ZoZo's Day Nursery

Inclusion: Needs attention

Children who are vulnerable, those with special educational needs and/or disabilities (SEND), looked-after children and those eligible for additional funding feel welcomed and included in the setting. Staff support children's emotional security and sense of belonging. Relationships with families are generally positive.

Although leaders and staff have accessed some SEND related training, including online courses, training on the graduated approach is not yet sufficiently embedded. This does not ensure that all staff confidently implement the assess, plan, do and review cycle in practice.

Leaders know which children require additional support and have initiated referrals and multi-agency discussions where appropriate. They recognise inclusion as a priority and are aware of the funding available to support vulnerable children.

Leaders have not yet embedded systems to assess, plan, implement and review support for individual children. Their individual targets and strategies are not consistently clear, shared or reviewed. Adaptations to teaching and routines are inconsistent. Leaders do not yet evaluate or evidence clearly how additional funding, including early years pupil premium and funding for children with SEND, is used to reduce barriers to children's learning or improve outcomes. As a result, inclusion currently supports children's wellbeing more effectively than their learning and progress.

Curriculum and teaching: Needs attention

The curriculum is not yet well sequenced or implemented consistently to ensure that children build their knowledge and skills progressively over time. Planning is often activity led, with limited clarity about learning intentions, progression or next steps for children's learning. Staff's teaching relies heavily on adult direction and closed questioning. This limits opportunities for children's thinking skills and learning, particularly for older and vulnerable children.

Staff are caring and enthusiastic. Children are engaged in a range of activities. In the baby room, staff support children's physical development and communication and language through sensory experiences, repetition and responsive interactions.

Assessment systems are in place. However, staff do not consistently use what they know about children's starting points to tailor their teaching precisely. Adaptations for children with special educational needs and/or disabilities and other vulnerabilities are not consistently evident in daily practice. Staff prioritise children's personal, social and emotional development through nurturing relationships. They talk with children about their emotions. While opportunities exist to support children's early mathematical development, such as shape recognition and counting, staff do not teach these skills explicitly or sequence them within the curriculum to ensure progression.

Leaders understand that the quality of curriculum varies across rooms and some staff require further support to implement the curriculum with confidence and clarity. Leaders are aware that improvements are needed to strengthen consistency in the curriculum and teaching.

Achievement: Needs attention

Children's enjoyment and engagement do not typically result in children making the progress of which they are capable. As a result, children do not make appropriate progress from their starting points in development. They do not become as well prepared as they should be for their next stage of learning.

At times, children are engaged, enjoy their learning and develop some key skills, including independence, communication and physical development. Some children demonstrate developing independence as they manage aspects of their own care, explore the environment and make choices about their play. Children are able to communicate their needs and interests in familiar situations, and some use a growing range of vocabulary when interacting with others. In play, children share ideas, use language to express their thoughts and begin to develop confidence when speaking within small groups.

However, this progress is not consistent for all children. Some children find it difficult to sustain attention and engagement during experiences. This limits the extent to which they deepen their understanding or build on existing knowledge. While children demonstrate emerging skills in communication and social interaction, these are not always secure or sustained across different situations. As a result, progress across areas of development is variable, and some children do not achieve as well as they could from their starting points.

Behaviour, attitudes and establishing routines: Needs attention

Routines are not consistently organised or predictable, particularly during group times, transitions and mealtimes. Staff's expectations are not always clear or consistently applied. This results in children waiting, wandering and reduced engagement in their learning. This limits opportunities for children to develop sustained attention, confidence and positive learning behaviours.

Leaders monitor children's attendance and follow up absences appropriately, promoting the importance of regular attendance and punctuality. Staff generally consider children's age and stage of development when setting expectations. However, during some whole-group activities, staff do not consistently match their expectations to children's attention span or individual needs. Children are supported to share and cooperate during play, although opportunities to develop collaborative problem-solving are not consistently maximised.

Children generally behave well and benefit from positive and respectful relationships with staff. Staff support children sensitively to manage their emotions and resolve minor conflicts. They encourage children to develop independence and positive attitudes through daily routines. Leaders recognise that staff are caring and committed.

Children's welfare and wellbeing: Expected standard

Children settle quickly and show positive emotional wellbeing, confidently seeking comfort and support from familiar adults when needed. Staff establish and implement health, hygiene and safety routines effectively and support children to develop independence through everyday routines such as handwashing, toileting and aspects of self-care.

Care routines are adapted to meet children's individual needs. In the baby room, sleeping arrangements follow safe sleep guidance and respond to children's individual sleep patterns. Staff support weaning and feeding routines sensitively, encouraging independence while ensuring children's safety and comfort. While most routines support children's needs well, the organisation of some group routines, particularly at mealtimes, is not always fully consistent in supporting children's engagement and independence.

Children are supported to recognise, express and begin to manage their emotions through calm reassurance and sensitive interactions. As a result, children develop a secure sense of emotional wellbeing and demonstrate confidence in the environment.

Staff encourage children to make healthy choices and promote effective hygiene practices. The environment is calm, nurturing and well organised, enabling children to feel secure and supported throughout the day.

Leadership and governance: Needs attention

Systems for leadership oversight are not yet sufficiently effective to secure consistent improvement in practice. Leaders do not use supervision sessions, coaching and professional development to focus on improving curriculum delivery or teaching practice. Consequently, staff do not benefit from clear and measurable targets. Leaders do not routinely evaluate the impact of training and feedback on practice. As a result, weaknesses in the implementation of the curriculum, consistency in teaching and inclusion are not addressed swiftly enough. This means improvements are not yet embedded across the setting.

Leaders are reflective and have begun to seek external support to strengthen the delivery of the curriculum. They are reviewing staffing structures to increase their capacity to focus on curriculum and teaching improvement. Currently, leaders are frequently deployed within ratio, which limits opportunities to monitor practice rigorously across all rooms.

Leaders place an emphasis on staff's wellbeing and have created a supportive and positive working culture. Staff report feeling valued and able to approach leaders with concerns. Leaders' safeguarding oversight is robust. They have an accurate understanding of the setting's strengths and areas for development. Leaders are receptive to feedback from external professionals.