Chidren1st @Rosemary Lane

Inclusion: Expected standard

The special educational needs coordinators work highly effectively with the staff team to identify any children who may require any additional support. This ensures that all children are fully prepared for the educational journey ahead. For example, extensive plans are in place for children with special educational needs and/or disabilities (SEND). This enables all children and their families to feel happy and settled before they start school. Leaders set high expectations for what children can achieve.

Leaders use additional funding effectively to close gaps for children. For example, they use funding to support focused time between children and their key person. This helps to strengthen bonds and develop children's communication and language skills. Support for some children with SEND is highly effective but this is not yet consistent for all children across the setting. Children who are known or previously known to children's social care are supported well. Staff are alert to any children who may face barriers to their learning. They are able to identify and respond effectively to those who may need a little more help than others.

Curriculum and teaching: Expected standard

Leaders and staff have a confident understanding of what they want children to learn. They plan and sequence the curriculum effectively. Leaders have recently developed a more creative approach to teaching. This includes an extension of the activities offered for expressive arts and design. As a result, there are now beneficial learning experiences for children across the curriculum. For example, during a music session, staff ask children to take turns with their friends at playing instruments. They respond by saying that 'sharing is caring' and show that they understand that all children should have a turn.

Children enjoy counting musical notes as staff play the guitar for them. Staff correctly identify when children need extra help with counting. They sensitively correct children to help them to count towards 20. Staff recognise that some children require teaching in different ways to help them to learn. They adapt the language that they use to help children to understand new words. Support for children's communication and language is typically effective. However, at times, children do not consistently receive high-quality interactions to extend their learning even further.

Achievement: Expected standard

Children typically evidence effective progress across the curriculum. They are suitably prepared for the next stage in their learning. Some children demonstrate more advanced development but this is not consistent across the nursery. Older children are able to show that they have many of the skills needed for school. For example, they show increasing maturity as they manage eating at mealtimes safely and independently. Children demonstrate fantastic physical skills and technique as they play with footballs outside. As the ball bounces high in the air, they are able to judge the bounce then successfully score a goal. Younger children are able to concentrate for extended periods of time as they use a range of mark-making resources to explore paint. Children with special educational needs and/or disabilities make confident progress from their starting points.

Behaviour, attitudes and establishing routines: Expected standard

Staff typically support children's behaviour well. Children generally develop positive attitudes to learning. This tends to be more consistent with the older children who attend. Older children develop a confident focus on the activities they choose but this is sometimes less clear for the younger children. For example, when cooking and painting, older children enjoy the freedom given to them by staff to explore resources and develop their own interests.

Relationships between key persons and children are effective. Babies look to staff as they smile and reach up with their arms for a cuddle. Younger babies enjoy the comfort of staff holding them gently as they drink a bottle of milk. This shows that they feel safe and secure at the nursery. Staff get to know about children's likes and dislikes. This helps them to plan activities that they know children will enjoy. Children get along with each other well and enjoy singing songs about their friends at nursery. Staff are positive role models to children as they support each other with the routines of the day. They understand the role of other professionals who might be involved in a child's life to support their learning and wellbeing. Leaders understand the importance of positive attendance in establishing effective routines before children start school.

Children's welfare and wellbeing: Needs attention

Care practices do not always meet children's needs. Not all staff are clear on the process to follow if a child has a minor accident at the setting. This means that children are not supported in a consistent way to promote their welfare and wellbeing. Children have daily access to a large and extremely well-resourced outside area. Staff make best use of this to support children's wellbeing. They carefully consider the activities inside and outside that will help children to enjoy their play and learning.

Staff support children to understand how to keep themselves healthy in hot weather. Children learn to stay hydrated and talk about putting their hats on to shield their heads from the sun. Food for mealtimes is freshly prepared at the nursery. Children enjoy a range of healthy options depending on their dietary needs and preferences. They recognise that mealtimes are enjoyable social activities and chat to their friends as they eat. Older children enjoy taking part in fun discussions with their key person during which they giggle and make each other laugh. This shows that they are developing secure relationships with the adults who care for them.

Leadership and governance: Needs attention

Generally, leaders work hard to keep children safe and monitor staff practice across the nursery. However, they have not identified inconsistencies in staff's understanding of their roles and responsibilities in relation to handling minor accidents. This means that staff are responding to accidents in different ways. As a result, children's welfare is not always being promoted effectively.

Staff appreciate that leaders work hard to support their wellbeing and development. They comment that leaders are very receptive to any new suggestions or ideas and genuinely care about how the staff are feeling. All staff access professional development opportunities closely linked to improving their practice. This helps individual staff members to focus on what they need to learn next and how they can build on their skills.

Leaders make sure that staff develop effective partnerships with parents and carers. Parents comment that they are very grateful for the care and consideration that staff show them and their children. For parents who are experiencing difficult times, they state that staff are incredibly kind, caring and supportive. Parents feel that they are kept informed about the progress their child is making and how they can support their development at home.