Hillside Children's Centre Nursery

Inclusion: Needs attention

Leaders' assessment of children's needs is not yet consistent enough to reduce barriers to learning and has not had a measurable impact on children's outcomes. As a result, learning gaps remain evident. Although leaders have systems for early identification and share information through training and supervision, inconsistencies in staff practice limit their impact. While some support is in place for children with special educational needs and/or disabilities (SEND), those known or previously known to social care, and facing barriers to learning, it is not strong enough to secure positive outcomes for children's progress.

The setting works in partnership with external agencies, including speech and language support coordinators and the early years inclusion team, to foster some support for children with SEND and those facing barriers in their learning. However, this partnership working does not have enough of a positive impact on children's communication and language. Referrals and external input are in place, but support strategies are not consistently embedded in daily practice. As a result, children do not always receive tailored support that builds on the advice given.

Leaders use additional funding to support the children who receive it. Children receive appropriate care and attention so that they can access the full curriculum. The approaches leaders take contribute to an inclusive environment where children feel safe, valued and develop a sense of belonging, despite challenges linked to their life experiences.

Curriculum and teaching: Needs attention

Children's individual progress is captured through assessments that determine what the children know, can do and what is next in their learning. Leaders' ambitions for the curriculum are appropriate. The staff's teaching is ineffective. There are inconsistencies in the implementation of the curriculum among the staff, which hinders opportunities for better learning. Staff do not effectively teach the intended curriculum or consistently adapt their teaching approach to ensure that children's individual learning needs are met, particularly in communication and language. Communication and language are not effectively woven through the curriculum. Staff miss key opportunities to develop children's vocabulary, listening skills and confidence in speaking. However, staff do join in the children's play to foster enjoyment and build on their interests.

The curriculum is inclusive. Staff move around with the children and encourage them in their play, such as by hiding large numbers between the plants. Children play the game and respond respectfully. Staff can communicate their key children's next step and what their interests are currently. This demonstrates how caring and nurturing staff are with the children. Babies and toddlers listen to stories and songs with props, including a flashing light when they are bouncing. Children have a sense of enjoyment when they are outdoors. They move around freely, accessing activities to develop their motor skills, coordination and confidence.

Achievement: Needs attention

Children do not all benefit from the setting's intended curriculum and are not adequately prepared for the next stage of their learning, including school readiness. Children's progress through the curriculum is limited by a lack of a secure foundation that promotes enjoyment, exploration, motivation and confidence. Although staff can recognise when and where children are learning, they do not consistently adapt their approaches to meet individual needs. This means that not all children make expected progress given their starting point.

Some children do spend some time using the resources on offer. However, they do not maintain their interest in them, and staff do not stimulate their interest to develop children's concentration. In some cases, children show no interest in what staff have provided and wander around the room.

Behaviour, attitudes and establishing routines: Needs attention

Weaknesses in staff practice impact on the quality of the provision and children's experiences, particularly for those with special educational needs and/or disabilities (SEND). While leaders set appropriate expectations through supervision meetings with staff, practice remains inconsistent. The lack of consistency creates confusion for children and limits the effectiveness of any behaviour management strategies that are used. Staff are not always proactive in managing children's behaviour, especially during times when all children are expected to be doing the same activity, such as at mealtimes and group sessions. As a result, these periods become disruptive, reducing opportunities for positive social interaction and learning.

Older children do not consistently demonstrate awareness of care towards younger children, which causes them to become unsettled. This particularly affects younger children and those with SEND, who may already face challenges in communication, emotional regulation and understanding routines. The absence of clear behaviour management systems means patterns of behaviour are not addressed promptly, creating barriers to inclusion and engagement.

Although relationships between staff and children are generally positive, and care for younger children is warm and supportive, weaknesses in routine and structure undermine this. Younger children are unsettled and insecure when expectations are unclear. Overall, inconsistencies in staff practice and behaviour management create barriers to children's wellbeing, development, and their ability to access learning experiences fully.

Children's welfare and wellbeing: Needs attention

While relationships between staff and children are warm and nurturing, there are inconsistencies in how effectively all children's emotional needs are supported. In particular, changes in activity are not fully supported, which can impact some children's sense of security and emotional wellbeing. At key times of the day, particularly on arrival for circle time, not all children receive the reassurance or guidance they need, which affects how confidently they manage and regulate their emotions. As a result, some children, including those with special educational needs and/or disabilities, struggle to benefit from a positive learning experience. Staff do not always support children to recognise, express and manage their emotions to foster a sense of security and confidence within their environment.

Although the environment is welcoming, staff do not receive additional support and guidance to help children to feel emotionally secure and to respond effectively to their individual emotional needs during critical periods. Overall, staff are respectful towards the children and know their next steps. Children can follow what is happening next with the use of visual aids and Makaton. For example, children know what happens after lunch. There is also partnership with parents that allows staff to respond to children's individual needs and any changes in their circumstances at home.

Leadership and governance: Needs attention

Leaders have an appropriate understanding of the setting's strengths and areas for development. However, their vision is not consistently translated into effective practice. Staff do not all have the clarity or support they need to put leaders' expectations into practice, which demonstrates the lack of impact of the leaders. As a result, there are weaknesses in the planning and delivery of learning experiences, which leaders and staff fail to ensure are consistently well matched to the needs of all children so that they can achieve the most positive outcomes possible for them.

Systems to support children who are disadvantaged or who face barriers to learning are not always effective in meeting children's individual needs. This means that some children do not make the progress they are capable of. Although leaders can identify concerns early and act quickly to provide support, these interventions are not always sustained to ensure barriers to learning are removed. Professional development, training and supervisions are in place to monitor teaching and support for staff, although they are ineffective and do not ensure that training received by staff leads to measurable improvements in practice and outcomes for children.