Hunsdon House Garden School

Inclusion: Expected standard

Leaders' effective review of children's development means they recognise when they are not making progress as expected and staff target their teaching to support these areas. Staff understand what might be a barrier to children's good achievement, such as when they speak English as an additional language. Staff model language well, explaining to children in a straightforward manner. During story times, staff choose fiction and non-fiction books and their lively reading engages children. Close working with families and other professionals helps to build a supportive, consistent team. Staff can identify when children need extra support in their learning.

Curriculum and teaching: Expected standard

Staff provide children with a tremendous amount of freedom in their play. The fluid and flexible curriculum encourages their good engagement. Staff encourage children to choose from a range of resources that help them to understand about complicated ideas, such as addition and subtraction, letter formation and weight and measure. Circle time provides children with an opportunity to learn together and this is managed well by staff. Leaders sing songs in different languages, showing children that they value their home languages. Staff stimulate children who learn more than one language to become proficient in English and have a broad vocabulary. When they hear a word they do not recognise, staff explain this and children are quickly able to apply it in context, showing their swift capacity to understand new learning. Outdoors, staff provide children with opportunities to swing, climb and play ball games, which all help them to develop and strengthen their core muscles, balance and coordination. Staff recognise children's good progress and identify areas where children might need extra support. In doing so, they ensure that children receive the support they need in a timely manner.

Achievement: Expected standard

Children who speak English as an additional language receive high-quality teaching and quickly develop into fluent talkers. Children share their ideas and opinions coherently and this enables them to make sense of the world. They reflect on things they have previously learned, such as identifying the names and colours of birds and what scientists might do in their work. Children's positive individual learning and development progress is clear. Children are physically skilled. They competently climb up and hang from bars to use their energy purposefully in preparation for the day ahead. Overall, children are developing their social skills and showing a readiness for their future learning, such as sustaining their attention when completing tasks and having an inquisitive nature.

Behaviour, attitudes and establishing routines: Needs attention

Although staff encourage children's good behaviour, sometimes their attempts at conflict resolution are not well matched to children's emotions and feelings at the time. For example, after confrontations, staff encourage children to cuddle each other to apologise. Sometimes, this is not appropriate, and children find it difficult to control their responses, so the cuddle turns into further confrontation. Children show they have not been adequately supported to regulate their emotions as they repeat the unwanted behaviour. This has a negative impact on other children's experiences.

Children know the familiar routine at the nursery school and follow it readily. This encourages them to feel secure and settled. The provider puts a great deal of thought into ways they can encourage children's good attendance. There is a flexible start to the day, and flexibility in what sessions children may attend. The provider recognises that this helps to supply parents with childcare that meets their demanding schedules and, consequently, children's attendance is extremely good.

Children's welfare and wellbeing: Needs attention

Staff do not routinely ensure that the risk assessments to keep the environment safe are consistently applied. Consequently, on occasion the nursery premises are not secure, for example the garden gate is left unlocked and the mobile telephone policy is not known and understood by those entering the nursery. Support for children's behaviour does not consistently encourage them to find ways to regulate their emotions and moderate their behaviour.

Children sit together while eating at mealtimes under the close supervision of staff. They sleep in a quiet, cosy room and staff supervise them to check on their wellbeing and safety. Children are confident and know when they do well. They describe themselves in positive terms, such as being a 'clever clogs'. They show high levels of self-esteem and are willing to try new things and test out what they can do, such as climbing on equipment. The provider encourages an extended settling-in period for children when needed. Staff work closely with parents and families to determine how best to help children to settle. The nursery school deliberately has a small group of children attending and this helps staff to get to know them and their individual needs well. Children show close attachment to the staff who care for them. The daily routine meets the needs of young children.

Leadership and governance: Needs attention

Overall, the provider has made significant progress in addressing the weaknesses identified at the previous inspection. However, they are not sufficiently alert to weaknesses in the application of risk assessments and are not fully clear on ways to support children's behaviour effectively. Staff have undertaken recent training that has had a positive impact on their knowledge and skills. They are continuing to develop their confidence in delivering the curriculum and leaders provide them with mentoring and encouragement.

Leaders responsible for safeguarding are fully aware of their roles and responsibilities. They now ensure that all staff are clear on what action to take if they have a concern about children's wellbeing. Parents are fully informed about the curriculum and the intention for what and how children learn.

Parents choose the setting because of its flexible approach and praise staff for their kindness and welcoming approach. Staff work effectively together and share a strong commitment to continually improve. The provider works cooperatively with the local authority to conduct thorough reviews of the setting.