Ipswich Early Years

Inclusion: Expected standard

Leaders and staff ensure that an inclusive culture is promoted. The environment is welcoming and inviting for all children attending. Staff use observations well to inform planning. They complete initial assessments that help inform next steps in learning. Staff spend time getting to know each child and their family before they attend. Staff interact well with the children, and typically have a broad knowledge of child development. This means that any barriers to learning and/or wellbeing are quickly identified. Close monitoring of children's progress ensures that any additional support provided has a positive impact on outcomes.

Leaders ensure that the use of any additional funding, such as early years pupil premium funding, is purposeful and targeted, for example through the provision of specific resources or additional training for staff. This ensures that disadvantaged children receive appropriate support and reach their full potential. Parents describe the support they receive as 'invaluable'. They comment that the staff know their children well. Parents say they feel fully informed with regard to their child's day and progress. Many comment that their children have settled well, have gained confidence and are thriving as a result of attending.

Curriculum and teaching: Expected standard

Leaders and staff typically have a sound knowledge of child development and how to provide children with an inclusive and ambitious curriculum. Some staff lack confidence in delivering some activities. For example, staff do not always deliver well-planned adult-led activities, such as listening to sounds in the environment. Consequently, children are not always able to engage in group activities. Staff ensure that children can access all activities and high-quality resources available. Staff generally provide children with the skills to be independent learners. This creates a secure foundation for future learning and a smooth transition to school. Staff promote children's communication skills. For example, they engage children in meaningful conversations and introduce new words to extend their vocabulary. Children are confident communicators and they discuss the cars and models they make. They talk in great detail and with imagination about the superpowers and abilities their car will have.

Initial assessments and ongoing observations are completed. Staff have meaningful discussions with parents and carers regarding their child's progress, and identify what children already know and can do. They build on children's existing knowledge. Staff encourage children to count and identify shapes and colours as they play. Children use mathematical language, such as 'heavy' and 'light', as they manoeuvre resources during construction play. Toddlers learn about numbers through singing simple and familiar number songs and rhymes. Children, including babies, relish a familiar 'what's in the bucket' activity. This is adapted to ensure all children are included. Children show sustained concentration and listen intently to the descriptive words that staff use and to the sounds that items make.

Achievement: Expected standard

Children demonstrate that they are confident, secure and comfortable in the nursery. Children's curiosity is inspired by the child-friendly environment and presentation of activities. They develop a positive attitude to learning. Children typically show that they enjoy their learning. They are enthusiastic to try new things.

Children's personal, social and emotional development and communication and language skills are developing well overall, including those of children with special educational needs and/or disabilities (SEND) or children who are learning English as an additional language. Children, including the youngest babies attending, show increasing confidence and independence. For example, they happily engage with the inspector in their play. They giggle as they play 'peekaboo' using coloured scarves. Babies gesture and confidently seek support when needed. Children learn the skills required to ensure they are suitably prepared for their transition to the next room or school. All children, regardless of their starting points and including children with SEND or barriers to learning, make progress as the strategies in place swiftly identify emerging needs. Some minor weaknesses in the consistency of teaching, however, impact on some children's ability to achieve to a higher level.

Behaviour, attitudes and establishing routines: Expected standard

Staff promote positive behaviour and attitudes through the daily routines in place. They promote clear expectations and are skilful in their interactions with children. Respectful staff model expectations well. They are gentle in their approach and speak with kindness to the children. They welcome and value children's views, and listen to what children have to say. Staff respond calmly and sensitively, and help redirect play appropriately when children struggle or become frustrated. The provision of a well-equipped sensory room provides children who may feel overwhelmed with an additional space and opportunities to relax. This also helps them regulate their emotions and supports them to return to positive play.

Children typically show growing independence, cooperation and confidence during daily routines. For example, they listen to instructions and hold hands as they walk sensibly to play in the garden. Staff encourage children to take responsibility and help tidy resources or change themselves independently, while providing reassurance and guidance. Children generally follow familiar routines increasingly well and take pride in completing tasks. Children demonstrate very positive behaviour. Leaders and staff work closely with parents and carers to support consistent expectations. Leaders promote the importance of regular attendance. They are flexible around families' individual needs, and while they encourage punctuality, they recognise the difficulties that some families face. Leaders tailor settling-in sessions and starting times to accommodate parents and ensure children's attendance.

Children's welfare and wellbeing: Expected standard

Leaders and staff are responsive to children's care needs. For example, they respect and follow babies' individual routines. They are calm and nurturing and offer lots of cuddles and reassurance when needed, which provides emotional security. An effective key-person system is in place, and all staff speak knowledgeably of all children attending. While children are typically supported to develop self-care skills, this is not securely embedded in practice throughout the nursery. For example, babies learn to feed themselves with spoons, developing their confidence and coordination. Older children learn to use the toilet independently and to wash their hands. On occasions, however, some children are not encouraged to wash their hands before eating or when they sneeze and cough, particularly during mealtimes. This means that children do not consistently learn the importance of good hygiene practices. Children enjoy a range of healthy snacks and meals that are freshly cooked each day.

Staff are respectful of children's personal needs during care routines. For example, staff kindly ask babies if they may change their nappy. They ensure children's privacy and dignity at this time. They are aware when the babies are teething or feel tired, and are attentive and responsive. Babies are soothed and are offered their comforters. A cosy sleep room enables children to sleep peacefully, uninterrupted yet closely monitored. Staff demonstrate a sound knowledge of the government guidance on sleep to ensure children's safety. Children feel safe and secure, and are supported by staff to express their emotions and describe how they are feeling. Staff are gentle in their approach as they support children to understand the impact of some behaviours on others, for example when children struggle to share and take turns. Staff interactions with children are positive and contribute to children's overall emotional wellbeing.

Leadership and governance: Expected standard

Leaders are committed to providing children with the best possible start. They have a clear and ambitious vision for what they want children to learn. Leaders have highlighted areas for improvement as there is an already established culture of self-evaluation. Leaders have a positive attitude and respond swiftly and effectively when incidents occur or are highlighted. For example, they prioritise the need to strengthen procedures during mealtimes. This ensures that children's welfare and individual needs are understood by all staff and embedded in practice.

Leaders work effectively with parents and carers and external professionals to meet the needs of children with special educational needs and/or disabilities or who face barriers to learning. They thoughtfully engage parents in the care and education of their children. They have daily discussions about their child's day, interests and progress. They routinely communicate learning and use different methods, such as electronic communication, to share next steps and ideas in order to continue learning at home.

The nursery has only been open a short while and is growing rapidly. Priority is given to ensure staff welfare as a new staff team is developing. Staff report feeling valued and supported by leaders. Generally, training is impactful. For example, all staff complete mandatory training before they commence their role, such as around first aid, safeguarding and food hygiene. Typically, staff have opportunities to complete some relevant courses and apply new knowledge to their practice. Leaders' monitoring is not sufficiently thorough to identify all weaknesses in practice. For example, they have not identified that all policies and procedures are not consistently embedded. This means that training opportunities are not sufficiently targeted to raise the quality of teaching to a higher level.