Childrensworld Newport

Inclusion: Strong standard

Leaders and staff are attuned to each child's individual learning and development needs. They monitor and assess children's progress to enable them to successfully identify where children may need additional support. When gaps are identified, strategies, such as an individual passport to learning, are consistently shared with staff and swiftly implemented. As a result, children with special educational needs and/or disabilities and those who face barriers to their learning benefit from high-level interactions and individualised support.

Leaders and staff work closely with parents and other professionals to ensure that children receive swift interventions when needed. Ideas and suggestions provided by professionals are embedded in practice so that all children make progress from their individual starting points. Leaders are very receptive to ideas that will further enhance the experiences these children receive. They explicitly use funding to provide resources that will further support children and help them reach their full potential.

Staff receive additional training that is specific to the children that they are working with. This helps them to provide specialised, tailor-made support where needed. The thoughtful use of a sensory room very effectively helps children to regulate themselves and provides a vitally calm environment where they can relax or explore resources, such as bubble tubes and coloured lights.

Curriculum and teaching: Expected standard

Leaders have a clear overview of the curriculum and know what they want all children to learn and achieve at each stage of their learning and development. They monitor and work alongside staff to help them implement the curriculum. They recognise that the quality of teaching and staff interactions occasionally do not foster children's enthusiasm for learning.

Older children benefit from high-level teaching and interactions. They become engrossed in activities that are based on their individual next steps for learning and link to their interests. For example, following owl appreciation day, children make owls from clay. Staff introduce new ideas as they encourage children to think about what owls might eat and introduce new words, such as nocturnal. Children are proud of their achievements as they show them to other staff and their friends and display them for everyone to see.

Younger children take part in planned activities, such as pretending to be on a boat. However, due to the organisation of the activity and the lack of positive interactions from some staff to enthuse children, they do not fully understand what is happening, and some lose interest. Staff reflect on their practice, and when children later return to the activity, they change the focus and make it more exciting as they encourage children to pretend to bob up and down on the waves and look for dolphins.

Achievement: Expected standard

Children typically make progress across all areas of learning. Overall, they develop the skills and knowledge that will support them as they move on to the next stage of their learning. Children with special educational needs and/or disabilities are very well supported to reach their full potential.

All children develop their physical skills. Older children run, balance and climb. They pretend to be pirates as they 'walk the plank' and jump onto the ship. Babies begin to crawl and pull themselves to stand as they develop their core muscles.

Older children recognise their names as they self-register and make informed choices as they peg their name to the storybook they would like to hear at circle time. Even the youngest children enjoy exploring new textures. Babies have fun as they make patterns in yoghurt. Younger children count as they scoop sand into containers of different sizes or squeeze it through their fingers.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff have clear expectations for children's behaviour. They are positive role models and embed routines that teach children the importance of being kind and polite. Children generally behave well. They share resources with each other and help to tidy away after a 5-minute reminder that the activity they are taking part in is coming to an end. Children are supported to make choices, and they choose which book they would like to listen to. This also teaches them to begin to understand that they may not always have the choice that they want. However, sometimes the organisation of story time does not enable all children to see the book or fully participate.

Overall, children are enthusiastic and eager to take part in activities. Older children problem-solve as staff encourage them to consider how they will transport water to the 'barbecue' they have created. Children discuss ideas with each other. They decide that the container will be too heavy to carry, but if they put it in the pram, they can work together to push it to where they want it to go.

Leaders monitor attendance. They understand the importance of regular attendance for children's learning and development.

Children's welfare and wellbeing: Expected standard

Children's welfare and wellbeing are given high regard by leaders and staff. All children forge close relationships and actively seek staff out for support or reassurance. Children who feel a little unsure are able to look at the photos in their family books. Babies are gently cuddled as they are fed, to create a feeling of security and to build trust.

Staff support children to manage their own emotions. They introduce strategies and resources that will help children if they become frustrated, such as chew toys or time in the calming sensory room. However, sometimes the organisation of activities impacts on children's enjoyment and play.

Children are beginning to develop their independence. Older children go to the toilet and wash their hands independently. They serve themselves lunch or snack and wait until everyone is ready before they start to eat. Staff encourage even the youngest children to use utensils to try to feed themselves. Children with allergies and/or dietary requirements are supported well, and staff rigorously implement safe eating. Staff have attended training to ensure that they are all aware of the procedures for safer sleeping.

Children benefit from time outdoors in the fresh air. Staff ensure children's safety as they check the ultraviolet levels on very hot days and adjust the times when children go outside.

Leadership and governance: Expected standard

The nursery benefits from a cohesive and knowledgeable leadership team whose members work well together. They are forward thinking and continually reflect on their practice. Leaders often work alongside staff and monitor their practice. They recognise that there are some inconsistencies in the quality of teaching and the implementation of the curriculum. They have plans in place to provide additional support for staff to ensure all children receive consistently high-quality experiences.

Leaders recognise and work to staff's strengths. Staff have many opportunities to extend their professional development and enhance their knowledge and expertise. They are encouraged to share new ideas and initiatives with each other. Regular supervisions and staff meetings provide additional opportunities for staff to voice their opinions and experience hands-on learning. For example, leaders introduce dolls during safer sleeping training so that they can model the practice that is expected.

The wellbeing of staff, children and parents is given high priority. Leaders have introduced wellbeing Wednesday, when there are treats available for staff and parents and there is a wellbeing station in the staffroom. Staff say that they feel supported by leaders. Leaders provide additional information for parents on how to support their children's wellbeing at home. Leaders are aware of the demographics of the area and have put in place additional support for any parents who may need it.

Parents are extremely happy with the care, support and learning that their children receive. They say that leaders and staff are approachable. They especially like the information they receive about their children's day and the learning packs which they can use to help them to continue to support children's learning at home.