Georgie Porgie's Nursery Moston

Inclusion: Strong standard

Children's starting points are quickly identified in partnership with parents. Staff use the information gathered to plan for children's individual next steps in learning and development. Knowledge from training and experience enables staff to work tirelessly to adapt the curriculum, so that all children can access learning opportunities, including children with special educational needs and/or disabilities (SEND).

Children's progress is continuously reviewed and all children, including those with SEND make progress. Gaps in children's learning are swiftly identified and addressed. Leaders and staff work proactively to ensure that all children receive support as needed, to meet their individual learning and development goals. For example, staff use children's interests when adapting learning activities to help build children's confidence. This supports children to become engaged in learning.

Leaders and staff work highly effectively with other professionals, including the health visitor, the speech and language therapist and physiotherapists. Staff use picture clues and props to engage children in singing and books. This means that all children engage in the play opportunities and so learn. Children benefit from a sensory area where they find a place to regulate their emotions and feel calm.

Curriculum and teaching: Expected standard

Leaders design and deliver a clear and ambitious curriculum that covers all areas of children's learning and development. They prioritise the development of children to become independent, including through their self-helps skills. Children are supported to pour their own drinks and serve their food at meal times. However staff do not consistently promote children's independence through, for example, encouraging children to help with simple tasks, such as wiping up spilled drinks and picking up paper off the floor, that children have dropped.

Leaders and staff make communication and language a top priority and for children to become confident speakers. They understand how reading books to children and singing songs supports this, and they build this into the daily routine. This helps prepare children for their next stage in learning, including being prepared for school. Staff know children well and use every opportunity to talk with them. This supports children to learn new vocabulary, and builds children's confidence.

Staff introduce children to mathematical vocabulary throughout the day. For example, staff support children to count forks on the table. This means children learn number names and amounts. Staff use training to enhance the curriculum and to benefit all children, including those with special educational needs and/or disabilities, or other barriers to learning. The outdoor area supports children to build their physical skills. For example, children use their legs to make a car move along and steer it with their arms and hands.

Achievement: Expected standard

All children, including those with special educational needs and/or disabilities, make progress across all areas of learning, especially in communication and language. Children talk to the staff to express their needs, such as asking for tissue when required. Children are supported to develop the necessary skills that help them prepare for their next stage in learning, including school.

Children grow in confidence from their starting points. They independently select resources that interest them and happily play alongside their friends. Children chat to their friends as they play. Children build their physical skills when rolling, pulling and squashing dough, and when running and climbing outdoors. They manage their own personal needs, such as using the toilet and washing their hands afterwards. Children learn about the importance of healthy food and drink choices at mealtimes. For example, children hear staff talk about why we need to eat healthy vegetables during lunch.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff provide a welcoming environment, where children feel safe and valued. They build secure relationships with the children in their care. This means children settle quickly and feel happy. Staff have high expectations of children's behaviour and are positive role models to the children. Children follow simple instructions, for example, staff ask children to put their finished collage on the drying rack and the children do so. Staff praise children for displaying positive behaviours and, as a result, children behave well.

Children typically try new activities with encouragement, and they enjoy learning. For example, children play with sand and fill and pour with buckets. This supports children to build a positive attitude to learning. Staff implement predictable routines that the children happily follow. For example, they sing songs to indicate the different parts of the day, like carpet time. This makes children feel calm and secure. Staff teach children valuable social skills, like being friends and helping others.

Leaders and staff understand the importance of punctuality and attendance. Staff quickly follow up any absences. They work with parents on the importance of regular attendance and punctuality and how it prepares children to be ready for school.

Children's welfare and wellbeing: Expected standard

Leaders and staff provide a safe environment both indoors and outside. Staff build secure attachments with children. This helps children to feel settled and assured. Leaders and staff plan to support children with positive health habits, and children eat healthy food and drinks at snack and mealtimes. However, staff do not consistently motivate children to foster long-lasting healthy habits, such as wiping their own noses and then washing their hands afterwards.

Children learn about emotions and feeling through stories and play. For example, children enjoy exploring how colours can match how they feel. Staff acknowledge children's changing emotions and offer support as needed. For example, when children are upset, staff offer cuddles to help them settle. This means that children learn to manage their emotions and feel comfortable to express them. Children who need a quiet place, to support them with their emotions, can access the sensory area. Staff understand the importance of the 'Safer eating and weaning' policy and the safer-sleeping procedures. They effectively implement this in the setting, keeping children safe.

Leadership and governance: Expected standard

Leaders proudly lead the passionate staff team. They are clear about their priorities for the setting and this keeps children safe and happy. They work effectively with staff to provide the best possible outcomes for children, including those with special educational needs and/or disabilities (SEND). They are a close staff team and effectively support each other as needed.

Leaders understand the importance of continual improvement and professional development. Leaders and staff have worked hard to improve the outdoor learning environment. It covers all areas of children's learning and particularly supports children to build their physical skills. Leaders plan to further improve the setting through collaboration with other settings. This will enable them to further enhance the curriculum and outcomes for children.

Leaders work with other professionals to gain advice and support on meeting the needs of all children, including those with SEND. They work in partnership with parents effectively, to meet children's unique needs. Leader's inform parents about their children's learning and progress at parents' evenings and through newsletters. They also inform parents about how they can further support their children at home. Parents speak highly of the setting and its staff.