Cheeky Monkeys Two

Inclusion: Needs attention

Leaders have not provided staff with the appropriate support and training needed to help them to meet all children's needs consistently. Staff do not receive high-quality guidance on how to identify, assess and respond to children's individual needs, and as a result, the quality of teaching is variable. Not all staff have a good understanding of how to adapt their teaching and the curriculum for children who may face barriers to their learning.

Leaders swiftly identify children who may face barriers to learning. They put plans in place to support children's learning and wellbeing. For example, they provide targeted language intervention and individual next steps to help some children make progress from their starting points, particularly those who speak English as an additional language. However, these plans are not consistently implemented consistently in daily practice. For instance, where children require different arrangements at mealtimes, staff do not use opportunities to include them fully and support positive social interactions.

Leaders and staff work closely with parents and carers to support children's learning at home. They implement strategies in the nursery to ensure continuity of care. Leaders make timely referrals and work effectively with external professionals to put plans in place for children and families, when needed. Leaders use some additional funding, such as early years pupil premium, to benefit children. For example, they provide additional resources to support children during important changes in their home lives. This helps children to feel secure and manage transitions more confidently. However, staff are not consistently clear about how this extra support is planned or why particular resources are chosen. As a result, they are not always able to fully use these opportunities to support and build on children's learning in everyday practice.

Curriculum and teaching: Needs attention

The curriculum is not yet well sequenced or implemented consistently to ensure that children build their knowledge and skills progressively over time. It is largely activity-led and does not consistently consider what children already know and can do. There are assessment systems are in place. However, staff do not consistently use their understanding of children's starting points to inform precise teaching. Often, learning happens by chance rather than through a planned sequence. This limits children's ability to make sustained progress across all areas of learning.

Staff focus on supporting children's personal, social and emotional development. They help children to form secure attachments with familiar adults from the outset. Staff plan some activities based on children's interests and experiences. This supports children's engagement and participation in learning. For example, babies have opportunities to develop strength and coordination as they are supported during early walking. Young children build on their physical skills as they use tools to make marks in foam and experiment with different ways of stacking bricks. Older children help to count the number of children in their group and enjoy stories where they join in with repeated phrases. However, occasionally, staff do not use opportunities to extend children's learning and address their misconceptions. This limits children's ability to deepen their understanding, make connections across areas of learning and apply their knowledge confidently in new situations.

Achievement: Needs attention

Due to the weaknesses in curriculum and teaching, children do not have the opportunity to make the progress they may be capable of in all areas of learning. This is because they do not benefit from teaching that is precisely targeted on what they already know and what they need to learn next. Instead, children take part in activities that often focus on broad topics or children's immediate interests, rather than building on their prior knowledge and skills. As a result, children's learning is not sufficiently targeted or sequenced, and opportunities to extend and deepen children's development are not maximised.

Children develop some skills that prepare them for the next stage in their learning. They build independence through some daily routines. For example, younger children feed themselves at mealtimes, while older children put on their own coats before going outside. As children share stories and play, they develop early mathematical concepts. Older children identify numerals in texts and count the number of dinosaurs they see. Younger children enjoy construction activities where they develop early awareness of quantity and space.

Children who may face barriers to learning receive support to make progress in their communication and language. They have opportunities to take part in one-to-one and group activities which build on their growing vocabulary and develops their confidence in using language.

Behaviour, attitudes and establishing routines: Needs attention

Leaders do not ensure that staff implement a consistent approach to help children to understand the expectations for behaviour and routines across the nursery. Although staff have appropriate expectations, they do not consistently demonstrate confidence in setting clear boundaries or providing the guidance that children require. For example, they remind children to use kind hands but do not explain the reasons for this or help them to understand the impact of their actions on others. As a result, children do not receive consistent support to develop a deeper understanding of how their behaviour affects those around them or why rules are in place.

Staff generally consider all children's age and stage of development when implementing routines. Older children develop a clear understanding of what is happening now and next through effective teaching. For example, they pretend to be a train as they line up for mealtimes, reminding their friends to stay connected so the carriages do not break apart. However, some routines across the nursery are less effective. At times, younger children spend periods waiting for others to finish eating, and staff do not adapt routines to ensure they remain engaged in purposeful learning.

Staff build secure relationships with children through carefully considered key-person systems. Staff recognise the importance of helping children to settle quickly. They draw on their knowledge of children's individual needs to promote a sense of belonging. This enables children to become increasingly engaged in the learning opportunities available.

Leaders work in close partnership with parents and carers to promote positive attendance. They help children to understand the importance of children attending regularly. Leaders ensure the nursery is responsive to the needs of children and their families. They make appropriate adaptations when circumstances change so that every child can make the most of the opportunities to attend.

Children's welfare and wellbeing: Needs attention

Staff do not focus sharply enough on ensuring that daily routines are used to promote children's welfare and wellbeing. For example, during mealtimes, staff often supervise rather than engage children in meaningful interaction. As a result, children do not consistently have opportunities to develop their communication skills, build relationships and learn important social behaviours.

Staff are responsive to the individual routines of children and babies. For example, they work in partnership with parents and carers to identify children's sleep patterns and food preferences at home. They ensure these are met in the nursery. The nursery provides nutritious homemade meals and ensures that children's dietary requirements are carefully considered. Staff support children to develop appropriate hygiene practices. In the pre-school room, children learn about germs and confidently share their understanding of where they can be found and how they affect their health. These discussions help children to develop an awareness of how to keep themselves healthy and begin to make informed choices about their own hygiene needs.

Leadership and governance: Needs attention

Systems for leadership oversight are not yet sufficiently effective in securing consistent improvement in practice. While leaders have a clear vision for the intent of the curriculum, staff do not consistently receive the support they need to implement it effectively. Some staff do access online training to further develop their knowledge and skills, such as specific training on baby development. This has a positive impact on their understanding of children's early development and their confidence in supporting babies' needs. However, leaders do not yet use supervision sessions, coaching and wider professional development opportunities effectively to focus on improving curriculum delivery and teaching practice across the nursery. Leaders prioritise staff wellbeing. Staff report that they feel well supported in their roles, particularly those who have recently taken on additional responsibilities.

Leaders have identified some areas for improvement in the nursery and have begun to take steps to address them. For example, they have recently implemented new drop-off procedures, which parents and carers have reported as a positive step towards ensuring a smoother and more consistent start to the day for children. Partnerships with parents are effective. Staff use online apps to share information about children's learning. Parents comment on the informative handover they receive during pick-up times. This contributes to effective communication between home and the nursery. It helps parents to feel well informed about their children's experiences and progress.

Leaders carefully consider how to support children as they move on to other settings, including school. They work closely with other professionals, such as school staff. They invite them into the setting to support smooth and well-planned transitions. This helps children to become familiar with new adults and environments before they move on, reducing their anxiety and promoting confidence.