Ark Start Brunel

Inclusion: Expected standard

Leaders and staff effectively make differences to the children and families in their care. Leaders and staff accurately monitor children's progress and quickly take steps to address any gaps in children's learning. All children make good progress from their starting points. The setting have a range of children that attend that face barriers to their learning, including those with special educational needs and/or disabilities (SEND), those who are known (or previously known) to social care and disadvantaged children.

Leaders work closely with other agencies and make sure that barriers that children face are quickly addressed and actioned. This ensures children receive timely support. For example, leaders have reached out to the local authority for more support around healthy lifestyles. Staff know the children really well and implement a range of adaptions to support all children and meet their individual needs. For example, staff introduce visual aids, timers and timetables to support children in knowing what comes next and what is expected of them. Leaders also make good use of additional funding, using it to purchase resources to meet children's individual needs.

Curriculum and teaching: Expected standard

Leaders have an accurate understanding of the quality of curriculum and teaching and a clear plan in place to bring around improvement. Staff know the children well and demonstrate a sound understanding of what they want children to learn and how they are going to do it. They place a sharp focus on children's literacy and use the children's love of books to enhance their curriculum and introduce new learning to children. Staff closely monitor children's learning and plan a range of activities to meet their individual needs. For example, babies enjoy finger painting with colours to develop their understanding of colours and their fine motor skills. Older children enjoy exploring water with different sized containers. Overall, the quality of teaching is effective. Staff interact well with children and engage and support them through activities. This could be developed further and staff could use all opportunities as a learning experience. Staff support children's early language skills well. For instance, they interact at the children's level, talk about what children are doing and for older children, ask questions to extend their learning.

Staff adapt teaching appropriately for disadvantaged children, those with SEND, those known (or previously known) to children's social care and/or those who face other barriers to learning and/or wellbeing.

Achievement: Strong standard

Children make excellent progress from their starting points and are very well prepared to transition between different stages of their education, including school. Children that leave to attend school are incredibly confident and independent. They confidently stand up in front of their peers and express themselves, share their ideas and their news, demonstrating effective communication skills. Children are also highly independent. They are able to dress themselves before going outside, help tidy up and set up the table at meal times, listening and following instructions well.

All children, including those with special educational needs and/or disabilities or who experience barriers to learning or wellbeing, fully engage in play and sustain high levels of concentration. For example, children engage for long periods of time as they develop their cutting skills with scissors. They talk about what they are doing and why they have to use the scissors safely. Leaders work closely with schools and other settings children transition on to and continue to develop the consistency and quality of interactions across their staff team.

Behaviour, attitudes and establishing routines: Expected standard

Staff build warm and trusting relationships with children. These relationships help children feel a deep sense of belonging. Children confidently explore the warm and welcoming environment and make independent choices in their play. Staff are positive role models for children and manage children's behaviour well. They provide lots of gentle reminders, set expectations and use resources such as timers and tidy up songs to support children to understand what is expected of them. As a result, all children behave well and learn to be kind and considerate. Children are learning to self-regulate and this is encouraged by staff as they introduce games where children learn to play together and take turns.

Children have a positive attitude towards learning and staff have implemented an effective routine throughout the day. However, at times the transitions between activities are not as well organised and children can become less engaged and lose focus.

Leaders continue to promote children's ongoing attendance to parents and carers. They work with parents to remove any barriers to attending. For example, leaders offer flexibility for days and hours of attendance when appropriate. This enables children continue to attend regularly and benefit from their time in the nursery

Children's welfare and wellbeing: Expected standard

Leaders and staff provide nurturing care, enabling children to build positive relationships and secure attachments with their key person or play partner. Staff know children's interests and use these to create engaging learning opportunities adapting experiences for children who may face barriers to their learning. Children seek cuddles and enjoy staff joining in their play, which supports their sense of security and emotional wellbeing.

Mealtimes feel calm and relaxed. Staff have worked hard to create peaceful atmosphere. Staff consistently role model good manners and hygiene practice, such as washing hands before lunch. Children talk excitedly with their peers and key persons about healthy eating. In the younger room, staff encourage children to feed themselves. Children practise using cutlery and build independence. Older children enjoy helping to set the table and wait patiently for their turn to collect their food.

Leaders and staff have established procedures that support children's welfare and well being and these are shared with the parents. For example, staff provide parents with information about transitioning to school or toileting to support them at home and provide consistent messages for children.

Children are encouraged to do physical activities outside that support their wellbeing. They enjoy being active, confidently use climbing equipment and play games with their friends. Staff encourage them to think about how they can use the equipment safely, supporting children's early understanding of how to take risks.

Leadership and governance: Strong standard

Leaders are incredibly passionate about providing high-quality learning and care for children. They constantly reflect and analyse the setting's strengths and weaknesses effectively. quickly highlighting what they can do to improve the setting and therefore the outcomes for children. For example, leaders are in the process of implementing further training for staff around interactions and their curriculum and this is having a positive impact of staff's practice in the rooms. Leaders and staff know their families incredibly well and consistently engage with parents, including those who are harder to reach to ensure that all children thrive in their development. For example, parents are kept up to date with their child's learning through discussions, events, such as mothers day tea and regular meetings and information evenings to support children's learning at home. Leaders also work very closely with other agencies and are adaptive and responsive to the setting's changing needs.

Leaders have high expectations of staff and professionalism is well embedded throughout the nursery. Staff are incredibly well supported by leaders through supervision meetings and onsite coaching and mentoring. Staff feel valued and looked after by the leadership team.