Crafty Wizards Horn Park

Inclusion: Strong standard

Leaders are passionate about ensuring all children have access to an ambitious curriculum. They promote an inclusive culture where every child is supported to participate and make progress. Leaders identify children's emerging needs quickly and accurately. They work alongside parents and external professionals, including a speech and language therapist, to assess, review and plan the support children need. All staff know the children well, which further supports them to make progress.

Leaders have high expectations for all children, including those with special educational needs and/or disabilities (SEND) and barriers to their learning. Leaders and staff establish strategies that consistently enhance the opportunities and experiences of disadvantaged children and those with SEND. Staff use pictures and objects to help children transition throughout the nursery. They adapt their sentence structures and use repetition to support understanding. As a result of these highly successful strategies, staff are able to support children to overcome barriers to their learning.

Staff care deeply about the children and provide them with positive reassurance. Through their kind words, staff help children overcome any emotional outbursts.

Leaders ensure their approach to the use of early years pupil premium funding has a positive impact on children's achievement and wellbeing. Leaders are creative in how they use the funding. They look closely at the children's individual needs and ensure the funding is ring-fenced to improve outcomes. For example, some of the funding is used to ensure children receive a well-balanced and nutritious meal. As a result, children are able to progress in their learning and development because their basic needs are being met.

Curriculum and teaching: Expected standard

Leaders have an accurate understanding of the quality of the curriculum and teaching in their setting. It is typically well planned to ensure that key knowledge is taught through repetition and opportunities to practise. Leaders strive to ensure their curriculum is inclusive for every child. Through systematic monitoring of practice and teaching, leaders support staff to build on children's prior knowledge. This allows children to typically make progress from their starting points and ensures they are prepared for the next stage in their learning.

Children are immersed in a language-rich environment. Children delight in songs, stories, books and rhymes. They spontaneously burst into song, and responsive staff build on these opportunities to extend their language further. On occasion, staff do not always consider the dynamics of a group to support children's learning. This means children do not always have role models to demonstrate what is expected of them.

Leaders ensure mathematics is taught in age- and stage-appropriate ways. Children develop the confidence to use mathematical vocabulary. They use language of position well as they discuss going around, up, over and alongside the obstacle course. They use language of comparison as they notice the difference in size of their mud pies. Leaders do not ensure everyday routines are consistently used to support mathematics. For example, when setting up the lunch tables, children are not exposed to language of number or quantity.

Achievement: Expected standard

Children make progress through the curriculum, particularly in communication and language. A secure foundation in communication, physical and personal and social development provides the basis for learning in all areas. Children are typically engaged and enjoy exploring, including children with special educational needs and/or disabilities (SEND). They show perseverance and resilience when trying new tasks and learn to cope with making mistakes. They show pride in their achievements and are eager to share their successes with others. For example, when children are struggling to cut the peppers in the home corner, they shout, 'I did it' after persevering.

Children show a growing curiosity about the world around them. They develop their physical skills well. Older children scoot in and out of the cones with ease. Younger children balance on balance bikes and develop spatial awareness. They are keen to take on new challenges and, with support, navigate the obstacle course. All children, including those with SEND and/or barriers to their learning, make progress from their starting points and are well prepared for the next stage in their learning.

Behaviour, attitudes and establishing routines: Strong standard

Leaders embed a harmonious and respectful culture. They have high expectations for all children. As a result, children behave well. They share, take turns and cooperate in their play. Staff offer specific praise to reinforce children's positive behaviour. Clear and consistent routines ensure all children know what is expected of them. Staff ensure children are given advance notice of transition time. This allows children to prepare for this and reduces anxiety, especially for children with special educational needs and/or disabilities.

Key-person arrangements are effective. Staff build warm, positive relationships with both children and their families. This promotes children's feelings of security. A comprehensive settling-in procedure ensures staff have all the information they need to facilitate a smooth transition to nursery. Where children struggle to settle, staff are patient and work collaboratively with families.

Staff act as positive role models. They teach children the importance of treating others with kindness and respect. Staff support children to notice the similarities and differences in others. They use this to help children understand behaviours and the world in which we live.

Leaders have adopted a robust attendance policy which parents and carers know well. They consistently monitor and evaluate attendance, establishing important habits for later success.

Children's welfare and wellbeing: Expected standard

Children are happy and well cared for. Leaders ensure policies and procedures to keep children safe are robust. They know children and their families well and work closely with parents and external agencies to ensure children receive the support they need. Staff respond sensitively to changes in children's circumstances and adapt routines to meet individual needs. As a result, all children show they feel safe, secure and emotionally supported.

Leaders create a safe and welcoming space. Care practices are tailored effectively to meet children's individual needs. Children with complex medical needs are supported well. Clear care plans are created alongside families and shared with all staff. Through these positive relationships, children's emotional health and security are developed.

Children's independence is fostered. Children are encouraged to wipe their nose and dispose of the tissue appropriately. They wash their hands before meals and after using the toilet. During mealtimes, children are typically supported to serve themselves and eat independently. At times, mealtimes are not used as an opportunity to promote social skills or discuss the impact of food on our bodies. As a result, sometimes children do not develop the ability to make healthy food choices.

Leaders ensure robust policies are in place to support children at mealtimes and sleep times. Children's individual dietary requirements are catered for effectively. Staff complete regular training to ensure they are up to date with the latest requirements. As a result, children remain safe when eating and sleeping.

Leadership and governance: Expected standard

Leaders have a secure understanding of the nursery's strengths and areas for development. They take prompt action to address new guidance and/or emerging needs. For example, leaders introduce safety helmets when children are using scooters and balance bikes. However, further development of the curriculum to enhance mathematics in everyday routines and understanding of healthy food choices is not fully embedded yet.

Leaders know their staff team well. They take steps to ensure their wellbeing and that their workload is manageable. Through regular ad hoc meetings and supervision of staff, opportunities arise to discuss practice and training needs. Leaders value their diverse workforce. They understand the importance of supporting their team's emotional wellbeing. Staff speak highly of the support they are given to fulfil their roles. This helps them to have a positive impact on children's development.

Leaders establish a culture of continual improvement. They work in partnership with families and the wider community well. They organise a calendar of events to support community cohesion. Leaders organise trips to the local park and open events in the nursery for parents and carers and liaise with the host school on joint events. Parents speak positively about the nursery and the care and education their children receive.