Aim Habonim

What is it like to attend this early years setting?

Children are settled and safe at the nursery. The nursery has a high proportion of children who have special educational needs and/or disabilities (SEND). They are extremely well supported in their care and learning by the high number of staff-to-child ratio. The activities and resources on offer are adapted by staff to suit the needs of the children in attendance. For example, a 'dark den' with sensory equipment and ultraviolet lights has been established to help children with visual impairment to focus, reach, touch and make connections in their sensory explorations. Staff use single words and 'on-body' signing to support children's communication as they play and explore.

Supporting all children to develop effective communication strategies is central to the curriculum at the nursery. Leaders have invested in ongoing training and onsite speech and language therapists to ensure each child is supported to communicate to the best of their abilities. Staff utilise strategies such as simple signs, visual and sensory timetables and audible queues, such as using instruments to help children understand routines and communicate with adults and each other. Music, movement and singing is frequently used to engage children with a wide variety of abilities. Children respond well to these techniques and engage with enthusiasm and respond appropriately with single words, signs, sounds or gestures.

What does the early years setting do well and what does it need to do better?

• Children with SEND make good progress in their development. Tailored support is put in place to help meet their needs. The special educational needs coordinator (SENCo) is knowledgeable and is a great support for staff. The setting employs a variety of therapists, such as physiotherapists, to help make sure the right support is put in place for children. For children with complex needs, the setting employs one-to-one adult support. All staff build strong relationships with children, which helps them to feel settled and secure.
• The leadership team is enthusiastic and driven, with a clear vision for the setting moving forward. The leadership team acts with integrity. They seek advice from other professionals to ensure they are doing what is best for children and their families. For example, close partnership working with a local special school has enabled them to make adaptations to the environment and resources, to support children with profound and multiple learning difficulties, including visual impairment. Removing excess visual stimuli is helping these children to focus and develop the concentration skills needed for their learning.
• Staff are good role models for behaviour. They show affection and care for the children and are quick to praise their efforts. They are very responsive to children who need additional support for boundaries. For example, children are offered sensory weighted blankets to help regulate their emotions when frustrated. This is helping children to learn how to behave and offers them techniques to cope with big emotions.
• On the whole, adaptations that have been made to grouping children according to their developmental need is having a positive impact on children's progress. However, further support is needed to ensure the implementation of curriculum activities sufficiently challenges all children, particularly those who do not have additional needs.
• Staff praise the management team and feel well supported in their roles. The leadership team support staff effectively through regular observations of their practice and learning walks on topics, such as curriculum delivery and safeguarding. Staff are encouraged to reflect on their practice following these observations, which enhances their knowledge and supports children's learning.
• Parents speak very highly of the setting and are extremely happy with the support they receive. They praise the communication they receive through a daily and weekly communication book. Parents feel fully included in their child's learning. They make special reference for the support the nursery gives to families of children with additional needs through the integrated therapy services on site, which they feel supports the individual progress of their children.

What the setting must and should do next

The provider should:

• strengthen the curriculum intent and implement this effectively to help maximise all children's learning and development.