Chapeltown Community Nursery

Inclusion: Strong standard

Leaders and practitioners identify children's individual needs quickly through daily observations, discussions with parents and regular progress checks. This helps them understand children's starting points and emerging needs so they can tailor support effectively.

Leaders take decisive action to reduce barriers to learning and wellbeing. Practitioners adapt teaching by breaking instructions into small steps, using repetition and visual supports and giving children additional time to process information. These reasonable adjustments help children with special educational needs and/or disabilities (SEND), disadvantaged children and those facing other challenges to take part fully in learning and routines alongside their peers.

A highly effective key-person system supports continuity of care and emotional security. Each child has a familiar adult who knows their routines, interests and emotional needs well. Children, including those with SEND, confidently seek reassurance and support from their key person during transitions and when regulating emotions, helping them feel safe and ready to learn.

Leaders monitor children's progress closely and review support regularly to check that adaptations are improving children's engagement, communication and independence. They work sensitively with parents, and, where appropriate, seek advice from external professionals and agencies to shape children's support, opportunities and experiences. Staff receive training and guidance on introducing support early, adapting it over time and reviewing its impact. This ensures consistent practice across the setting.

Early years pupil premium funding is used flexibly for specialist resources, staff training and targeted adult support. This improves disadvantaged children's access to learning opportunities and helps them make rapid progress. Leaders also work closely with families and external agencies to support children known (or previously known) to children's social care, ensuring tailored support and continuity of care.

Curriculum and teaching: Expected standard

Leaders plan a broad and balanced curriculum that reflects children's starting points and the context of their unique community. Leaders are clear about what they want children to know and be able to do before they move on to their next stage of learning, including school. They ensure that the curriculum covers all areas of learning and development and builds knowledge and skills progressively from children's starting points.

Leaders prioritise children's language development. Children sing familiar songs together and join in with repeated phrases and actions. Adults model language, use commentary and encourage children to join in, adapting support to the children's age and stage of development. Staff support children with special educational needs and/or disabilities (SEND) by breaking instructions into small steps, using repetition and visual cues, and giving children time to process information. This helps children, including those with SEND, to develop the skills they need to take part in activities alongside their peers fully.

Leaders prioritise children's independence within the curriculum. They want children to consistently practise self-care skills such as accessing drinks, washing their hands and putting on their boots before they go outside. However, staff do not support children to manage these tasks for themselves consistently. At times, adults step in too quickly, which reduces opportunities for children to practise, consolidate and master their independence skills. This means children do not always build their independence and refine their new skills as securely as they could.

Leaders plan learning to support children's listening and attention through songs, routines and adult-led activities. However, during activities where developing listening and attention is the intended learning, the environment does not consistently support children to be able to focus and listen. For example, staff do not manage background noise or reduce distractions in the immediate nursery environment. As a result, some children find it harder to tune in, listen and focus their attention. This means children do not fully engage or benefit from the intended learning.

Achievement: Expected standard

Children make progress from their starting points across the curriculum, particularly in communication and language. They join in confidently with songs, routines and shared activities, using familiar words, actions and phrases. Staff build children's confidence and vocabulary through repetition, modelling language and everyday conversation.

All children, including disadvantaged children and children with special educational needs and/or disabilities, make progress from their individual starting points. Staff adapt teaching and daily practice so these children can take part in the same activities as their peers. Support is matched to individual needs, helping children to engage, communicate and participate alongside others. Children are increasingly confident learners who use their developing communication, social and physical skills to prepare for their next stage, including school.

Children are becoming independent and are learning new skills. Staff support for them is not currently consistent to strengthen their opportunities to practise the skills. Children are learning to concentrate and focus on their learning. However, distractions and background noise sometimes have an impact on their ability to concentrate fully.

Behaviour, attitudes and establishing routines: Expected standard

Leaders create a welcoming environment with clear expectations for behaviour. Staff use consistent language, visual cues and predictable structures so children understand what is expected. This helps children feel secure and ready to learn. Relationships between practitioners and children are warm and respectful. Children confidently approach familiar adults for reassurance and guidance, and they respond well to calm support. Noise levels can sometimes have an impact on children's ability to concentrate fully on their learning.

Staff help children learn how to play and learn alongside others. Children share resources, take turns and cooperate during play. For example, in the water area, children work together to move water using watering cans and guttering. They adapt their ideas, solve problems collaboratively and stay motivated when things do not work first time. Staff model respectful language and guide children to listen to one another and respond kindly. Staff tailor their support to children's age, stage and individual needs. Children with special educational needs and/or disabilities and those who need additional emotional support are helped to take part confidently alongside their peers.

Leaders promote the importance of punctuality and regular attendance. Attendance is monitored closely and absences are followed up with families. Staff work with parents to establish consistent routines so children arrive on time and ready to learn. These clear expectations help children settle quickly, engage in learning and prepare for their next stage in learning.

Children's welfare and wellbeing: Expected standard

Staff meet children's individual needs well. They know the children and their families and adapt care to suit health needs, emotions and home routines. For example, some children receive extra reassurance on arrival, while others are supported to settle quickly and join in with play. This helps children feel safe and included. Children form strong relationships with familiar adults. They go to staff for comfort, help and conversation. Staff respond calmly and kindly. Children show they feel secure and understood.

Children learn about health and safety through daily routines, although at times they are not consistently supported to practise their independence skills. They wash their hands and explain why this is important. At mealtimes, children sit together, serve their food and talk with adults and friends. Staff model polite conversation and talk about healthy and less healthy foods. Outdoor play supports physical development as children run, climb and balance in the garden.

Children with special educational needs and/or disabilities receive adapted support. Staff break instructions into small steps, use pictures and gestures and give extra time for children to respond. This helps these children take part in routines and play alongside their peers. Staff support children to recognise and manage their emotions. They name feelings, offer comfort and show children calming strategies. Children are encouraged to share worries and talk about their day.

Leadership and governance: Expected standard

Leaders have an appropriate understanding of the setting's strengths and areas for improvement and are taking action to enhance children's experiences. For example, they identified that children needed more opportunities for physical activity and wellbeing, and they prioritised increasing time outdoors. Leaders developed the outdoor curriculum so children spend more time being active, exploring and learning in fresh air, which supports physical development and emotional wellbeing.

Leaders and those responsible for governance make decisions in the best interests of all children, particularly those who are disadvantaged or have special educational needs and/or disabilities. They actively promote regular attendance and work with families to encourage consistent routines so children can benefit from their learning and care. Leaders monitor attendance and follow up absences with parents to support families and reduce any barriers to participation.

Leaders consider staff wellbeing and workload in their decision-making. They provide regular supervision and check-ins and ensure that responsibilities are manageable so staff feel supported and able to focus on children's care and learning.

Leaders provide regular in-house training for staff to raise the quality of learning and strengthen staff knowledge and confidence in teaching and supporting children, which has a positive impact on children's progress and experiences. There are still some areas where practice is not yet embedded to consistently support children's concentration and independence.