Four Seasons Nursery & Pre-School CIC

Inclusion: Strong standard

Children with special educational needs and/or disabilities (SEND), those known or previously known to children's social care, and those who may face other barriers to learning make sustained progress because staff continually assess their needs and consider this well in the care and teaching they provide. Leaders consider these evolving needs when accessing training programmes and planning in-house sessions for staff. For example, new behaviour management strategies staff have implemented following extensive training is having a positive impact on the learning environment.

Additional funding is used exceptionally well to promote the specific needs of children that it is intended for. Leaders closely monitor the effectiveness of any funding to ensure all children have access to rich learning experiences that allow them to develop alongside their peers.

Parent partnerships are professional, empathetic and place children's needs and wellbeing as a priority. Leaders and staff are passionate about providing families with new skills and a deeper understanding around subjects such as managing behaviour, healthy eating and safe and appropriate use of technology.

Children with SEND, and those known or previously known to children's social care, receive consistent nurturing support. Leaders and staff work alongside other professionals to champion children's current and future needs. For example, they work as a team with parents to access the best possible school environment that will fully meet children's specific emotional and learning needs.

Curriculum and teaching: Expected standard

Leaders and staff design a curriculum that provides children with the skills required for their next stage of learning. Weekly structured sports sessions develop children's coordination and physical skills, alongside teaching them the importance of taking turns, perseverance and working in teams.

Staff monitor their teaching by planning activities that encourage children to recall previous learning. Children have recently learnt about the life cycle of chicks by hatching their own. Staff encourage them to re-enact their learning in a role play activity where they recall key words and proudly identify the lighter chicks as girls and the darker ones as boys. On rare occasions, during busy group activities, staff do not adapt their teaching sufficiently to meet the varied abilities of children present.

Children with special educational needs and/or disabilities enjoy the same rich learning experiences as their peers. Staff adapt circle time using props and songs to engage all children and support them to collaborate and feel secure in larger groups.

Staff create a language rich environment for children to explore. Children join in familiar songs as prompts for routines throughout the day. All staff role model language, and children delight at joining in conversations with staff during play and focused group sessions.

Achievement: Strong standard

All children, regardless of their starting points, are very well equipped with the skills and knowledge required for their next stage of learning. They follow routines well and understand that listening to others, sitting for meals and taking turns are essential for when they start nursery and school.

Children are enthusiastic in play, eager to join in all aspects of their nursery life and display a positive attitude to their learning. They embrace challenge and demonstrate pride in their achievements, such as handling the delicate and noisy chicks that have just hatched.

Children are highly confident to engage in discussions with adults and their peers. They look forward to group sessions where they can share their experiences of the weekend with their friends and staff. Children with special educational needs and/or disabilities, express their needs and opinions with equal enthusiasm using props, visual prompts and simple sign language. This builds their confidence in their ability to communicate effectively and have their needs met.

Behaviour, attitudes and establishing routines: Strong standard

Leaders and staff have high expectations for children's behaviour. They implement and adapt highly effective strategies that support all children, including those with special educational needs and/or disabilities, to recognise boundaries and adhere to them. All staff adopt a therapeutic approach to promoting behaviour where they focus on showcasing positive behaviours within the group. These strategies are shared with families and promote a highly effective, collaborative approach that embeds positive behaviours amongst all children.

Daily group discussions and humorous role modelling from staff at the start of the day, means that children focus on taking turns, being kind and using their 'indoor and outdoor feet'. Further sessions at the end of the day recognise when children have followed expectations, rewarding them with praise and roles of responsibility.

Leaders share their commitment to full attendance and punctuality through daily discussions and by adopting a flexible approach aimed at meeting the extensive needs of families. As a result, children all arrive promptly for sessions and rush to greet staff who have a deep understanding and appreciation for their early experiences. These nurturing relationships continue throughout the day. Children find comfort in their key person when they want some quiet time, and delight at joining in activities with them.

Children's welfare and wellbeing: Strong standard

Leaders and staff work tirelessly to create an environment that provides a safe space for all children to flourish. Leaders understand the positive impact building confidence and emotional fluency will have on children's future development and learning, in particular children with special educational needs and/or disabilities (SEND), and those known or previously known to children's social care. At the start of the day children are reminded that staff are safe adults who care for them and will listen to any worries they may have. Children understand this and regularly approach their key person for affection and emotional and practical support.

Staff embrace mealtimes as a social occasion as well as an opportunity to promote children's learning of healthy eating. Staff eat meals alongside children to keep a watchful eye, ensure children's safety and role model excellent manners. In addition to the packed lunches they bring, children help themselves to a variety of fruits to supplement their meals. They chop these fruits up safely and collect the seeds to plant in their garden. Staff make careful adaptations such as using specialist equipment and visual prompts to ensure children with SEND participate fully in this highly sociable routine alongside their friends.

Leadership and governance: Strong standard

Leaders work diligently to create a respectful and vibrant environment that motivates staff. They conduct highly effective supervisions with staff to identify training needs and promote strong practice. Staff take ownership for their development and are proud to support that of their colleagues. They create quizzes and competitions, sharing their expertise, skills and knowledge in ways that engage and support the entire team. Leaders have strong oversight of the settings strengths and are swift to take decisive action when they identify areas for improvement. For example, leaders have enhanced previous mentoring strategies for staff to identify strengths in one another's practice and incorporate them into their own teaching.

Leaders consider staff wellbeing, ensuring routines and tasks keep staff motivated and not overburdened. For example, leaders ensure each child is supported by two key persons. This considers staff absence and ensures that children are always supported by knowledgeable and enthusiastic staff who share a deep commitment for their learning.

The entire team of leaders and staff are dedicated to promoting the development of children with special educational needs and/or disabilities, and those known or previously known to children's social care. They understand how developing mutually respectful and supportive relationships with families and other professionals will result in better outcomes for children.