, staff and children repeat well-known nursery rhymes, while doing the actions. Children love these experiences and thoroughly enjoy joining in while holding related props. Staff ably support children's communication skills by using clear language, ensuring they maintain eye contact and repeat words. Children have good listening and attention skills and they focus on activities for an appropriate amount of time.

Children develop their curiosity in this enabling environment. Staff are well trained and experienced with working with very young children. They observe children regularly and complete reviews on children to ensure that progress is being made. They share these effectively with parents. Each child has an individual next step that is appropriate for their age and stage of development. For example, children are set physical development goals, such as to pull themselves up using the furniture. Children are being supported to build their knowledge and skills over time and are developing well.

Achievement: Strong standard

Children are happy, curious and motivated. They demonstrate impressive levels of perseverance for their young ages. Children show a rapidly emerging love for exploring and learning. They become extremely confident and comfortable in the setting.

Children develop their communication and language skills well. For example, they listen attentively and begin to say simple words. Some children can identify colours and show that they know their friends by repeating their names. They develop valuable social skills as they play alongside their peers and are learning to share.

Children progress well in their learning and are developing their independence. This helps to ensure that children have the skills they need as they prepare to leave the under-2s unit and move on in their education.

Behaviour, attitudes and establishing routines: Strong standard

Children's behaviour is impeccable. The atmosphere is calm and peaceful. Staff teach children how to be kind and respectful towards each other. They work with children to help them to understand the concept of turn-taking. Children have a positive attitude to their learning, and they relish every opportunity with great excitement. Staff are constantly praising children and recognising their efforts. Children show pride in their achievements and confidence in their abilities, as a result. They show they feel happy, safe and secure in this setting.

Children follow routines with ease, which helps them develop their independence well. For example, children know to move over to the eating area when reminded that it is snack time. They happily cooperate with washing their hands with their own wet cloth when instructed. Leaders have built positive relationships with parents. They keep a record of attendance and encourage parents to use different platforms to notify them of their child's absence. Leaders understand why it is important to monitor any instances of absence.

Children's welfare and wellbeing: Strong standard

Staff prioritise the wellbeing and welfare of children and their families. They work closely with families to ensure children are consistently supported and their individual care needs accommodated. This helps staff to provide excellent care to all children. For example, staff work with families on weaning, toilet training and sleep routines. Staff receive training on safer sleeping routines, and they follow a robust procedure to ensure all the children are safe during this time.

Staff provide a safe space for children that allows them to learn, play and socialise. Staff successfully embed a structured routine, which allows children to develop healthy habits. For example, children go outside daily and eat healthy and nutritious foods. Staff quickly meet children's self-care needs. Children are learning social skills. They play alongside each other and eat together. Children have many opportunities to go outdoors, either to play in the private garden or go out into the community. For example, they visit the library, beach and local parks. Children benefit greatly from new experiences and learning about the world around them.

Leadership and governance: Expected standard

Leaders have a clear vision for the setting and are driven to continually improve. For example, leaders have successfully implemented a new curriculum. They receive regular feedback from parents, and they adapt their practice to support them further. Leaders are extremely supportive of the staff. They provide regular supervision meetings to discuss workload, wellbeing and children's progress. The staff feel extremely well supported by leaders and say they love working in this setting. All staff are very professional. They want to improve their knowledge and experience to ensure the quality of the provision is at the highest standard. They access relevant face-to-face and online training. For example, staff have undertaken training to meet the needs of the children, in areas such as supporting children's behaviour and specific baby development.

Overall, leaders ensure that barriers to children's learning are removed and their individual needs are understood and met effectively. However, there are some inconsistencies in the arrangements to seek advice and support from other relevant agencies to consider potential delays in children's development. Partnerships with parents are very effective. Parents feedback that they are 'absolutely thrilled' with the care provided for their children. They are fully supported and receive lots of communication regarding their children's development. Staff work closely with families, and staff at other settings, to help children transition to and from the setting. For example, they provide home visits and setting visits. Leaders have plans to provide sessions to provide parents with information and guidance, for example first-aid training.