Jesters Nursery School Danbury

Inclusion: Strong standard

Leaders are aware of barriers that children may face and swiftly implement highly effective support. Leaders and staff maintain high expectations of all children, regardless of their needs or starting points. Leaders responsible for children with special education needs and/or disabilities (SEND) work with external agencies to ensure that children can access appropriate support. Partnerships with parents work very well. Families have a clear understanding of the setting's processes and whom they should approach if they have a concern. Children form close bonds with their key person. Key persons play a central role in children's experiences and transitions. When children move to the pre-school setting from their babies and toddlers setting, staff work closely with colleagues to support children's transition. Leaders have designed an assessment tool to ensure that all staff can continually monitor children's progress, and this is shared with parents on a regular basis. Leaders are experienced and hold relevant qualifications. Roles are clearly defined and allocated effectively. Consequently, children with SEND receive well-coordinated support.

Curriculum and teaching: Strong standard

Leaders have designed an appropriate curriculum that encompasses all learning as required in the early years statutory framework. They have a clear understanding of what they want children to learn and how to support them effectively. Staff are skilled at adapting their teaching appropriately to ensure that every child is able to engage in the full curriculum and make excellent progress. Staff have a secure understanding of children's next steps in their learning and how to adapt their approach for all children. Staff use purposeful questioning to extend children's thinking and address misconceptions effectively. Mealtimes are used as valuable learning experiences where children engage in meaningful conversations with their peers and key adults. This supports their communication and language development very effectively. Staff confidently use mathematical language during these interactions to develop children's understanding of shapes, number and size.

The curriculum strongly supports children's learning. Leaders fully understand the importance of supporting children's physical, social and emotional communication and language development. Mathematics and literacy are supported through a mix of adult-led and child-initiated activities. Staff demonstrate strong subject knowledge, enabling them to provide cross-curricular learning opportunities during play. For example, in the role-play kitchen, staff promote children's early literacy skills by providing children with recipe books and food catalogues to explore.

Achievement: Strong standard

Leaders have high expectations for the achievement and progress of all children. Transitions from one site to the pre-school are carefully planned and effectively supported, ensuring that children settle quickly and are well prepared for their move to school.

All children are supported to develop the essential skills and foundational knowledge needed for future learning. They are given ample opportunity to problem solve, negotiate and persevere. Children independently show great resilience when things initially do not go to plan. For example, children repeatedly attempt to put on their own coat independently, determined to succeed. These successes are highlighted and championed by the staff in the setting, who provide positive praise for children's skills and for not giving up. Children with special educational needs or/and disabilities are set achievable targets that are celebrated and reinforced by staff through commentary during play. This ensures that all children experience success, feel valued and included, and achieve.

Behaviour, attitudes and establishing routines: Strong standard

Children are provided with a positive and supportive environment that enables them to explore and express and understand their emotions. This has a highly positive impact on the setting. Children are able to resolve conflicts independently, take turns and wait patiently. Children work collaboratively or independently as the situation requires and understand how to use resources appropriately, including recognising the number of children allowed in each area at any one time. Children consistently demonstrate that they understand and follow the rules of the setting.

Staff have high expectations for children's behaviour, and these expectations are embedded and consistently reinforced. Children interact kindly with their peers and offer solutions to minor conflicts. They consistently demonstrate that they can ask for adult help in an articulate manner, seeking support from trusted adults when required. Attendance is good at this setting, and leaders work with parents to promote the importance of regular attendance and the value it has on their child's current and future learning. Leaders take children's ages and stages of development into account when promoting expectations of children's behaviour and attitudes. Staff use positive reinforcement, and gentle reminders are used effectively to support children in meeting staff's expectations.

Children's welfare and wellbeing: Strong standard

Leaders and staff have a clear vision for promoting children's wellbeing, sharing lots of examples of deepening children's capital culture, including many off-site visits. Children with special educational needs and/or disabilities are identified quickly, and support is put in place. The key-person approach is embedded, and children have excellent relationships with staff. Healthy and balanced meals are provided, and leaders demonstrate a deep understanding of the importance of a balanced, healthy diet on children's brain and physical development. Leaders ensure that children's individual dietary needs are met through the use of effective communication with an external food agency and staff's ability to follow the clear procedures when serving food to children. Children are given plenty of opportunities to practise independent skills, such as putting on their coats and taking off their jumpers. Staff provide children with the time required to complete tasks before asking children if they need help. Children show a deep sense of self, with staff supporting children effectively to recognise their own emotions and how to appropriately express these. During outdoor play, children are reminded of ways to keep safe, with gentle reminders of spatial awareness and to avoid obstacles in the way. Staff discuss the importance of physical activity for a healthy body.

Leadership and governance: Strong standard

Leadership is strong and high expectations are placed on both children and staff. Leaders understand their setting's strengths and have adapted how they assess children, ensuring that they have a consistent and comprehensive knowledge of children's achievements and next steps. They have a purposeful vision for the setting and consistently strive to provide children with stimulating and meaningful opportunities. For example, children visited a florist, purchasing small posies and distributing them in the community, enhancing their cultural capital and understanding of the world around them.

Leaders support staff's professional development effectively, creating a culture where staff feel valued and appreciated. Teamwork is strong. Staff are happy, and retention is high. Staff praise leaders for how they manage staff's wellbeing and workload. Leaders use their knowledge and experience to ensure that the curriculum is delivered effectively and to a consistently high standard. They provide children with additional cultural experiences to broaden their understanding of the world. Leaders identify and plan for children with special educational needs and/or disabilities accordingly.