Busy Bunnies Huthwaite

Inclusion: Expected standard

Staff support children with special educational needs and/or disabilities and children who may face other barriers to their learning well. They work closely with parents and other professionals to make referrals to ensure that children receive the support they need to make to progress.

Typically, staff use assessments to monitor the progress children make in their learning and to plan activities to meet children's development needs. However, this is not consistently embedded across the nursery. As a result, not all activities meet the individual needs of the children.

Staff make use of additional funding to provide children with resources and one-to-one time with staff. For example, funding has been used to purchase potty-training books and resources to support children and parents with their children's toileting needs at home.

Curriculum and teaching: Expected standard

Staff gather information from parents about children's interests through key-worker meetings before children start. This information is used to plan a range of activities and experiences for children to follow their interests. Staff use observations and assessments to identify children's abilities when children first start attending. However, thereafter, staff do not use assessments as effectively to identify how to more accurately build on the skills and knowledge children already have. Generally, the learning environment is set up using children's current interests and their next steps of development to plan meaningful learning that engages and excites them. For example, children develop their physical, mathematical and literacy skills as they make marks in foam into a variety of letters and shapes. Staff skilfully weave in teaching that extends children's understanding of numbers and size as children gather and sort pom-poms. When staff plan activities for children, they do not consistently focus on how they can support children's individual next steps in learning.

Staff engage in good-quality interactions with children. They encourage conversations by asking children open-ended questions to encourage their thinking skills. For example, staff ask questions as children create faces with play dough and a range of materials. Children respond using descriptive words. Additionally, staff comment and narrate as children play, introducing words and new sounds as they sing songs and read stories. As a result, children's communication and language are well supported throughout the setting's curriculum.

Staff make adaptations to their practice to meet the needs of children with special educational needs and/or disabilities and those who face barriers to their learning. This includes implementing learning tools to help children understand routines in the day to support their understanding.

Achievement: Expected standard

Generally, all children, including those who may face barriers to their learning, make expected levels of progress in their development. They engage in a variety of activities, which ignite children's curiosity and engagement in learning. Children show confidence when they make choices in their play as they play alongside others. Children build on their communication and language skills. They repeat words staff say and learn new vocabulary. Children learn language as they hear staff narrate what they are doing in their play. Furthermore, children engage in meaningful conversations and ask questions to promote their thinking skills. This helps them to learn new skills that prepare them for the next stage of their education. Sometimes, children do not fully benefit from planned activities to build on what they already know and can do.

Children with special educational needs and/or disabilities have access to high-quality interactions from staff that support their individual care needs and learning. Children benefit from targeted support that enables them to access their learning. This results in children making progress from their starting points.

Behaviour, attitudes and establishing routines: Expected standard

All children show they feel safe in their environment. They are highly motivated and keen to join in with activities staff provide. Children have positive relationships with their key worker. They receive comfort and reassurance from staff when needed.

Staff support children effectively to understand behavioural boundaries and expectations. They talk regularly with the children to consistently reinforce the rules and boundaries of the setting. This helps children to understand the expectations, and it results in children playing harmoniously together. Staff use a range of techniques to manage children's behaviour effectively. For example, they give younger children gentle reminders about taking turns. Staff adapt their interactions to ensure all children, including those with special educational needs and/or disabilities, are included by using visual aids, such as timers, to support them to wait their turn.

Children follow the established routines in place. For example, children independently manage daily tasks, such as self-registration and handwashing. Children eagerly work together to tidy up, earning wooden stars to exchange for treats.

Leaders and staff promote the importance of attendance through discussions with parents to help them understand the importance of regular attendance. This is to support children to reach their full potential.

Children's welfare and wellbeing: Expected standard

Children are settled and happy in the setting. Staff are passionate about developing positive and trusting relationships with the children and their families. Staff achieve this by getting to know children well and through providing consistent care to support children's individual needs, including children with special educational needs and/or disabilities. Staff make adaptations to ensure all children access the activities and routines in place. As a result, children are well settled, safe and have high levels of wellbeing in the learning environment. Care practices support children's good health. For example, staff provide children with opportunities to brush their teeth daily to help promote oral health.

Staff promote children's understanding of leading healthy lifestyles further as they hold discussions with children at mealtimes about healthy foods. Children benefit from daily opportunities to play outdoors and frequent opportunities to visit parks. This contributes to children receiving fresh air and engaging in physical exercise. For example, children climb on equipment and ride on toys.

Leadership and governance: Expected standard

Leaders and managers reflect with the staff team to identify the setting's strengths and areas to develop. They are dedicated to further developing the nursery. This includes creating new spaces for children to play and learn. However, sometimes leaders' reflections are not fully effective in helping identify where staff need further support. For example, using assessments effectively to build on children's skills and knowledge to develop the planning of adult-led activities.

Leaders carry out regular supervision and appraisal meetings with staff. They provide them with feedback on ways to improve their practice. This includes providing staff with opportunities to support their own professional development and extend their knowledge. For example, staff have completed training on how to support children's behaviour effectively, using strategies such as visual aids and giving children a quiet space to regulate their emotions. Leaders monitor staff's teaching through completing observations of their practice and helping staff to consider the impact this has on children. Staff feel supported and say that they feel their wellbeing is supported by the leadership team. Staff morale is further supported through acknowledging staff's achievements.

Staff have positive relationships with parents. They suggest ways to complement children's learning at home through activities and providing books for them to borrow to take home to read with their children. Leaders work well with other professionals to ensure children with special educational needs and/or disabilities or those who face other barriers to learning receive the appropriate support to help them achieve. For example, professionals from the community have supported the setting to encourage children to follow healthy habits.