Kelton Nursery and After School

Inclusion: Expected standard

Leaders and staff typically identify and support children with special educational needs and/or disabilities (SEND) well. They recognise when children need extra help and work closely with those staff responsible for SEND to implement targeted interventions. Staff monitor children's individual plans each month to ensure they remain accurate and reflect the support needed. Leaders have completed training to help them gain a secure understanding of SEND procedures and share their knowledge with the team. For those children who need them, staff use strategies, such as sensory activities and visuals, to help them access the provision inclusively.

Leaders generally work closely with outside agencies, such as the health visiting team, the speech and language therapy service and the paediatrics team. They work together to assess children's development and make timely referrals to the correct agency. Leaders have secure arrangements in place for offering support and intervention while children wait for outside assessments. Leaders understand how to make best use of additional funding, such as early years pupil premium. They identify any gaps in children's learning and use the funding to purchase resources and provide experiences to help close the gap.

Curriculum and teaching: Needs attention

Although leaders have identified weaknesses in the curriculum and sought additional training to support staff, this has not yet had the desired impact. Although they understand what children should learn, the curriculum is not always sequenced or implemented appropriately. For example, some babies are learning about colours, letters and shapes before they are secure in the prime areas. Children spend a lot of time in free play, which lacks any real focus. While some adult-led activities are offered, not all children access them, meaning they miss out on direct teaching. Although staff engage children in positive interactions, they are not always sure of what children's next steps in learning are. This prevents children from building on their existing skills and, as such, learning is often incidental rather than by design.

Some staff deliver aspects of the curriculum well. They understand what they want children to learn from activities and execute them effectively. Younger children enjoy bug hunting in the garden. Staff remind children to be gentle with insects and encourage them to copy words such as 'ladybird'. Some older children strengthen their fine motor skills as they learn to make play dough. They negotiate quantities with scoops and jugs as they work out if they need 'more' or 'less' ingredients. This helps this group of children develop some new skills.

Achievement: Needs attention

Not all children make progress across the 7 areas of learning due to inconsistencies in staff practice and how the curriculum is designed and implemented. Although some children demonstrate skills appropriate to their age, these are typically skills they arrive at nursery with. Not all children then consistently build on and extend what they already know and can do, hindering their learning.

Older children are very chatty. They hold lengthy back-and-forth conversations and share their thoughts and feelings. Some younger children collect sticks and then make reference to stories they have read, such as 'stickman', demonstrating effective recall. Children have appropriate physical skills, such as riding scooters, and remember to stay safe by wearing a helmet. They develop some of the skills they need for their next stage of learning. However, inconsistent support across the nursery means that not all children are equally well prepared.

Behaviour, attitudes and establishing routines: Expected standard

Leaders instil a culture of positive behaviour and attitudes to learning across the nursery. Children behave very well and have an understanding of what is expected of them. Staff are clear about their expectations and implement these consistently with children from a young age. They teach children about the importance of sharing, turn-taking and good manners. Transitions within the daily routine are managed well. Staff use visual references for those children who need additional support to follow routines, to help them understand what is happening next. Younger children respond instinctively when staff raise their arms to indicate it is tidy-up time. Older children sing a tidy-up song and eagerly help staff to put the toys away. Routines are well embedded, which helps children to feel safe and secure.

Generally, children have a positive attitude to learning. They are motivated to take part in what is on offer and develop some skills, such as concentration and persistence. This is particularly evident at mealtimes, when children learn to use cutlery. They concentrate intently as they practise the sawing motion needed when using a knife to cut up their food. When provided with a well-pitched activity or task, children focus well.

Leaders have clear procedures in place for monitoring attendance. They take absence very seriously and ensure they contact the parents and emergency contacts if children do not arrive. Leaders monitor children's attendance for patterns and work with the local authority to alert them of any absences they are concerned about.

Children's welfare and wellbeing: Expected standard

Leaders implement robust policies and procedures to ensure children's safety. For instance, procedures for safer sleeping and eating are well embedded. Children have formed positive relationships with the staff team, who generally get to know them well. Staff are kind, nurturing and responsive to children's needs. New babies settle in quickly and form secure bonds with their key person. This promotes their emotional wellbeing and helps them to feel secure.

Leaders typically place a high priority on children's health and wellbeing. They provide daily opportunities for exercise and teach children about healthy diets and portion size. Some children recall familiar foods and the food groups they fit within, which helps develop their understanding of healthy choices. Independence is a key strength within the nursery. Children serve their own food, pour water, put on their coats and use the dustpan and brush to clean up sand. They are learning about the different ways to stay safe by helping staff identify hazards in the environment. Younger children remember that taking small bites of food helps reduce the risk of choking. Staff are inclusive in their approach to teaching children about health and safety and ensure this is instilled from a young age.

Leadership and governance: Needs attention

The provider has failed to notify Ofsted of changes to the responsible body, which is a requirement of registration. Furthermore, they have not provided details that allow Ofsted to complete suitability checks on individuals connected to the registration in a timely manner. However, in this instance, there is no impact on children's safety or welfare. Leaders notified Ofsted of a significant event whereby concerns about children's welfare were not reported immediately, which is a legal requirement. They have taken action to address this breach and prevent a recurrence.

The procedures for supervision, coaching and mentoring are not well planned. As a result, the quality of teaching is highly variable. Although staff receive supervision meetings and access training, the impact of these is not monitored and evaluated well enough to make a real difference. Leaders accurately identify the nursery's strengths and weaknesses, but improvements to the curriculum and staff practice are slow and inconsistent. This has a negative impact on the overall quality of the provision. Leaders understand the impact that workload has on staff wellbeing and work closely with them to ensure this is manageable.

Partnerships with parents are a strength. Parents are complimentary about the setting. They know where their children are up to in their learning and have opportunities to continue learning at home. Parents share information right from the start, which staff use to help new children settle in. This helps to ensure continuity between home and nursery.