Cherrytree Nursery School - Newtown

Inclusion: Strong standard

Leaders and staff work very closely with the local authority, settings and schools, providing bespoke and individual support to ensure that all children settle well. They allocate additional funding to specialist teachers who have a wide range of experience and resources.

Leaders support staff well to ensure inclusion for all and are reflective about what the children who attend need most. For example, children with special educational needs and/or disabilities or those who face barriers to their learning have a space where they play can inside as well as outside. Children enjoy a range of physical and sensory activities, which promote relaxation and support individual needs successfully.

Leaders work with experts in their field, such as speech and language therapists. They then cascade the acquired skills and experience to the staff team through training sessions. Staff are encouraged and supported to implement fun and exciting ways to help children make better progress. For example, children learn to communicate through a universal and consistent approach, such as with Makaton signing. This helps those with English as an additional language. Children thrive as they independently express their own wants and needs.

Curriculum and teaching: Expected standard

Staff interactions with children are fun and inviting. They use simple words and repetition to help young children to learn new words and ensure that older children hear and use language as they play with adults and each other. Staff use effective strategies that target children's learning, such as using simple signing. They mimic this approach across every age range to ensure that children receive a consistent message that everyone can use.

Staff prioritise settle sessions for new children, which support them to feel safe and secure in their new routine. There are daily opportunities for children to develop their physical skills, and staff promote a positive approach to living a healthy and active lifestyle. The resources fully support a curriculum focus on all areas of learning. For example, staff talk about and use numbers regularly throughout the day and encourage the exploration of shape, space and measure. This supports children to develop their understanding of mathematical concepts.

Staff use assessment profiles to monitor children's progress and plan for ideas that will support their future learning. Leaders work with staff to recognise where there may be possible gaps or delays on children's learning. They swiftly implement strategies and targeted plans to ensure that these are quickly rectified.

Achievement: Expected standard

Children develop skills that will support future learning. For instance, each child looks forward to moving on to the next phase of their learning journey by transitioning to the next room. Children who will soon start school are becoming increasingly independent. For example, they collect their own projects from accessible shelves and stay engaged for long periods of time. Children learn to be resilient problem-solvers, as staff encourage them to try again or to work out alternative methods to do things.

Children, including those with special educational needs and/or disabilities, make progress from their starting points. Where children speak English as an additional language and where children have gaps in learning, these gaps typically close, and children make progress alongside their peers. Children show that they are confident learners who know the setting well.

Behaviour, attitudes and establishing routines: Expected standard

Leaders have high expectations for all children's behaviour. Staff demonstrate consistently kind behaviours and are quick to remind children of the importance of being kind to friends. Staff carefully consider the age and ability of children when setting expectations. For example, the learning environment offers independence and challenge that ensures that children make their own choices. Children typically respond well. However, daily routines are not always planned well when children are transitioning. For example, children sometimes wait unnecessarily, which results in them becoming restless.

Staff use visual timetables to help children understand the structure of the day. This contributes to their sense of safety and wellbeing. Staff are positive role models and gently intervene when relationships may be coming strained. These interactions help to raise children's self-esteem and give them a clear understanding of expected behaviours. Children respond positively to each other, sharing toys and taking turns with guidance. Outside, they play harmoniously, inviting friends to join in as they move the equipment together.

Children's welfare and wellbeing: Expected standard

Leaders and staff create a safe, welcoming space at the nursery, which helps parents and carers to feel part of a community. Children enter happy and excited to see their friends and adults and to find out what the day has in store. Key persons have check-in conversations with children to understand their feelings and any factors that may be affecting them. Children enjoy stories that give simple messages about how to be kind. When children become unsettled or anxious, staff respond quickly with reassurance, helping them regulate their emotions and feel secure within the setting.

Children with special educational needs and/or disabilities are supported to complete simple exercises that are advised by medical specialists. Staff ensure they that include all children into the activity to give an overall sense of wellbeing and inclusion.

Staff supervise all children closely to promote their safety. For example, they sit with children while they eat and remind them to stay seated to help keep them safe. Children are encouraged to make safely managed risks, such as on climbing equipment. During mealtimes, children talk about their likes and dislikes, and staff use these opportunities to promote healthy eating. Children learn to identify foods that are nutritious and those that contribute to good oral health. Staff encourage regular handwashing and hygiene practices.

Leadership and governance: Expected standard

Leaders and staff are dedicated to all the children and families in their care, especially those who are considered as vulnerable. Leaders work very closely with parents to promote the importance of regular attendance and, as such, all children attend regularly. They know children's unique circumstances well and are committed to ensuring the effectiveness of communicating with parents and carers. For example, in addition to sharing information during drop off times, they place books containing important information in children's bags to ensure that parents are well informed. Parents make positive comments about the experience of their children. They say that staff are nurturing and kind.

Staff are excellent role models. They work well together as a team and provide a positive environment for children that encourages care and kindness. Overall, children understand the expectations for their behaviour. They learn respect for each other because staff model how to look after each other and show empathy. Staff regularly 'check-in' with children and help them begin to understand and manage their emotions.

Leaders reflect well on the setting's overall practice and highlight areas for consideration. This supports them to improve their practice and complete ongoing improvements. Staff report that they are well supported in their roles. They enjoy learning new skills and knowledge that is shared during ongoing staff training sessions.