Gosforth Nursery

Inclusion: Strong standard

Leaders consistently promote and role model an inclusive approach to all children. This includes those with special educational needs and/or disabilities, those known (or previously known) to children's social care, and those who face other barriers to their learning and/or well-being, such as those who speak English as an additional language. There is a clear sense of 'professional love' towards children in this nursery. Staff develop supportive relationships with parents and carers and are proactive in their work with other professionals to ensure children's needs are met. Children's individual needs are well planned for. As a result, children with vulnerabilities make positive strides in their development.

Leaders ensure the nursery is an environment where all children are valued, supported and, as a result, thrive. For instance, all children take part in a variety of trips and experiences, such as using public transport to visit museums in the city centre. These experiences offer a wide range of learning and development opportunities beyond the nursery premises.

Leaders consider the appropriate use of funding and ensure that funding received is used to specifically support the needs of those children for whom it is intended.

Curriculum and teaching: Expected standard

Staff plan activities in line with the curriculum aims that leaders have provided. Staff are enthusiastic. When singing songs and reading stories, staff deliver these in a high-quality manner. However, some adult-led sessions are overly long or contain too many different elements. In these cases, the planning is not well matched to the developmental stage of the children in the group. As a result, children's concentration and focus waver, and they do not fully benefit from the adult-led session. The curriculum supports children to develop an understanding of mathematics as they progress through the nursery. Staff explain how they weave a focus on mathematics through their day-to-day activities.

Through monitoring assessment outcomes, leaders identify gaps in the curriculum. For instance, it was recently identified that greater support for children's physical development was required. Rapid action was undertaken to ensure that children received greater opportunities to practise their physical development skills. As a result, positive progress has been seen in this area of learning.

Leaders describe their nursery as 'international' and their families represent many languages and cultures. Where children speak English as an additional language, staff seek to learn key words and phrases in children's home language to support them in the nursery to a greater extent, including checking with parents to ensure correct pronunciation.

Achievement: Expected standard

Leaders and staff consider what children need to know and be able to do before they transition to the next room or onward to school. There is a particular focus on planning for key songs and books to support communication and language. Children show enthusiasm when they listen to these familiar songs and stories; they join in with the words, showing their prior learning.

Support from staff has resulted in children being confident and expressive communicators. Young babies are keen to interact and babble. Older children use their communication skills to navigate sharing and turn-taking outdoors.

Staff track the progress of their key children to ensure they are making progress. They state that they are particularly proud of the progress made by children who have encountered barriers to their learning.

Children use and apply the knowledge, skills and language they have been taught. For instance, toddlers understand how to use the tea party resources set up in the outdoor area. They successfully interact with each other, practising their social and language skills. They show they understand humour when they roar with laughter when a member of staff suggests they try some broccoli tea.

Behaviour, attitudes and establishing routines: Expected standard

Leaders support staff to understand the intended behavioural expectations in the nursery. As a result, these are applied with consistency throughout the nursery. There is a focus on supporting turn-taking and sharing skills. Staff utilise the outdoor area well to help children practise these skills, such as when taking turns on the slide. Leaders emphasise a key focus on co-regulation to support children in understanding and managing their emotions. This helps them to develop their self-regulation skills.

Staff develop positive relationships with children and take time to model and explain the behavioural expectations. They have created learning environments that stimulate children's interest and exploration. As a result, behaviours in the nursery are very calm and purposeful, and children are highly engaged with their play. Good attendance is encouraged, and parents are supported with attendance where needed.

At times, a lack of preparation for lunchtime means that there is a slight delay to children being served their food. As a result, the lunchtime routine is a little rushed and, at these times, children's age and stage of development are not as well considered. For instance, there is not enough time given for them to understand and practise self-care routines, such as handwashing and serving food.

Children's welfare and wellbeing: Expected standard

Staff are very caring and attentive to children, and this is something parents and grandparents also report. Staff know their key children very well and understand their unique needs. Children, including those who experience barriers to learning, show their positive attachment to their key persons, for instance snuggling into their laps for story time.

There is a clear focus on staff co-regulating alongside children, to help them understand and manage their emotions. Staff also use key stories to help children understand the range of emotions they feel. An increased focus on supporting physical development has supported children to learn the value of movement and exercise, in particular when in the outdoor area.

At times, staff do not provide children with opportunities to develop independence in their care routines, such as handwashing. Leaders have not considered deeply enough the links between these routines and the curriculum for personal, social and emotional development, nor yet supported staff practice during these periods of the day. Greater focus on this will support children in developing a deeper understanding of their personal care and also provide greater opportunities for them to develop their self-confidence and independence.

Leadership and governance: Expected standard

The nursery is relatively new, and leaders are working to fully establish the setting and recruit and train staff to the high standard that they aspire to. Leaders care about their staff team and are committed to ensuring the ongoing training and skills of all staff. Staff feel supported by their leaders and are keen to further develop their skills.

Leaders are proud of the parent partnerships they have developed, and they place very high value on these relationships. As a result, parents say they feel very well supported by the nursery. Leaders are dedicated in their mission to ensure that the nursery provides a warm and friendly environment, with a family feel. Their intention is to create an environment particularly suited to children who may face barriers to their learning and who require a calm setting in which to experience their early education.

Leaders are reflective and evaluative. They actively seek ongoing feedback from parents and carers. Overall, feedback is extremely positive. When feedback is received that requires their attention, they respond swiftly to ensure the high quality of the nursery provision.