GingerJolley Nursery Woodlands park

Inclusion: Strong standard

Leaders are very skilled at identifying children's individual needs and they gather information from parents when children start. They build secure relationships and seek advice from a range of external professionals where concerns arise. They maintain ongoing communication with families to enable them to securely meet children's changing needs. Leaders demonstrate a strong intention to reduce barriers to learning. This includes for children with special educational needs and/or disabilities. This means that children and their families receive support in the quickest time possible.

In addition to this strong partnership working, staff complete regular observations and assessments of children. If gaps are identified, staff are quick to put plans in place and provide additional support to meet children's individual needs. They work with other professionals to set appropriate targets for children to meet. They use recommended strategies, which are also shared with parents, to provide consistency for children. As a result, children make steady progress from their starting points. Leaders and staff have excellent knowledge on each child and their individual circumstances. This helps them to identify barriers to children's learning and be able to put strategic plans in place. In addition, the support offered to families positively impacts the outcomes for children.

Curriculum and teaching: Expected standard

Leaders provide a curriculum that meets all areas of children's learning and development. Children are provided with a range of resources and activities across the setting. Regular observations and assessments identify next steps for children and staff plan activities to support children to achieve these. Mostly staff are confident with what they want children to gain from activities, although, at times, the intent is less clear and during these times children do not benefit as much as they could.

Staff support children's communication and language and mathematical development through a range of activities and conversations. For example, as children search for numbers in the sand, staff ask them what numbers they have found. Staff introduce the children to new language, such as full and empty, which children then use in their play.

Children enjoy spending time outdoors. Staff provide opportunities for children to develop their physical skills. For example, children enjoy taking part in regular dancing activities. They show increasing physical skills as they climb steps to the slide. Children show pride as they receive praise from staff for their achievements. Children are provided with opportunities to be independent. At times, staff are quick to find solutions for children and complete tasks for them. This does not help children to develop problem solving skills for themselves. Leaders consider the knowledge and skills children need to progress to the next stage of learning, such as the move to school.

Achievement: Expected standard

Children develop some early independence and generally begin to solve some problems for themselves. They engage in familiar routines and show enjoyment in selected activities. Children show that they know the expectations of the setting. They have secure relationships with adults and demonstrate that they feel safe and secure.

Children confidently and clearly communicate their needs. They play well alongside and with each other. Older children discuss the games they will play and decide on each other's roles. Children are proud to show their achievements, for example, when they write their names. Children confidently explore activities and are excited for adults to join their play.

Children who face barriers to learning, including those with special educational needs and/or disabilities and children with other barriers to their learning, make secure progress from their starting points. Adaptions to activities and daily routines ensure children progress in all areas of learning.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff have created a welcoming environment that children happily and confidently explore. They establish clear expectations for children's behaviour and use calm language and gentle reminders to guide children. Staff do not always explain to children why some behaviour is not acceptable. This does not support children to understand the impact their actions may have on themselves or on others. Staff work with children and plan activities to help them to understand how they are feeling and support them to regulate their emotions.

Staff interactions are caring and positive. Children form warm relationships with staff, who they seek out when they need comfort and/or reassurance. They play well alongside and with their peers. Children laugh as they add resources to water play and show their friends what they are doing. Staff support children to understand taking turns and sharing. Leaders follow up any non-attendance. They provide parents with information on the importance of children's regular attendance in establishing consistent routines and the impact this has on children's wellbeing and development.

Children's welfare and wellbeing: Expected standard

Practitioners build warm relationships with children, who seek comfort and reassurance from familiar adults. Staff support children to understand hygiene practices and why these are important. For example, children help clean the table ready for lunch. Staff talk to the children about wiping away the germs, which children then talk about with each other.

Children learn about leading a healthy lifestyle. Staff provide children with opportunities to develop their physical skills. They learn to move and dance in different ways. Outdoors, they navigate their way around equipment as they run with their friends. They dig in the sand and climb stairs to use the slide. Children happily use rollers and paint brushes as they use large movements to paint water on the garden wall. In addition, staff talk to children about healthy foods and having a balanced diet. Resources and planned activities support children to learn about oral hygiene and the important role of the dentist. Staff recognise the importance of supporting children and parents to understand being safe online.

Through activities, staff support children to learn about taking turns and working together. Staff gather information about children's home routines and work with parents to ensure they meet children's changing needs. For example, regular communication about children's sleep times provides consistency for children and supports their emotional wellbeing.

Leadership and governance: Expected standard

Leaders deploy staff appropriately and ensure that staff hold relevant qualifications and access core training. Regular one-to-one meetings ensure that staff receive support for their wellbeing and help to identify staff's learning needs that help them progress with their professional development. Leaders are caring and demonstrate compassion towards staff wellbeing. Open and honest relationships exist between leaders, staff and external agencies, which means children receive the targeted support they need to achieve to the best of their ability.

Leaders have good oversight of the setting and staff practice. Training is provided to staff to support them to understand and meet children's individual needs. Leaders are yet to ensure that staff practice is consistent throughout the setting. For example, at times, staff are not always clear on what they would like children to gain from activities. During these times, teaching does not support children to make continuous progress.

Leaders build secure relationships with parents. Regular communication secures shared understanding, particularly in relation to special educational needs and/or disabilities and when there are other barriers to children's learning. Shared information between staff, parents and other agencies provides consistency for children to support them in their progress.