Blessings Nursery Great Horton

Inclusion: Needs attention

Leaders have recently introduced systems to assess children's needs to help reduce barriers to learning and support their wellbeing. However, improvements are at early stages and systems are not yet embedded effectively. Leaders and staff do not yet have high expectations for all children, including those with special educational needs and/or disabilities (SEND) or those who may face barriers to their learning. Although some support is in place, inconsistencies remain with how this is implemented by staff. For example, children with SEND often experience the same activities with limited staff interaction. This means children with SEND do not typically receive the targeted support they need to make progress.

Although staff identify children's needs early, leaders have only recently started to put effective support in place. For example, they have sought advice from external agencies to help strengthen the provision. In addition, staff now receive suitable training and guidance to implement appropriate strategies to support children with SEND. However, this work has not yet had a positive impact on children's learning and development.

Leaders have considered the needs of children who are in receipt of additional funding, such as early years pupil premium. Funding is used effectively to remove barriers to children's learning. For example, leaders offer sporting activities to give children further opportunities to develop their physical skills and have experiences that they may not otherwise have.

Curriculum and teaching: Needs attention

Leaders do not monitor the quality of the curriculum and teaching effectively across the nursery. Although the curriculum is generally appropriate, inconsistencies in the implementation and the quality of teaching do not support children's outcomes well enough. Leaders have recently employed staff to support in this area. They have only recently begun to take the action needed to improve the curriculum and teaching. While they have identified appropriate actions and put plans in place, this work is still at an early stage, and it is too soon to see the full impact.

Leaders do not ensure the curriculum is typically taught well. Weaknesses in teaching mean that children, including those who are disadvantaged, those with special educational needs and/or disabilities and those who may face other barriers to learning, do not consistently benefit from high-quality interactions. Leaders do not ensure that staff use assessment effectively to support children's learning and development. Staff are not clear on what children need to learn. This does not help to ensure their teaching meets children's individual needs and stages of development. For example, when children initiate child-led play, staff do not typically provide interactions to support and extend their learning. This means children often lose interest in their play. Children do not consistently make the progress of which they are capable.

However, staff provide many opportunities for children to develop their physical skills. Children strengthen their large and small muscles through a range of activities such as riding bikes, climbing on frames and stepping through tyres. Staff support children's mathematical development by encouraging them to count the steps as they move. Children enjoy a range of stories and songs. Generally, staff speak clearly and engage children in conversation. Children are confident to talk to staff about their play.

Achievement: Needs attention

Children, including those who are disadvantaged, those with special educational needs and/or disabilities and those who may face barriers to their learning, do not typically receive the appropriate level of support to meet their individual needs. This means children do not make the progress they are capable of. Consequently, children are not typically well prepared for the next stage of their learning, including their transition to school.

Children develop some independence skills, such as pouring water into their cups at mealtimes, using the toilet and washing their hands. However, they do not consistently have opportunities to develop their independence skills throughout the day. For example, children are not given appropriate cutlery to allow them to cut up their food independently. This does not fully support their growing independence effectively.

Children develop their confidence and build positive relationships with adults and their friends. They enjoy singing songs and listening to stories. This helps them to develop their communication and language skills effectively.

Behaviour, attitudes and establishing routines: Needs attention

Routines of the day are not yet typically well embedded to fully support children's positive attitude to their learning. Staff plan group times; however, they have not considered how they can meet the individual ages and stages of all children during these times. For example, at circle time, younger children quickly lose interest as they wait too long for their turn. Older children often become distracted by the level of noise. In addition, resources are limited and some are in poor condition. For example, books available to children are worn and damaged, often with pages missing. This does not support children to develop a positive attitude towards their learning.

Generally, staff support children's emotional development appropriately. They build warm, positive relationships with the children in their care. Staff help them to understand their emotions, including recognising when they feel happy or sad. For example, when children arrive, they talk about how they are feeling and put their pictures on the emotions board. This helps children develop the language needed to name different emotions and talk about how they are feeling.

Children learn to play alongside others and get along with their peers. Staff support this by teaching playground games that encourage children to take turns and play cooperatively with their friends. Leaders have set appropriate expectations for children to follow, and children typically behave well. However, inconsistencies in practice mean that children do not learn or follow these rules consistently.

Leaders promote the importance of good attendance. Systems are in place to explore why children do not arrive at the nursery. Leaders encourage children to attend regularly. When families face barriers to attendance, leaders put support in place. For example, they offer afternoon sessions instead of morning sessions or provide a pick-up service for families who may struggle to get to the nursery.

Children's welfare and wellbeing: Needs attention

Leaders have not ensured that procedures are typically followed to keep children within sight and hearing of adults at all times. For example, during the inspection, staff did not accurately complete headcounts when moving children from the outdoor area back inside. As a result, children were not within sight and hearing of staff for a short period of time. This does not support children's welfare and wellbeing effectively.

Children form positive relationships with their key person and are confident to seek help from familiar adults when needed. Staff know children well. They support children to take safe, appropriate risks in their play. For example, staff encourage children to climb the steps to the slide and manage their movements as they come down the slide. Staff give children time to do this independently, with staff stepping in only when necessary.

Leaders provide children with healthy meals and snacks. Some staff talk to children about the vegetables in their food and the importance of making healthy choices. However, this is not yet consistently embedded in the daily routines. Children confidently use the water dispenser to get a drink when they are thirsty. Staff ensure children use the outdoor area daily. Children have ample space to run and play.

Leaders have identified a rise in poor oral health within the local area and have plans in place to introduce a toothbrush scheme to support families and promote good oral health.

Leadership and governance: Needs attention

Leaders have not had a clear oversight of the management of the nursery. They have not ensured staff consistently follow policies and procedures, particularly during daily transitions. This has resulted in breaches to the requirements of the early years foundation stage. In addition, the provider has failed to notify Ofsted of a change in manager, which is a requirement of their registration.

However, leaders have recently made changes to the management structure within the nursery. In addition, experienced staff are now in place to help improve outcomes for children. Leaders now have a broad awareness of the nursery's strengths and the areas that need further development. However, this work is still at an early stage, and its impact is yet to be seen.

Leaders are mindful of staff workload and provide time during the working day for staff to complete training. This helps staff to feel valued and supports a manageable workload. Leaders have recently introduced more regular and focused supervisions for staff. However, this is still in the early stages and has not yet had the impact needed to improve the quality of teaching and learning across the nursery.

Leaders and staff engage positively with parents and, more recently, with other professionals. Children separate from their parents and carers confidently on arrival at the nursery. Staff provide parents with daily updates about what their child has been doing at nursery. Leaders are considering how communication with parents can be strengthened, so that they understand children's next steps more clearly and are better able to support their learning at home.