Benjamin Rabbit Nursery

Inclusion: Expected standard

Leaders and staff ensure all children and families are welcomed and valued. At times, however, staff do not always deploy themselves most effectively to ensure all children are included and engaged consistently in their play and learning. This means that at times, some children are not as focussed as they could be.

Staff identify children's needs quickly. They work closely with parents when children start to help them settle. Children with special educational needs and/or disabilities and those facing barriers and challenges to their development have individual plans in place to ensure gaps in learning are bridged. Leaders monitor and review support and make adaptations where required. Staff access specialist training and advice to further their own understanding in meeting children's specific needs. For example, staff use sign language and communication resources to help children understand what is expected.

Leaders use additional funding effectively to develop sensory spaces where children can be supported to manage their own feelings and emotions successfully if they become dysregulated. Staff purchase specialist equipment to ensure children have access to all areas of the curriculum, supporting their ongoing development. This ensures all children make positive progress from their starting points.

Curriculum and teaching: Expected standard

Leaders have a very accurate awareness of the quality of teaching. They have effective action plans in place to bring about improvements. However, they recognise they still have work to do in ensuring staff have the confidence to identify how to extend activities to support children's learning further. At times, staff do not always challenge children's thinking to support their development most effectively.

Staff plan a curriculum which prioritises children's communication and physical skills. Babies cuddle up to staff to share stories, developing a love of books. Younger children learn to ride bikes and use cutlery with skill. Older children excitedly join in with activities supporting their letter sound recognition. These activities support children's development effectively.

Staff use assessment information to tailor their teaching to meet children's individual needs. Staff support children with special educational needs and/or disabilities and those facing barriers to learning by providing them with opportunities based on their individual interests and next steps. For example, babies enjoy learning to identify different colours when sorting shapes. Younger children sustain concentration when counting with staff. Older children explore favourite cars and trucks with staff, learning about different sizes. Staff support children's mathematical understanding successfully.

Achievement: Expected standard

All children, including those with special educational needs and/or disabilities and those facing barriers and challenges to their learning, develop the necessary skills and knowledge to be ready for their next learning stage successfully. For example, children who were non verbal when they started are now able to communicate using sounds. Other children who found it challenging to settle at first have now made friends, developing strong bonds with staff.

Older children independently explore the environment, making choices about what they want to do and play with, supporting their confidence. Children progress through the curriculum effectively. For example, babies learn to crawl and balance. Younger children develop their language skills by joining in with rhymes and songs. Older children learn to recognise and write their names. These skills help children to be ready to transition to school successfully.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff have commonly understood expectations for children. However, at times, staff do things for children that they could attempt themselves. This means staff do not always consistently provide opportunities for children to develop their independence skills further.

Staff encourage children's positive behaviour. Where needed, staff remind children of the rules of the setting and encourage children to play cooperatively together, praising children when they do. Children in the main, treat each other with kindness and care. Staff are good role models supporting children to use good manners and be polite. As such, children begin to develop positive attitudes to each other and staff.

Leaders promote attendance and punctuality, working closely with families to embed routines at home in readiness for starting school. They work in partnership with other professionals to seek advice and guidance where further support is needed. For example, babies are provided with resources to help them become confident movers. Younger children are provided with support to help them communicate and learn new vocabulary. Older children learn about sustainability and looking after the world. This helps to ensure all children, including those with special educational needs and/or disabilities and those facing barriers to their development, are equipped with the skills they need for the future effectively.

Children's welfare and wellbeing: Expected standard

Leaders and staff create safe and welcoming environments for children and their families. They praise and encourage children, developing their self-esteem. For example, babies high five staff when they achieve something for the first time, and beam with smiles. Younger children cuddle their friends when they are upset. Older children respond well to requests from staff. This helps children develop secure attachments and positive wellbeing. However, at times, staff do not routinely explain to children the impact of their actions or behaviour to support children's understanding further and to help them develop their social skills even more.

Leaders and staff prioritise outdoor learning. For example, babies and younger children regularly go for walks within the local community to broaden their experiences. Older children are excited to go to forest school, where they learn to make camp fires safely. Children with special educational needs and/or disabilities and those facing challenges and barriers to their learning are supported to understand what is happening next. This helps develop children's wider understanding successfully.

Leaders and staff work closely with families to support children's individual routines. Babies' feeding and sleeping routines are supported well to ensure they settle. Other children are offered flexible sessions to help them feel included and to meet individual needs effectively. This promotes children's welfare and wellbeing successfully.

Leadership and governance: Expected standard

Leaders have a very secure understanding of the settings strengths and areas of further focus. They have already made positive strides in enhancing provision but identify where further improvements need to be made to ensure consistency of practice. Leaders have reviewed and enhanced their procedures for raising concerns about children and adults and now have clear and robust procedures in place. Staff benefit from opportunities to share their strengths and skills with colleagues from their neighbouring setting which supports their ongoing development.

Leaders ensure staff have access to a wide range of specialist training, support and advice to develop their knowledge and skills. They encourage staff to take on additional qualifications and to pursue professional development opportunities to continue to raise the quality of practice further. They provide staff with regular supervision opportunities to prioritise staffs' wellbeing and workloads.

Leaders work closely with parents and other professionals to ensure children with special educational needs and/or barriers and challenges to learning and development are suitably supported. They regularly review the use of additional funding to support children's individual needs to ensure it is used effectively to help children make positive progress. Leaders are committed to ensuring they continue to offer high-quality care and education to all children and families and have ambitious plans for the future.