Bambooh Hook Norton

Inclusion: Expected standard

Leaders and staff show they are keen to build on children's outcomes. They work closely with parents and carers to support and meet children's individual wellbeing and learning needs. Staff make links with outside professionals when required. They take advice and guidance to support children's individual needs. Leaders and staff promote children's welfare and learning at home. This includes encouraging healthy lifestyles, such as by asking parents to provide healthy snacks. Staff make suggestions to support children's learning at home, including promoting children's language development. This helps to develop a consistent approach to supporting children's progress.

Leaders ensure that staff know and understand how to implement appropriate support where children need extra help in their learning and development. Some staff undertake specific training to help identify and support any children with special educational needs and/or disabilities. Staff understand their key children's individual learning needs and progress securely. When needed, they put in place focused individual support plans, which they review regularly to check children's progress. Staff implement appropriate strategies to support children's needs, including the use of some signing to develop children's understanding and support communication. Leaders are aware of seeking additional funding, such as early years pupil premium and how to use this. For example, leaders plan to hold discussions with everyone involved in supporting children to help them to use the additional funding so it meets children's individual needs.

Curriculum and teaching: Expected standard

Leaders have high expectations for all children. The curriculum has a focus on children gaining skills for moving on to school, including developing their language, behaviour and independence. Staff plan activities that cover all areas of learning. They monitor children's learning closely and identify next steps that consider children's individual needs and starting points.

Staff sometimes do not fully consider the environment, such as music playing loudly while they read stories to children. This means that children may not be able to listen easily. Overall, children engage well in staff's structured activities. For example, staff teach children about healthy lifestyles. Pre-school children learn how to care for their teeth, while toddlers post pictures of healthy food choices. Staff are enthusiastic and they regularly change adult-led activities, which generally helps to motivate children's engagement. However, there are occasions when some young children begin to lose interest and staff do not consistently consider alternative ways to meet their learning needs. Staff promote children's mathematical knowledge, such as through regular counting and activities that support children to match shapes.

Babies benefit from nursery rhymes and exploring books with staff. This helps to build their vocabulary and language skills. They explore sensory foam with their hands and brushes, which promotes their small physical skills. However, there are short periods of time when some babies are strapped into chairs for their safety, such as when routines change. During these times, staff do not consistently consider ways to offer babies play experiences and engagement.

Achievement: Expected standard

Children gain a secure understanding of songs and rhymes to help promote their language development. Older children receive encouragement to think and respond to questions. They offer their thoughts and ideas when joining in with discussions. This helps to build children's vocabulary and understanding. However, there are times when children are distracted by loud background sounds. Nevertheless, children develop their ability to focus and concentrate. They generally maintain their interest well during their activities. Children build their confidence and follow the daily routines easily. They generally are keen to take part in the activities and learn to follow instructions. This helps them to gain skills for the future.

All children have next steps in learning regularly identified to support them to gain the skills and knowledge they need. There are focused next steps for children with special educational needs and/or disabilities (SEND) or those who need extra support to achieve. Children receive support for their individual next steps in learning as all staff know these. All children make the progress they are capable of from their starting points.

Behaviour, attitudes and establishing routines: Expected standard

Staff welcome children and parents with enthusiasm. Children settle easily and develop bonds with staff. For example, babies hold out their arms to staff on arrival and happily transfer to them. The structured day helps children to become familiar with the daily routines. Leaders and staff ensure that parents are aware of the importance of their children arriving on time so that they benefit from the experiences offered.

Leaders and staff have clear expectations for children's behaviour, which they implement consistently. For example, staff's planned activities help children to learn to take turns and work together as a group. Staff model the behaviours they expect to children, such as being polite and calm. They remind children about the expected behaviour, such as asking pre-school children to use their 'listening ears'. Staff raise younger children's awareness of the needs of others, such as to stay sitting down so that their friends can see the book. However, sometimes, staff do not fully consider using other ways to help children to understand what is expected of them. For example, at times, some staff move children without explanation or warning.

Children generally engage in activities with a positive interest and engagement. At times, staff do not always consider the impact of offering different structured adult-led activities one after the other to younger children. At times, this means that some children begin to lose interest as they cannot fully sustain their concentration.

Children's welfare and wellbeing: Expected standard

Staff have a caring approach towards children, which helps them to feel safe and secure. Babies and children form warm attachments with their key person and are confident to approach them for reassurance and support when needed. Staff encourage discussions about feelings and emotions, which helps children to recognise and understand these.

Leaders and staff promote healthy lifestyles for children and recognise the importance of this. Staff talk to children about healthy food options and promote appropriate hygiene routines, such as washing their hands and cleaning bed mats after their use. They work closely with parents and carers to support a consistent approach to toilet training to help children achieve this. Staff provide one-to-one care and attention during nappy changes, making this time caring and supportive. Staff recognise the importance of rest and sleep for children, with all ages of children encouraged to spend some time quietly relaxing or sleeping after lunch. This helps children to learn about their own care needs.

Children enjoy spending time outside. Babies have opportunities to walk on different types of surfaces, which supports their balance. Older children have access to fixed climbing equipment to help promote their strength and coordination. Staff develop children's awareness about their safety, such as staying sitting down while they eat.

Leadership and governance: Expected standard

Leaders have high aspirations for the nursery and the future quality they are aiming for. They reflect well on past events to help them to improve and strengthen what they do. Leaders have set out policies and expectations for staff's practice. There are times when staff do not always fully implement these. For example, leaders expect staff to use visual and verbal instruction to children when needed to help support their awareness of what they need to do. Occasionally, some staff move children or sit them back on chairs without considering this expectation.

Leaders offer a variety of approaches and support to staff to support them in their work and wellbeing. This includes access to training and providing feedback in the moment to help staff develop their skills and practice. Staff speak positively about their work at the nursery, stating they feel well supported in their work and wellbeing.

Leaders and staff build a positive rapport with parents and carers and professionals. They know to act on any concerns about children's learning or wellbeing through working with parents and, when needed, outside agencies.