Apple Blossom Nursery

Inclusion: Expected standard

Overall, leaders identify children's needs quickly and accurately. They monitor their development to identify any changes. A focus on communication with parents and carers supports leaders in understanding children's initial needs. This ensures that any support is implemented quickly. Baseline assessments enable leaders and staff to understand children's starting points and plan appropriate next steps. Due to the small size of the setting all staff know children well. This ensures that resources available always support children's next steps. Staff are developing their understanding of the specific needs of children with special educational needs and/or disabilities (SEND). However, this is not yet consistently reflected in practice, which can affect how fully some children engage in learning and play.

All children, including those who experience disadvantage and/or those with SEND, are supported well. This reduces barriers to learning. Leaders and staff have high expectations for children. They work with other agencies when appropriate to gain advice on how to best support the children and their family needs. Funding is appropriately used to ensure that children's needs are met and they are making progress. For example, leaders use funding for additional staff or to buy resources to support the children's development, such as climbing apparatus.

Children learn to respect the environment and to be kind to living things. For example, staff model how to carefully place rocks back down after lifting them to look for woodlice. Children involve their peers in play and are kind to one another. For example, children play doctors and get blankets for the patients. Children check in on each other by saying phrases, such as 'Are you feeling comfier now'.

Curriculum and teaching: Expected standard

Leaders have an accurate understanding of their curriculum and teaching, with a clear understanding of their areas for improvement. They have created an inclusive curriculum that supports children to develop in relation to their stage of development. Leaders build on children's interests, routines and next steps. They have an accurate view of what they want children to learn and how this learning should build over time. Staff sit at children's level and are responsive, model language and give them time to respond. This gives children the space they need to explore their thoughts and for staff to meaningfully extend their learning.

Teaching is typically effective in this setting. Leaders and staff place a clear focus on communication and language throughout children's play. For example, they provide additional vocabulary as children explore different types of fish and discuss whether they look like the fish, 'Tiddler', from the story. Staff give children time to be inquisitive and to further their own knowledge during play. For example, during water activities, staff encourage children to explore the variety of resources and to think about what they could do next.

Staff use children's interests effectively to make learning meaningful. For example, staff build on children's interests within the nursery to help develop their knowledge of cause and effect. Children use a spinning resource to test what happens when they put small objects on top. Staff make use of opportunities to teach children about their wider community. For example, children notice a postman, and staff encourage them to discuss and share whether they could be delivering letters or parcels.

Achievement: Expected standard

Children generally make steady progress across all areas of learning. This includes children with special educational needs and/or disabilities and those who face barriers to their learning. Children are fluent in expressing their ideas. They make choices and engage in meaningful conversations with staff and their peers. All children, including those who face barriers to learning and have special educational needs and/or disabilities, make progress in communication and participation. They take part in routines, play and learning alongside their peers. This develops their confidence and ability to participate in nursery life.

Older children gain useful knowledge and skills in preparation for school. They demonstrate growing independence and develop early mathematical and literacy knowledge. For example, children use an easel outside to paint numbers up to 10. They enjoy spending time outdoors in the fresh air. Here, they develop their physical skills, such as jumping, running and climbing. Staff encourage children to get involved and build confidence to try something new. As a result, children are developing perseverance and resilience. Overall, children are well prepared for the next stage of their learning and development, including their move on to school.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff promote positive behaviour and clear routines across the nursery. Staff help children understand what is expected of them. Children build warm relationships with their key person and other trusted adults. This supports them to feel settled and supported. Songs, visual prompts and familiar routines help children understand what is happening next and support smooth transitions throughout the day. Children show excitement for the setting's welcome time and show their familiarity with the songs and actions.

Typically, children have opportunities throughout the day to develop their independence. For example, children are encouraged to put on their puddle suits and wellies to play in wet weather. However, staff do not consistently provide opportunities for children to develop independence in relation to age and stage of development, such as pouring drinks independently at snack time. This limits children's chances to develop the skills they need for the next stage of learning, including going to school.

In this setting, children have a positive attitude to learning and enjoy taking part in their nursery day. Staff model kindness, respect and turn-taking throughout the day. They act as positive role models for children. For example, they support children to take turns with the cars when they are using the racing track. Staff use calm and effective strategies to help children regulate their behaviour. For example, they give children quiet spaces to unwind and provide activities to help children refocus. Leaders promote the importance of attendance. They work closely with parents and carers to support this. Staff follow up absences promptly. They contact families within the agreed time frame and communicate regularly with parents of children who are unable to attend.

Children's welfare and wellbeing: Expected standard

Leaders and staff provide nurturing care that supports children's welfare and wellbeing. Staff use daily routines to support children's care needs. Children receive responsive support that reflects their individual needs and circumstances. Leaders also support families when they experience difficulties. Staff work closely with parents and carers to understand children's routines, preferences and needs. Key persons establish secure and trusting relationships with children. This enables staff to support children's emotional wellbeing.

Staff teach children safe practices and help them learn to manage risks themselves. For example, staff support children in managing risk on outdoor climbing frames. Children are supported to manage their own self-care appropriately. For example, children understand when they need to wipe their nose, and most do this independently. Staff support children who are at an earlier stage of development. They are alert to the risks associated with choking and give gentle reminders to children about staying seated until they have eaten their food. They support children to recognise their own needs. For example, staff offer children quiet spaces to rest when they don't typically go to sleep at nursery.

Most children recall what they have learned about their own health and wellbeing. For example, they wash their hands before mealtimes and know the routine of getting their lunch box and water bottle. Leaders and staff use guidance to support parents in making healthy choices for their children's packed lunches. Mealtimes are calm and sociable. Staff sit with children, model positive interactions and encourage conversation. Staff encourage children to make healthy choices and engage them in discussion about different food groups. Staff do not consistently extend children's understanding of how to keep their bodies healthy during mealtimes through meaningful discussion. As a result, children do not develop a deeper understanding of the positive choices they can make to support their health and wellbeing.

Leadership and governance: Expected standard

Leaders have created a positive and open working culture that enables staff to continue to develop their skills and knowledge, while supporting their wellbeing. Staff say they enjoy working at the setting and can ask leaders for help if they need it. Leaders prioritise the induction and supervision of staff. They provide regular support through coaching and mentoring. For example, leaders carry out observations and provide staff with constructive feedback to improve practice. Leaders promote an open and positive culture and have a clear vision for the nursery's continued development.

Leaders create a warm and nurturing environment. Children, families and staff feel valued and welcomed. Parents and carers speak highly of the care and support they receive for their children. They recognise that the setting's support for children with special educational needs and/or disabilities is a highlight and feel that their children are making secure progress. Leaders work effectively with health, education and other professionals to meet children's individual needs. They work with a range of professionals to support children who need additional support. They liaise with local schools to ensure smooth transitions for children and regularly communicate with staff where children attend more than one setting.