Jacqueline's Gems @ Lime Wood

Inclusion: Expected standard

Leaders create an inclusive culture across the nursery. Children's individual needs are identified and assessed swiftly. Secure settling-in procedures and positive relationships with families ensure children with barriers to their learning are identified.

Leaders ensure all staff clearly understand their responsibilities for supporting disadvantaged children. Leaders carefully consider children's individual needs and make changes to support their development. For example, leaders use early years pupil premium funding to provide sports coaching for children. This has a positive impact on children's physical development and emotional wellbeing. Leaders and staff implement individual support plans which are monitored carefully. Typically, children's emerging needs are accurately identified, assessed and support is given. For example, children who are struggling to manage their emotions are given extra time and a dedicated space to express how they feel. As a result, children understand what they are feeling and how to make themselves feel better.

Leaders are proactive at seeking support from external agencies. They work closely with the local authority's area special educational needs coordinator. Adjustments and adaptations are put in place to support learning. For example, children who struggle to maintain focus and attention, have specific time to work in small groups during sensory activities. This dedicated time supports children to practise the skills they have been taught and enables them to make progress.

Curriculum and teaching: Expected standard

Leaders create an ambitious curriculum for all children, including those with barriers to learning., which typically builds on what children already know. On occasion, leaders and staff do not always consider what children already know in mathematics. This means their next steps in learning are not always appropriate so children do not make as much progress in this area as possible.

Children's physical development is supported well. Children have access to multiple outside areas, including a sensory garden and football pitch. Staff identify the small steps needed to develop to ensure proficiency in physical skills and give children the time and space to practise. For example, children practise their spatial awareness when weaving in and out of cones. They develop the muscles in their legs and their ability to hit an intended target when scoring a goal. Children demonstrate pride in their achievements as they excitedly jump up and down when they score. Staff share this excitement and help foster a sense of pride in their achievements.

Leaders promote a language-rich environment. High priority is placed on developing children's vocabulary and communication skills. Children delight in story telling and music sessions. They are familiar with stories and join in the repeated phrases. Staff support understanding of words by using visual aids and gestures. They allow children time to process what is being said and respond. As a result, children progress well in their communication and language skills.

Achievement: Expected standard

All children, including those with special educational needs and/or disabilities typically make steady progress in most areas of learning. Children generally develop the knowledge and skills they need. For example, children develop their self-help skills, using the toilet and washing their hands independently. They show an understanding of behavioural expectations and can listen to and follow instructions well.

Children make steady progress in their communication and language skills and their physical development is secure. They explore different ways to move their bodies, such as running, stretching and skipping. Children understand how exercise supports their body. They build important skills, ready for future learning.

Generally, children use mathematical vocabulary in their everyday routines and play, such as language of comparison and number names. For example, when building towers with pegs, children identify the tallest and shortest one. They explore estimation and discuss how many more pegs may be needed to create the tallest tower.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff promote clear and regular routines to establish positive behaviours. Children understand the expectations and are provided with gentle reminders, such as 'indoor voices', if they forget. Leaders and staff provide motivation to follow the rules. Children are delighted when they receive 'high-fives' or stickers to celebrate their achievements.

Key-person arrangements are effective. Children develop warm and positive relationships with staff. They often check in with staff if they are feeling upset and staff respond attentively and with kindness. Staff know children well and tailor their responses to meet children's individual needs. This supports children to feel safe.

Children show positive attitudes towards learning. They independently choose what they want to play with and engage in a variety of activities, both indoors and outdoors. Children understand and follow some routines that are generally embedded into daily practice. For example, they line up to wash their hands before mealtimes and help to tidy up when they have finished playing.

Leaders work closely with families to promote regular attendance and punctuality. Gaps in attendance and issues with punctuality are acted on swiftly and support is put in place for families as needed. This helps children and families establish important habits.

Children's welfare and wellbeing: Needs attention

Leaders do not ensure children consistently receive healthy, balanced and nutritious food. Children who have lunch provided by the nursery, eat some foods which are high in sugar and fat. Families who provide their own food are not always well supported to make healthy food choices for children. As a result, children are not taught how to make healthy food choices for the future and understand the impact of these foods on their body. Leaders have processes in place to promote some aspects of oral health. They work in collaboration with the local health trust to support tooth brushing and healthy eating. However, this is not well reflected in the menu they provide.

Leaders do not typically, ensure procedures for mealtimes are consistently followed. On occasion, children are not encouraged to finish the food in their mouths before leaving the table. This means that children are not always supported on how to keep their body safe when eating. Leaders have identified this weakness

Hygiene practices are effective. Children are encouraged to wash their hands after going to the toilet and before eating and cooking activities. Staff explain the importance of these routines and the effects of not having clean hands. Children happily shout along with staff and join in with the familiar sentence, 'we wash our hands to get rid of the germs!'

Children are happy and confident to communicate any concerns with staff. Staff encourage children to take appropriate risks in their play. For example, staff encourage children to navigate the wooden climbing frame independently. They carefully model the steps children need to take to climb from one end to the other. This supports children to develop perseverance.

Leadership and governance: Expected standard

Typically, leaders are aware of the strengths and weaknesses of the nursery. They have a vision for the nursery and generally act in the best interests of the children. However, on occasion children are not provided with a well-balanced diet. Leaders have plans underway to address this weakness however these have not yet had time to provide a notable impact. During mealtimes, children are not taught how to keep safe. Despite the weaknesses, children are typically well supervised to ensure their safety.

Leaders take steps to ensure those with designated safeguarding lead responsibilities have the knowledge they need to fulfil their role. For example, leaders have created a wider leadership team to support with decision-making and accountability. Within this team, leaders are able to reflect on practice and ensure safeguarding systems are secure and robust.

Leaders ensure policies are followed to help safeguard children. Regular observations of staff's practice and supervision arrangements ensure any concerns are identified quickly and acted on. Renewed training and monitoring systems around supporting children's individual needs means that staff are able to act promptly and accurately. Staff comment on the positive impact the training has had on practice.

Leader's prioritise staff's wellbeing and workload. Longstanding members of staff make progress in their professional development. They feel supported and comment on the opportunities they are given to advance in their career. Newer members of staff are given secure induction training and time to complete their ongoing studies. This supports a culture of continual improvement.

Leaders generally engage positively with families and the local community. They value the contributions of parents and carers and encourage them to take part in nursery life. For example, parents are invited to play Santa at Christmas and share in celebrations.