All Saints Nursery School

Inclusion: Strong standard

The leaders and staff are committed to ensuring children receive the support they need to ensure they settle into the nursery. They have an in-depth understanding of each child and home circumstances. Leaders and staff are highly skilled at identifying and assessing the support children require and put in place personalised plans to ensure that all children, including those with special educational needs and/or disabilities and those who face barriers to learning, receive the support they need to make progress and reach their potential. For example, staff use picture boards effectively to support children's communication and language development. Staff make outstanding use of individual and small-group activities to support children in developing their listening and social skills. For instance, they introduce fun activities, such as circuits, to engage children and focus their attention.

There is a real sense of community within the setting. Leaders work closely with parents, colleagues, and external agencies to accurately assess children and provide targeted support. This enables staff to provide a well-coordinated approach to meeting all children's needs. For instance, they have regular discussions with parents to support home learning and to provide continuity of care and learning, further helping all children succeed.

Curriculum and teaching: Strong standard

The leaders and staff are highly skilled at planning a sequenced curriculum that seamlessly incorporates children's interests and next steps. Staff confidently follow children's ideas as they expand their play. For example, the children excitedly talk about where they are going on the boat they have built with the staff in the garden. They get pens and paper out to draw a map and explain to the staff how to get there. Staff ensure all 7 areas of learning are promoted, with a focus on children's independence. Staff quickly identify when activities need to be adapted to ensure they support children's different stages of learning and development.

Mathematical learning is supported in everyday play. For example, staff encourage children to count the fish and ducks they have caught in their fishing nets. At snack time, staff talk to the children about cutting their bread slices in half before buttering them.

Staff teach children about the world around them. For example, children attend Forest school and learn about how to care for nature. Staff recognise the importance of teaching children how to care for the environment, including recycling and changes they can make to protect the planet.

Staff support children as they develop their communication and language skills. They introduce new words, such as 'moat, 'as the children build a channel in the sand before pouring water in. Staff interactions are consistently high quality, as staff join in children's conversations and draw on prior knowledge of the children to expand and engage them. For instance, they discuss visits to the children's new school to support transitions. Staff use fun games to support all children, including those with special educational needs and /or disabilities and those who face barriers to learning. For instance, they plan small-group activities in which children take turns naming the pictures on the cards to develop their language and social skills.

Achievement: Strong standard

All children, including those with special educational needs and/or disabilities, or those with other barriers to their learning or wellbeing, flourish and make exceptional progress from their starting points. They are curious, busy learners who are excited to come to the nursery to interact with staff and peers. For instance, they thoroughly enjoy listening to staff read a dinosaur book and joining in to count the little dinosaurs on the page. Children develop a love of books and reading, which helps expand their vocabulary. They are learning to be confident communicators who make tremendous progress across all areas of learning.

Children develop their imagination and curiosity. They excitedly engage with the wealth of tactile resources to support their sensory development and fine motor skills. For instance, the children enjoy using their hands and a range of tools to make their beach pictures. The children use sticks to represent boats and straws as tunnels in the sand. They enjoy the feel of paint on their hands and experiment with colours and textures, exploring the different shades they can create by mixing the blue and yellow paints.

Behaviour, attitudes and establishing routines: Strong standard

The leaders have established a calm, respectful environment where children understand and follow clear expectations. Routines are consistent, and staff have built warm and trusting relationships with the children. Consequently, the children's behaviour is impeccable; they are kind, caring, and eager to help. For instance, they help their friends collect water to create a moat in the sandbox. Staff remind children about how to keep themselves and others safe. For example, they remind the children to try not to flick sand in case it gets into someone's eye. In all areas of their play and daily routines, children cooperate well and demonstrate care for others, reflecting the strong culture of respect embedded in the nursery.

Staff support children in recognising their emotions and learning to deal with their feelings. Staff support them as they learn to share and take turns. For instance, children use sand timers and know when the sand is at the bottom, it is their turn on the spinning seat. Staff deploy themselves highly effectively across all areas of the nursery. They are vigilant, allowing all children, including those with special educational needs and/or disabilities, and those who face barriers to learning, the freedom to explore and make independent choices in their play. Staff are exceptional role models who listen to children and value their contribution to conversations.

The leader understands the importance of working with parents to maintain regular attendance and recognises the benefits this has for each child's development.

Children's welfare and wellbeing: Strong standard

Staff place children's physical and emotional wellbeing at the forefront of their practice. They offer all children, including those with special educational needs and/or disabilities, and those who face barriers to learning, a safe and nurturing environment where they can investigate and explore. For instance, children collaborate with the staff to build a boat in the garden so that they can sail around the world. Staff are highly skilled at supporting children in developing their social skills, building their confidence, and ensuring their emotional wellbeing.

The leaders and staff have strong partnerships with parents to help ensure that children have healthy, nutritious meals throughout the day. Staff are aware of children's dietary requirements and understand the importance of being very observant when children are eating to keep them safe. Additionally, staff recognise the importance of good oral health and invite visitors, such as dentists, into the nursery to speak with the children.

Staff support children in gaining a sense of belonging at the nursery. They ensure that children understand the importance of washing their hands before eating and after using the toilet to promote good personal hygiene. Lunch times are a social occasion; the children collect their lunch boxes before finding their names at the table. Children are familiar with the daily routines, and staff support them as they develop their independence and learn to do things for themselves.

Leadership and governance: Strong standard

The leaders are passionate about providing children and their families with a nurturing, high-quality nursery that puts them at the centre of everything they do. The leaders constantly reflect on the service they provide and work with staff and families to make improvements. For instance, they have recently updated the children's online assessment app to help centralise documents and improve communication with parents. The leaders work with the trustees and staff to ensure the service they provide meets the needs of the families and children.

There is a very well-established staff team that feels incredibly supported by the leaders. They receive regular supervision and have opportunities to complete focused training courses. For example, they have recently completed training focused on supporting children's physical and emotional development and helping children become skilful communicators. The ongoing professional development opportunities helps ensure staff continually enhance and maintain the high-quality teaching they provide. The leaders are very aware of the need to keep staff workloads manageable and to give due attention to staff's emotional and physical wellbeing.

The leaders ensure that the nursery is at the heart of the community. They have formed very positive relationships with parents and other professionals to ensure that all children, including those with special educational needs and/or disabilities and those who face barriers to learning, receive the support they need. The leaders make excellent use of the additional funding they receive. For example, they have purchased extra sensory resources to support children's listening and attention skills.