Eliana Bilingual Nursery

Inclusion: Needs attention

Leaders identify and assess children's individual needs promptly on entry and continue to review these through ongoing checks of children's progress. They recognise how children's lived experiences may affect learning and development and take steps to reduce barriers. However, adaptations are not applied consistently across the setting, so support does not always match children's emerging needs.

Leaders have begun to strengthen the assessment and planning processes, and provide training, but not all staff are confident in applying these processes precisely. Leaders work with families to shape targets and, where appropriate, seek advice from external professionals. However, the quality of staff practice varies, which limits its impact.

Leaders use additional funding to increase staffing and enhance targeted opportunities. Some children benefit from additional key-person time and focused language support. Leaders continue to evaluate the impact of the funding, as successful approaches are not yet embedded across the setting.

Leaders monitor the progress of all children, including children with special educational needs and/or disabilities and those who face other barriers to learning. Systems to review support are improving but are not yet applied consistently. Leaders also track and respond to the needs of children known (or previously known) to children's social care to reduce risks and promote inclusion.

Curriculum and teaching: Needs attention

Leaders set clear ambitions for a broad, balanced curriculum that meets the early years foundation stage requirements. They are refining sequencing so children build securely on what they know and can do. However, not all staff understand how to implement this consistently, particularly for babies and younger children.

Staff's use of assessment does not always inform precise adaptation of teaching to children's different starting points. For example, during sensory play, staff sometimes label materials inaccurately, missing opportunities to develop vocabulary and communication. In addition, when outdoor play is unavailable, indoor provision does not consistently prioritise gross motor development.

Where practice is stronger, typically with older children, staff promote a love of books, extend vocabulary through purposeful talk, and build mathematical language into play. Overall, leaders emphasise children's physical, personal, social and emotional development, but this focus is not consistently applied in daily practice.

Leaders and staff understand that adaptations are needed for disadvantaged children, those with special educational needs and/or disabilities, and those known (or previously known) to children's social care. However, reasonable adjustments and targeted support are not applied consistently enough to secure progression for every child.

Achievement: Needs attention

Overall, children make progress from their starting points, including in communication and language development. For example, older children build vocabulary and confidence in social interaction. However, inconsistent implementation of the curriculum slows progress for some children, so their knowledge does not always build securely across learning areas.

Children with special educational needs and/or disabilities and disadvantaged children do not consistently receive precisely targeted support. Consequently, their progress varies.

Older children develop growing independence. For example, they attempt self-care routines and take on small responsibilities. However, these experiences are not consistently underpinned by effective teaching, and preparation for the next stage of learning, including school where relevant, is variable.

Behaviour, attitudes and establishing routines: Needs attention

Leaders and staff do not always teach children how to sustain focus or extend thinking. During large-group activities, some tasks lack sufficient interest or adaptation, so a few children disengage, missing opportunities to develop perseverance and curiosity. Staff do not always consider children's age, stage, individual needs or circumstances during adult-led activities. This means that support needed is not applied consistently. This includes children with special educational needs and/or disabilities.

Leaders set expectations for positive behaviour, which children understand and generally follow. Children show that they are familiar with the routines of the day and are gaining confidence when interacting with others. Children build positive relationships with staff. Staff act as positive role models. They support children to learn important social skills, such as sharing and turn-taking. Children practise using these skills as they play together. Children value the praise they receive for helping staff with tasks such as tidying up. Children clearly enjoy attending the setting, and older children develop positive friendship groups.

Leaders place appropriate importance on attendance. They understand the impact that absence can have on children's learning and development. Leaders monitor attendance closely, follow up absences promptly and check on children's welfare when they are absent.

Children's welfare and wellbeing: Needs attention

The key-person approach is not yet effective in practice. Staff do not fully understand or consistently fulfil all aspects of the role. As a result, they do not adapt the curriculum closely enough to meet children's individual needs or consistently promote children's welfare and development. Staff do not communicate consistently with parents about how they support children's development or provide guidance on how learning and development can be extended at home.

Overall, staff are warm, caring and approachable. Children form positive relationships with staff and peers over time, which supports their emotional wellbeing. Staff promote older children's understanding of healthy lifestyles and reinforce good manners and positive social behaviours during mealtimes. They teach children about personal safety and how to manage risks. For example, they explain road safety rules to children. However, practice is less effective for younger children. Staff do not consistently support younger children's physical development or encourage healthy choices around rest and exercise, which limits children's progress in this area.

Leaders and staff support children's understanding of the local community and the wider world. Children access resources linked to community roles, such as doctors and nurses role-play equipment. Leaders also invite visitors, including the fire service and local police, to help children learn about important community roles.

Leadership and governance: Needs attention

Leaders understand many of the setting's strengths and areas for improvement and have systems to monitor practice. However, they have not yet fully monitored implementation closely enough to secure consistency in curriculum delivery, inclusive practice, and the key-person approach. Decisions increasingly focus on the best interests of children, including disadvantaged children, those with special educational needs and/or disabilities, and those known (or previously known) to children's social care, but the impact of these decisions is not yet reliably evident in daily practice.

Leaders engage with parents, but communication is not consistently tailored to individual children, which reduces the impact of partnership working. Professional development is a current focus. Staff access training. However, evaluation of its impact on practice and children's outcomes is at an early stage. Leaders are mindful of staff wellbeing and workload when planning changes.

Despite these weaknesses, leaders demonstrate a positive capacity for improvement. They recognise the need to strengthen oversight of practice and are keen to introduce strategies to improve consistency. However, these actions are at an early stage and are not yet improving outcomes for children consistently across the nursery.