Kalgarth Grange Nursery School

Inclusion: Strong standard

Leaders consider the different barriers that may affect children and their families and take practical steps to reduce them. For example, they hold graduation celebrations in the evening so that working parents and carers can attend and share this important milestone with their children. This helps families remain involved in their children's experiences at the setting.

Staff know children very well and quickly notice when they may need extra help. They work closely with parents to understand children's needs and agree what support may help. For example, where there are concerns about a child's communication, staff introduce flash cards alongside familiar objects used at home. They agree consistent approaches with parents, repeat communication assessments and consider whether further support is needed. Staff consider the individual needs of children who attend term time only. Following a long break, they adapt transitions and provide additional time in familiar surroundings before children move on. Staff work with other professionals to review children's needs and adapt support over time. As a result, children receive the right support as their needs change and continue to make progress from their individual starting points.

Staff value children's home languages and work with parents to understand how children communicate at home and the approaches families want staff to use. This supports consistency as children develop their English. Leaders understand how additional funding can be used to provide targeted support and reduce barriers where children are eligible. This helps children access the same opportunities as their peers.

Curriculum and teaching: Strong standard

The curriculum is well structured and builds on what children know and can do. Leaders have a clear understanding of the quality of the curriculum and teaching. Staff place a clear emphasis on communication and language from the earliest stages. Babies hear staff narrate their play, repeat words and extend their responses. For example, staff introduce words such as 'scoop' and 'dig' as children explore sand. Children of all ages excitedly join in song time. Repetition, familiar words and actions help children who face barriers to communication to join in and develop their language alongside their peers. Personal, social and emotional development is equally well considered. Staff use stories and mirrors to help children recognise facial expressions, understand different emotions and begin to talk about how they and others may feel. This helps children build the language and confidence to express themselves.

Staff build mathematical knowledge through play and everyday routines. Younger children count objects and quantities during role play. Older children notice when there is a spare chair at lunchtime and work out how many children are present and how many are expected. Staff build on these spontaneous opportunities to develop children's understanding of number and quantity. Children roll, pat and flatten play dough, strengthening their small muscles and coordination. Staff extend their understanding of size through comparisons, such as large and small.

Staff use assessment to understand what children know and can do and adapt teaching to what they need to learn next. This helps all children build on their previous learning and develop the knowledge and skills they need for their next stage of learning.

Achievement: Strong standard

Children make rapid progress from their starting points across the areas of learning. Babies develop their growing vocabulary and increasing physical confidence. They progress from early sitting and standing skills to cruising and taking steps. Younger children confidently use their developing mathematical knowledge, independently matching numerals to quantities during their play. Older children recall different fruits during a familiar story, compare size and use their fingers to solve simple number problems. As a result, children build increasingly secure knowledge and skills as they progress through the setting.

Children who face barriers to their learning and development achieve well from their starting points. They develop their communication, physical and personal and social skills alongside their peers. Consequently, children gain the age- and stage-appropriate knowledge and skills they need for future success and their next stage of learning.

Behaviour, attitudes and establishing routines: Strong standard

Children form trusting relationships with their key persons and other familiar staff. Staff know children's individual personalities, routines and cues very well. Children demonstrate their confidence and sense of security. They readily approach staff, start conversations and invite them into their play. For example, children involve staff in their role play, offering them dolls to care for and explaining what they are doing. This reflects the positive relationships and sense of belonging children develop at the setting.

Children understand what is expected of them. Staff reinforce simple expectations, including using 'kind hands', sharing and taking turns. They consider children's age and stage when responding to behaviour and help them understand how their actions affect others. Staff look beyond behaviour to consider what children may be communicating. For example, they recognise when discomfort from teething affects behaviour and provide appropriate support. This helps children begin to manage their emotions and increasingly manage social situations with others.

Leaders promote regular attendance and follow up unexplained absences promptly. They work with families to understand individual circumstances and address patterns of absence. Leaders explain the importance of children accessing their full entitlement and find practical solutions with parents and carers. This supports children to attend regularly and benefit fully from their time at the setting.

Children's welfare and wellbeing: Strong standard

Children's individual care needs are understood and met well. Staff work closely with parents and carers when babies begin weaning and adapt food to reflect each child's stage of development. The cook and staff share information about dietary and allergy requirements. Children with special educational needs and/or disabilities who have restricted diets are supported sensitively. Staff introduce new foods through sight, touch and smell alongside foods children already accept, without pressure to eat. This helps children develop healthy eating habits at a pace that is right for them.

Key persons know children's individual care needs and respond to their cues. They provide calm reassurance during personal care, helping children feel secure. Staff help children recognise and express their emotions. For example, they use familiar stories, such as 'The Colour Monster', to help children identify different feelings and talk about how they feel. This helps children develop the language they need to express and begin to manage their emotions. Staff follow safe sleep guidance and explain safe practice to parents. Children learn about their own health through toothbrushing, regular drinks, exercise and discussions about healthy choices.

Staff promote online safety. They do not engage in any screen time with children at the setting. Furthermore, staff share information with parents about the safe use of technology at home. Staff understand how to respond when children talk about or recreate age-appropriate online content. This gives children and families consistent messages about using technology safely.

Leadership and governance: Strong standard

Leaders make decisions with children's individual needs at the centre. They work closely with families and other professionals when children face barriers to their learning or wellbeing and adapt provision accordingly. Leaders maintain effective oversight of staff suitability and safeguarding knowledge. As a result, children receive consistent support that reflects their individual circumstances and helps them participate fully in life at the setting.

Leaders routinely check the impact of their decisions and the quality of children's experiences. This gives leaders a secure and accurate understanding of the quality of the setting and helps them drive continued improvement. They use whole-day observations to identify where practice is working well and where staff need further support. For example, when the noise level in one room increased, leaders worked with staff to review deployment and make better use of quieter spaces for focused activities.

Professional development is tailored to individual staff. Leaders identify specific areas for development through observations, supervision and discussion. For example, an apprentice receives coaching on using props, pausing and giving children time to respond when sharing books. Leaders observe practice afterwards to check that learning is embedded. Staff morale is high. Leaders support staff wellbeing through regular one-to-one discussions and informal check-ins. Staff feel extremely well supported in their roles and know they can approach leaders for advice and support.