Happy Corner Nursery Sheldon

Inclusion: Strong standard

Leaders identify children's needs quickly and accurately using their wealth of expertise, tried and tested approaches and their work with national charities. This begins before children join the nursery and ensures that staff are exceedingly well prepared for children to start. Staff consistently access training to enhance their knowledge and expertise to support children with gaps in their learning and development. Staff receive help from leaders to support all children, with a focus on those who face barriers to their learning or wellbeing. For example, the curriculum is focused on providing numerous outdoor experiences to support those children who have limited access to outdoor spaces. Staff make timely referrals, recognising the importance of early identification, for children who are disadvantaged and have special educational needs and/or disabilities to support their needs highly effectively and to help them to make progress.

Staff know children well and are clear about how to support them. Highly consistent strategies to support children are evident across the environment. These include visual timetables and Makaton signs. Staff work with parents and carers to ensure that they have a clear understanding of support they can access and how additional funding is used. Staff consistently access targeted support from other professionals, and leaders use key information to inform their decisions on the use of funding. They source resources for identified areas to meaningfully support children's individual development at nursery and at home. For example, staff send activity bags home to support communication and language and healthy choices to maintain effective engagement at home.

Curriculum and teaching: Expected standard

Leaders have a sound understanding of their curriculum and are clear on what they want children to know and how to support their next steps in learning. Communication and language is a key focus of the curriculum. High-quality interactions and well-focused assessment help to support children's needs. This includes providing commentary, developing vocabulary and using questions effectively. Singing, rhymes and books are shared throughout the day. Leaders should enhance how children's communication and language is supported during key times of the day, such as around mealtimes, to support children's learning even more effectively in this area.

Staff support all children in readiness for their next stage in development, including those with barriers to their learning. Teaching is tailored to meet children's needs. Staff support children's interests and provide engaging resources and activities. The curriculum is adapted to ensure that it is accessible for all children. There is a focus on physical development that includes the use of outdoor areas. Children develop core strength and physical skills. Personal and emotional development is promoted through stories and developing children's understanding of feelings. Staff support children's independence and self-care skills effectively through daily routines. This includes serving themselves at mealtimes. Mathematics is woven throughout children's learning.

Achievement: Expected standard

Staff ensure that children typically achieve well from their different starting points and are ready for the next stage of their learning and development. Staff focus on progress in communication and language and use assessment to help children needing additional support. Staff training is effective. Staff plan activities and experiences that build on what children need to learn next and reflect their interests. From the outset, staff work with parents and carers to support all children, including those who face barriers to learning. Partnerships with parents are a key strength of the nursery. Parents receive regular updates about their children's learning and understand how they can support them at home. Parents' feedback is positive and used to inform positive change. Leaders support staff to measure children's progress, identify gaps in learning and plan for next steps in their learning.

Behaviour, attitudes and establishing routines: Expected standard

Staff have created a positive environment with warm and respectful relationships. Leaders and staff have high expectations for children's behaviour and attitudes to learning. Staff use praise effectively to support this. The key-person system is a strength, and staff encourage children to be kind. They play alongside one another and interact well. Staff know children well and meet their individual needs. Children demonstrate a genuine love of learning. They are eager to share their ideas and explore the environment. There is a consistent approach to attendance. Staff work with parents and carers to understand the importance of attendance and punctuality. Clear daily routines are supported by a visual timetable and meet the needs of the different ages of children. Staff plan opportunities for child-led play, group activities and the use of the indoor and outdoor environment. There are opportunities for children of different ages to interact.

Children's welfare and wellbeing: Expected standard

Children build attachments with their key staff and separate with ease from their parents as they arrive. Children show they are very settled when they arrive and are excited to start their day. Children's physical and emotional health are supported well by staff who are responsive to children's needs. There is a real sense of community and belonging in the nursery. Staff use praise effectively to recognise children's efforts and achievements. This approach promotes children's self-esteem, builds their confidence and supports their social and emotional development. Healthy and nutritious food is provided each day. All children are encouraged to make their own choices and serve their own food. Children are supported to understand hygiene practices around eating and handwashing. Hygiene practices should be enhanced to support children to understand that covering their nose and mouth when sneezing and coughing can help to reduce the spread of germs and support their good health more effectively.

Leadership and governance: Expected standard

Leaders know the nursery well and are clear on the strengths and areas for development. Leaders work hard to support staff, children and families. Effective systems help leaders to support staff, celebrate their success and provide any required training. They ensure that staff feel valued and supported in their roles. Leaders access support from the local authority and ensure that they stay up-to-date with sector developments and share information with staff. Leaders ensure that the setting is inclusive and have clear systems that support all children and families. Parents speak highly of staff and the support they provide. Parents report how settled their children are and how the staff keep them well informed about their children's learning.