Clive Vale Nursery School

Inclusion: Strong standard

Leaders work hard to establish a very inclusive culture in which children's individual learning needs are met through early identification. Staff have the necessary skills and knowledge to enable them to remove barriers to children's learning and to help all children to achieve well from their starting points. They work in close partnership with external agencies and families to understand how to tailor and adapt the provision to precisely target children's specific needs. Staff work with children in small intervention groups and provide more sensory experiences and language sessions for those children who need it most. They regularly review and assess the impact of additional support and adapt where needed. Parents describe the provision as being very inclusive and supportive and where their children thrive.

Leaders have a full understanding of how to use any additional funding effectively to ensure that children are swiftly provided with the support that they need. Strong inclusive practice is provided across all the provision and is consistently and expertly implemented by all staff. All children, including children who have special educational needs and/or disabilities, are made to feel welcomed and valued. They are regularly included in decision-making, such as choosing stories, and are supported to express their feelings. Consequently, children are very happy, settled and acquire the skills needed for future learning and life.

Curriculum and teaching: Expected standard

Leaders spend time in the rooms, which generally provides them with an accurate view of the curriculum. This allows them to reflect and establish any areas for improvement. For example, leaders are aware that some staff need further support to enable them to more precisely target learning for children's individual goals and recognise opportunities to extend on children's existing knowledge. The curriculum supports all areas of learning, and children make sound progress in all aspects, particularly in mathematics. Staff use every opportunity for children to count and recognise patterns and shapes. Babies hear new vocabulary as they enjoy a sensory activity with their key person. They build muscle strength in their hands as they squeeze malleable dough between their fingers. Older children enjoy music and singing groups, which helps them to build on their language and social development. Staff regularly observe and assess children to establish existing knowledge and what needs to be learned next. They ensure that all activities are adapted and fully inclusive for all children who face barriers to their learning, such as children with special educational needs and/or disabilities.

However, there are occasions when some staff do not fully extend children's learning or plan learning that is more specific to individual children. This impacts on some children's learning as the teaching on those occasions can be not as purposeful as it could be. Despite this, children's engagement and enjoyment during activities and experiences is high.

Achievement: Expected standard

Typically, all children, including children with special educational needs and/or disabilities, make sound progress through the curriculum from their starting points. They build the knowledge and skills they need for the next stage in their education, such as moving to a different room or going to school. Children benefit from a language-rich environment, and they have endless opportunities to develop their language skills through music and singing and 'reading' stories out loud to their friends. Children are given plenty of time to respond with their own thoughts during discussions, which builds on their confidence when speaking in front of others. They are articulate and are becoming increasingly confident communicators.

Children are independent in everyday routines. For example, older children take responsibility for their own toileting and dressing, getting ready to go outside. Babies use cutlery to feed themselves with and independently choose what they want to play with.

Behaviour, attitudes and establishing routines: Strong standard

Staff are kind, gentle and respectful. They are very strong role models, which positively influences the way children treat each other, resources and the environment. Children demonstrate that they feel very safe and secure, and they eagerly take advantage of every learning opportunity offered. They are comfortable and confident with daily routines, and their behaviour is respectful and consistently positive. Parents fully understand the importance of children's punctuality and regular attendance. As a result, children do not miss valuable learning experiences, and they develop positive habits for the future.

Children demonstrate high levels of maturity. They care for each other and are happy to share and take turns. They care for living things in the environment and show an excellent understanding of why this is important. For example, when looking for worms in the garden, they remind each other to be kind and stand back 'so we don't squash them'.

Children develop an understanding of the impact that their behaviour has on others and increasingly find ways in which to manage this, requiring less adult support over time. Well-established routines help them to practise waiting, listening and participating in collaborative activities. Children who require additional support have strategies in place to help them to feel safe and regulated throughout the day.

Children's welfare and wellbeing: Expected standard

Children develop respectful, caring and warm relationships with staff. They develop a sense of belonging and are supported to express themselves, including children who face barriers to their learning. Staff know each child's age and stage of development and ensure that care practices are suitably effective. For example, staff are aware of each baby's milk needs and unique weaning stage. They fully understand that sleeping children must be checked regularly and in line with safer sleeping guidance. There are effective procedures in place to support children who have dietary and medical needs, and staff have an understanding of their roles and responsibilities to keep children safe.

Children have access to daily outside play. Staff help children to build on their resilience by taking all children outside, regardless of the weather. This approach helps children to enjoy experiences that they may not have previously had and contributes to children's enjoyment and understanding of what is involved in being healthy.

Children are provided with nutritious meals and snacks throughout the day. For those who prefer to bring food from home, parents are given information and ideas on how to provide healthy meals for children. Leaders have introduced regular toothbrushing throughout the day to support children to understand how to care for their teeth and why this is important.

Leadership and governance: Expected standard

Leaders have made significant changes since their last inspection. They have worked hard to ensure that staff have a full understanding of their roles and responsibilities, including how to maintain children's safety. Leaders have secure knowledge of the nursery context and of the families who attend. They are reflective and passionate about providing a high level of education and care for all children, including those children who face barriers to their learning. Leaders and staff regularly meet with parents and outside agencies to ensure that children who need it receive a targeted approach, which enables them to make progress in their development and learning. Parents are highly complimentary and feed back that leaders and staff work tirelessly to support them and their children. They report that their children make progress, which they attribute to their child's attendance at the nursery.

Staff comment that the nursery is a lovely place to work, and leaders make them feel valued and encourage their contributions. They maintain that their workloads are manageable, and they appreciate that leaders regularly work alongside them in the rooms.

Staff have opportunities to develop their skills through a variety of training that is offered. There are still some differences in the quality of teaching that is delivered by some staff. Leaders have identified this as an area for improvement in order to raise the confidence and knowledge of some staff, to raise the quality of education across the nursery to a higher level.