Bear's House Nursery

Inclusion: Strong standard

Staff place a high emphasis on the support for children who may face barriers to their achievement, including children with special educational needs and/or disabilities (SEND). Leaders ensure that staff are able to identify if children require additional support for their development. Where gaps in children's progress are identified, parents are invited into the setting to engage in discussions at an early stage. This shared approach and understanding helps to meet the individual needs of each child. Staff work well with external professionals to seek guidance to ensure that timescales of support are appropriate for each child.

Staff use their training effectively to help to implement a range of strategies to support children with SEND. Staff communicate very well as a team to ensure that children receive consistent support within each room. Any additional funding is used with highly positive outcomes for the intended children. For example, resources are bought to support individual learning styles to further children's engagement in learning. These strategies have proved to be successful in helping children to gain further skills, and gaps in their learning are closing.

Curriculum and teaching: Expected standard

The curriculum carefully covers all areas of learning. This includes an effective focus on children's communication and physical development, as well as their personal, social and emotional development. Staff complete regular assessments of children's development to understand what it is that they need to learn next. Staff adapt their teaching well to ensure that all children, including those with special educational needs and/or disabilities and those facing other barriers to learning, are able to access the curriculum. Leaders have thoughtfully considered the sequencing of the curriculum to ensure that children are able to build skills from one room to the next. For example, older babies have the opportunity to practise using open cups to help prepare them for their move to the toddler room. Leaders are focusing on further developing the curriculum in each room to make it fully consistent throughout the nursery.

Staff skilfully engage children in activities to help them develop curiosity, such as exploring melting ice. Mathematics is well supported. For example, children learn about size and dimension as they try and balance baubles on hoops. Throughout the nursery, the high quality of staff interactions result in children being fully engaged, chatting happily as they play and learn.

Achievement: Expected standard

All children, including children with special educational needs and/or disabilities and those who face other barriers to their achievement, progress well in their learning and development from their starting points. Children confidently show their developing communication and language skills through role play and games with each other. For example, older children play together in a tent and discuss different characters in their games. They learn to negotiate, discussing and considering each other's point of view. Younger children gain valuable social skills and are confident to make their needs known.

Children are curious and enthusiastic learners. This, along with their developing confidence and independence, prepares them well for the next stage in their learning, including moving on to school.

Behaviour, attitudes and establishing routines: Strong standard

Leaders and staff set clear expectations for positive behaviour in the nursery. Staff playfully use rhymes to help children understand behaviour expectations. Children correctly answer questions staff pose about which actions would be kind and which would not. This proves highly impactful, as children show positive and respectful behaviour. Parents positively comment how many important skills their children have learned, such as manners and mealtime routines.

Staff and children enjoy each other's company, which supports children's wellbeing effectively. Children build lasting friendships as many move through the nursery together. Staff are aware of where children need the security of a close friend and support this sensitively. Older children understand their role to work together to take care of their room. For example, children busily tidy away before lunch and cooperate with their friends. They enjoy the warm praise they receive from staff. Staff are aware of those children who need further support and swiftly implement this to ensure that all children are able to feel included. Staff successfully adapt their approach to the age and abilities of each child.

Leaders have implemented effective systems for parents to share non-attendance information, which is followed up if needed.

Children's welfare and wellbeing: Expected standard

Leaders and staff have a highly detailed knowledge of the needs of individual children at the setting, including personal care routines. Staff adapt well to the changing needs of children. For example, they engage in ongoing discussions with parents about babies' weaning. Staff are also aware of children's dietary needs, ensuring that these are met.

Throughout the nursery, staff and children have close and settled relationships, and key-person arrangements are effective. Staff consider children's emotional wellbeing closely when planning. For example, they ensure that they are aware of children who may need additional support. Children enjoy daily opportunities to use the garden as part of their routine. Staff share that children have increased enjoyment of the outside space as a result of the more challenging climbing equipment. For example, children learn about how they can safely manoeuvre over the equipment.

Overall, children's independence during self-care routines is supported by staff. However, there are some times where this is less consistent. For example, on occasion, staff are a little prompt to complete tasks for children that they could learn to manage themselves.

Leadership and governance: Expected standard

Since the last inspection, leaders have had a secure focus on developing the areas raised for further improvement. As a result, there are many high-quality practices in place across the nursery that have a positive impact on children. This includes the support for children who face barriers to their learning and for those with special educational needs and/or disabilities (SEND). Staff have attended further training to help inform how they would identify and strengthen the support they can offer to children with SEND.

Leaders have a secure understanding of the strengths in the setting. They know, where they are embedding areas of development, to ensure these are consistent throughout the nursery. For example, they are continuing to develop the staff teams in each room, as some staff have taken on different roles in the setting. Staff report high levels of wellbeing and support from leaders. For example, they praise recent training opportunities and know that they can approach leaders for support if needed.

Parents appreciate the communication and opportunity to share information from home. Leaders recognise the importance of encouraging children's regular attendance and have secure procedures to work with parents to promote this.