Early Miles Nursery

Inclusion: Needs attention

Leaders and staff do not complete progress checks for all children who are aged between 2 and 3 years old. This means that for some children, staff's teaching does not meet their individual needs. Although leaders work in partnership with other professionals involved with children and can identify areas where they need further support, this has little impact on children's progress. For example, children with special educational needs and/or disabilities have targeted plans in place to support their development. However, leaders do not support staff to implement these, as they remain in children's records, so they are ineffective.

Children benefit from regularly attending the nursery. This helps them to become familiar with routines, and families regularly share information about changes in their circumstances. Leaders respond to their emerging needs and, for example, change session times, providing flexibility to help all children access their education. Children live in a diverse community, and leaders ensure this is reflected and celebrated in the nursery. For example, children who speak other languages are supported to settle in, as staff gather key words that children will recognise from home.

Curriculum and teaching: Needs attention

Leaders and staff do not provide a planned, purposeful curriculum for children. They identify a need to focus on supporting children's communication and language development, but staff's teaching does not reflect this. Children with special educational needs and/or disabilities (SEND) do not benefit from a tailored approach. For instance, staff use complex sentences and instructions for all children, including those who are under 2 years old and with SEND.

Leaders do not have a clear oversight of the effectiveness of the curriculum or the impact it has on children's progress. There are times when children show enthusiasm to learn but staff miss these cues and fail to deeply engage with the children. For example, children show interest in dinosaurs and staff ask them if they would like to draw them. Children are left with the dinosaurs, paper and pencils, and staff move on to supervise others. This results in children leaving activities before any learning has taken place.

Children make good progress in their physical development, specifically in their self-care skills. This helps them to develop independence before they start school. Children learn to use the toilet and wash their hands. They demonstrate physical skill indoors and outdoors as they use climbing frames and balancing resources. Children show pride and enjoyment as they repeat number names and jump along boxes to the end. Children benefit from the use of a lending library, and staff encourage families to take books home.

Achievement: Needs attention

Children do not all make effective progress across every area of their learning. Some children have made minimal progress in specific areas of their development, such as their communication and language, and gaps in their learning are not closing. Some children are not well prepared to start school. For instance, they do not consistently engage in learning experiences or develop their listening skills due to a lack of support from staff. Children show some interest in using resources and join in with activities prepared by staff. However, staff do not stay with children to support or extend their learning, and as a result, children do not develop their concentration skills.

In contrast, some children use language effectively to communicate with staff and peers. They show excitement to learn and begin to develop their vocabulary. Children develop some of the skills they need for the future, such as learning how to take turns and join in with small-group activities. On occasion, children sit with staff and listen as they read to them. Babies develop their physical skills as staff help them to build blocks and walk around the nursery.

Behaviour, attitudes and establishing routines: Needs attention

Children are not consistently supported to understand or maintain positive behaviour. Staff struggle to help them follow the routines of the day, such as at tidying up and snack times. For example, while children are exploring activities, staff shout 'empty hands' to indicate it is time to tidy up and move on to another part of the daily routine. Some children do not understand, and others do not respond, or they run away with what they are playing with. Staff respond by repeating the shouted phrase louder several times more. This noise level is upsetting for some children with special educational needs and/or disabilities, and they show discomfort. Children's snack and mealtimes are not social, positive experiences. For instance, some children take food from their peers, which causes distress.

Outdoors, there is a contrast in practice, and staff encourage children to take turns on equipment and work together. Children are regular attenders and benefit in some ways from being with the staff team. Staff are good role models. For example, they speak kindly to children. Children learn that their behaviour has an impact on other children, and on their own learning experiences, and staff swiftly support them to consider this. Children know that it is important to 'make their friends feel better', and staff support them to offer an apology.

Children's welfare and wellbeing: Needs attention

Leaders do not consistently implement the policies and procedures in the nursery to promote children's welfare and wellbeing. For example, staff leave children at the table without appropriate supervision. Children then wander around the room while they are still eating, creating a risk of choking, and it is leaders who direct them back to their seat. Children's emotional wellbeing is not prioritised well enough. For instance, children with special educational needs and/or disabilities, and those with gaps in their learning, become upset occasionally, and staff are unsure of how to support them appropriately to regulate their emotions.

Children do have strong bonds with leaders and staff. Families say their children benefit from the nursery being a small, welcoming environment, and their children talk about staff positively at home. Children are better supported to make progress in their independence and self-care skills. They are encouraged to eat a healthy diet and have access to fresh air outdoors every day. Children access their drinks throughout the day and show enjoyment as they brush their teeth independently. This helps children to build healthy habits for the future.

Leadership and governance: Needs attention

Leaders do not have a clear oversight of the nursery's areas for development. Although they are in the nursery every day, and work alongside staff and children, they have not created a clear plan to drive improvements forward since the last inspection. This has led to further breaches of the early years foundation stage and has an impact on children's learning and welfare. For example, leaders have started to develop the curriculum, but this is not embedded and assessments of children's progress are incomplete.

Leaders provide staff with regular supervision across the year. They consider how they can promote their individual wellbeing and provide some professional development opportunities to help them stay up to date with changes. Newer staff receive a clear induction and recall safeguarding procedures confidently. However, staff have not had sufficient training, development and support to ensure their teaching consistently meets children's individual needs. In addition, leaders do not help staff to implement planned strategies received from other professionals who work with the children, to ensure children with special educational needs and/or disabilities are supported effectively

In contrast, leaders have started to work with the local authority and have enhanced the outdoor area. Parents comment positively about the changes made, and children show enjoyment when they play outside. Leaders establish relationships with families and other professionals involved with children, including the teachers in the local schools. This helps to promote effective communication for children and supports smooth transitions when children move on from nursery.