Blueberry Nursery School

Inclusion: Strong standard

The nursery is a highly supportive environment in which staff celebrate and nurture children's individuality. Leaders and staff closely monitor children's development and learning. Extended settling-in sessions allow parents to provide important information about children's care needs, existing knowledge and likes and dislikes. Staff use this information, in addition to their own observations, to provide relevant next steps that children will find purposeful and enjoyable. Leaders are committed to providing inclusive care. They have the skills and knowledge to successfully identify gaps in children's development and consequently provide additional support with the help of external services when needed.

Staff are well trained in adapting routines and the curriculum for children who face barriers to their learning. For example, for children who struggle during routines and transitions, staff introduce timelines to help children understand what is happening next. Staff closely follow the advice and strategies provided by outside professionals to successfully support children to make progress. Using techniques, such as using visual supports, and extra staff help to promote learning and meet children's individual emotional needs effectively. Leaders consult with parents, staff and children to establish where any additional funding can be used to further benefit children's learning experiences and reduce barriers to learning.

Curriculum and teaching: Expected standard

Overall, staff plan a wide range of stimulating and fun activities, which provides new experiences for children. Staff observe children and use information gathered to help plan a curriculum which meets children's individual learning needs and covers all areas of the curriculum. Children are extremely well supported to understand and navigate their emotions. They are given constant opportunities to build on their social skills through discussions, activities and games. Staff teach children that they must listen to what others have to say and that they need to share toys and resources. Staff use techniques, such as using sand timers so that children understand when it is somebody else's turn to play with something. Children have access to outside play, which supports their physical development well.

Generally, the curriculum is well sequenced. Children enjoy their nursery experience, form friendships and are motivated in their learning. Support for babies is extremely well considered, and children who face barriers to their learning make impressive progress from their starting points. Staff use daily routines and activities to teach mathematics to children. For example, during water play, staff count the number of splashes that babies make. Toddlers use their fingers to count during rhyme time, and older children predict patterns and use their arms to demonstrate what is 'shorter' and 'longer'. Staff create an environment that supports children's communication skills. However, there are times when some staff do not always match activities to children's age and stage of development. As a result, some learning aims can be too ambitious for some children. Leaders are aware of this and are providing additional support for those staff who need it.

Achievement: Expected standard

Babies, children and those children who face barriers to their learning achieve well and are prepared for the next stage in their learning, such as moving up to another room or going to school. Babies delight in playing with other babies and the staff. They reach for paint and enjoy smearing it onto twigs that they have collected previously during a nature walk. Older children practise their balance and coordination as they move over obstacles. They enjoy the friendships that they have developed with other children and regularly share books together and hold discussions about the characters. Overall, children have good language development and are generally articulate and confident when talking in front of others. However, occasionally, staff can talk over children or not give them enough time to respond to questions. This results in some children not always fully engaging in back-and-forth interactions as well as other children do.

Behaviour, attitudes and establishing routines: Strong standard

Children are highly motivated and engaged in their play and learning. They demonstrate high levels of emotional maturity and are beginning to develop the skills for self-regulation. The nursery's boundaries and routines successfully contribute to a relaxing and calm environment. The routine for babies strongly supports them to understand what will happen next. For example, after eating, they are keen to get ready for a sleep and settle quickly. Staff devote time to helping children feel settled. They build up secure relationships with children, which helps children to feel settled. Friendships between children and staff are highly valued, and this contributes to children developing the skills they need for the future. Children demonstrate an awareness of others. They help staff to tidy away the toys and set the table, and there is a constant friendly 'chatter' between staff and children.

Staff are excellent role models. They are kind and gentle and always give children the utmost respect. This has a positive impact on the way children treat both each other and the environment. Staff value children's opinions. They consult with older children over what activities they would like, and younger children and babies can select from a wide choice of activities that cater for their age and stage of development. Children, including children with special educational needs and/or disabilities, flourish in the care provided.

Children's welfare and wellbeing: Strong standard

Leaders have designed robust and highly flexible settling-in sessions that are tailored to each child's needs. Parents feed back how leaders and staff accommodate family circumstances and children's emotional needs. This contributes from the start to trusting relationships between the nursery and families. A high priority for the setting is establishing a firm bond with children and implementing a successful key-person system. All staff know the children very well and respond immediately to children's needs and changing circumstances, particularly for babies and those children who may face barriers to their learning.

Children are highly independent. Babies are strictly supervised as they feed themselves. Older children are quickly learning to be competent in their own personal hygiene, such as blowing their own noses or going to the toilet. Staff encourage children to become involved in setting up the garden and participating in the risk assessment. This helps them to begin to understand the importance of keeping themselves safe.

Children are provided with a plentiful and very nutritious diet. Staff have discussions with children about healthy foods and why it is important to drink lots of water, especially when running around outside. This has a very positive impact on children's food choices and helps them to build healthy habits for the future.

Leadership and governance: Expected standard

Leaders have an accurate understanding of the nursery's strengths and areas for further development. For example, leaders are aware that some staff teaching is stronger than others, which means that there are aspects in the delivery of the curriculum that are yet to be embedded. They are taking steps to address this with further training opportunities, regular supervision and monitoring of staff. Those who hold governance responsibilities have robust and effective systems in place to ensure that those staff who have contact with children are suitable to do so. They play an active role in supporting the manager and her staff and providing mentoring when needed.

There are high aspirations for those children who face disadvantage. Leaders and those responsible for children with special educational needs and/or disabilities place these children at the heart of all they do. This means that all children are included and interventions are timely, which helps them to thrive alongside other children.

Staff say that they are supported in their roles and have opportunities to progress through the company. They appreciate that the leadership team provides regular supervisions and asks about relevant aspects of staff life outside of the nursery environment, offering support when needed. Parents provide positive feedback, commenting that the nursery is well managed, their children are learning and they feel that their children are safe and secure.