Jigsaw Nursery

Inclusion: Expected standard

Staff generally have a positive understanding of meeting children's individual needs, including those who face barriers to learning. Staff get to know children well from the start, which helps staff to identify areas where children need support. Staff work closely with external agencies through regular visits at the setting, to ensure there is a collaborative approach to meeting children's individual needs. As a result, children receive targeted support, enabling them to make progress from their starting points.

Leaders use additional funding effectively to meet the individual needs of children. They typically work closely with children to identify their interests and use this to provide children with targeted resources to support engagement. For example, resources are thoughtfully selected to reflect on children's preferred way of learning, to support their development. On the whole, leaders identify specific areas where children experience delays, such as speech and language. Additional funding is used to provide appropriate resources to support development in these areas. This means that children receive support that helps them to make progress at a steady pace.

Special educational needs coordinators typically work closely with staff and parents to gather information about children with emerging needs. For example, timely observations are completed to identify areas where children may need further support and ensuring this can be communicated effectively with parents. This ensures a shared understanding of each child's development and progress and promotes a collaborative approach to implementing tailored support.

Curriculum and teaching: Expected standard

Staff typically have appropriate knowledge of the curriculum for children attending the setting. There is a general understanding of what staff would like children to be able to do throughout the rooms. Staff understand the importance of planning and carrying out activities with children, to enable them to have access to a range of different learning opportunities. For example, in the rooms for younger children, staff provide a range of sensory resources with varied textures. This supports children's sensory curiosity, keeping them engaged in learning.

Throughout the rooms for older children, staff identify children's individual strengths, interests, and focus areas to plan appropriate curriculums. Staff focus on children developing their independence, to ensure they are ready to transition to rooms for older children. Staff typically identify children's interests by regularly engaging with children through play and following their leads. Staff work closely with children to ensure activities are planned to support their interests. For example, younger children show an interest in farm animals, which staff have incorporated within sensory play to enhance children's learning experiences and support them to remain engaged.

Throughout the rooms for older children, staff focus on children developing key skills needed to be ready for school. For example, children typically demonstrate confidence in counting to 10 while using their fingers. They engage in activities such as building with small bricks, counting as they do so, and create shapes with resources. This means that children strengthen their mathematical skills and begin to learn how to problem-solve.

Achievement: Expected standard

Children show curiosity when exploring their environment. They enjoy the play opportunities that are given to them and typically play well alongside each other. Older children enjoy playing together in small groups and engaging in conversations while doing so. This helps children to develop their social skills and build friendships. Children demonstrate confidence to share ideas and take turns with one another.

Younger children typically enjoy exploring materials together, such as in tuff tray activities. They are encouraged to pull themselves up to standing, supporting the development of their gross motor skills. Children also engage with soft-play resources within the rooms, which further promotes the development of their strength and overall physical development.

Children who experience barriers to learning are supported to communicate effectively throughout the setting. For example, they are taught to use Makaton alongside verbal communication. As a result, children can express their needs and feel confident in doing so. Children engage in interactions with staff and peers through the use of Makaton, helping them to develop their social skills further.

Behaviour, attitudes and establishing routines: Needs attention

There are occasional inconsistencies in how staff support children's behaviour. Leaders do not always ensure that staff use effective approaches to understand and respond to children's needs, which can result in children becoming distressed, particularly during transitions. For example, some children become upset during mealtimes, and staff do not consistently support them to understand what is happening next, which affects their understanding of daily routines and why these are important. At times, staff use physical intervention to prompt children to prepare for mealtimes, such as lifting them without warning. This can cause children to become unsettled and does not support them to develop an understanding of expectations or promote positive behaviour.

Staff understand the importance of teaching children to play well alongside each other, including sharing and taking turns during play. Staff remind children how to share resources during conflict and encourage children to work collaboratively. For example, children enjoy working together in small groups to carry buckets of sand, while receiving praise from staff. However, this is not always shown consistently throughout the setting, meaning that opportunities to reinforce positive behaviour and collaboration are sometimes missed.

Children's welfare and wellbeing: Expected standard

Children typically understand how to express their needs and seek reassurance from staff when they become distressed. For example, in the rooms for younger children, staff respond quickly to children's emotional needs, meaning that they become calm and settled through interactions with adults. As a result, children are given the opportunities to feel emotionally secure and comfortable to continue their play.

Children are taught about making healthy choices at mealtimes. Staff interact with children as they sit alongside them, engaging in meaningful conversations about the food that is given to them. For example, staff hold discussions with children about the taste of certain foods, their preferences and what they enjoy eating at home. This means that children develop a positive understanding of healthy eating and making appropriate choices.

Children understand the importance of keeping themselves safe in warmer weather. Children generally know to wear sun hats during outdoor play and talk about how these protect them from the sun, as well as recognising the need for sun cream. Staff support this by regularly helping children to apply sun cream themselves. This supports children to develop an awareness of creating healthy lifestyle habits, as well as keeping themselves safe.

Leadership and governance: Needs attention

Leaders do not demonstrate a secure understanding of the importance of providing ongoing professional development opportunities for staff. For example, there is a limited focus on targeted training to enhance staff knowledge and skills in key areas.

As a result, staff are not consistently supported to develop their knowledge and understanding in certain areas. This leads to inconsistencies in the quality of staff and child interactions, and the support that children receive, having an overall impact on their development and wellbeing. Consequently, children's emotional needs are not consistently met, which impacts their sense of security and wellbeing.

Parents speak positively about leaders and the support they offer families to ensure children are making positive progress and their needs are being met. Parents report that staff and leaders are approachable and appreciate that open communication is valued. Parents are given regular opportunities to share information, raise any concerns and are welcomed into the setting. This helps to promote a collaborative approach to supporting children's needs and development.

Leaders do not ensure that regular staff supervisions are in place to support practice and wellbeing. This limits opportunities for staff to reflect on their practice, receive guidance from leaders and openly communicate any concerns. As a result, continuous improvement and the teamwork of staff are not fully established. This leads to inconsistencies in staff practice, meaning children do not consistently receive high-quality care. As a result, children's individual needs may not fully be met, including the support they require to feel secure and engage well in learning.