Kids 1st - Bowesfield

Inclusion: Strong standard

Staff support children with special educational needs and/or disabilities (SEND) extremely well. They identify children's individual needs and barriers to learning swiftly. They make sensitive adaptations to the curriculum and routines to support children very effectively. For example, the organisation of rooms is very well considered to reflect children's needs. Leaders successfully use funding to support children well and they monitor the impact on children's learning. Recent training on communication has significantly improved children's achievements. For example, photos and word books help children at very early stages of spoken language to develop their vocabulary and use words to communicate.

Leaders are incredibly passionate about providing the best possible care. They are highly qualified and share their expertise with staff through regular training. As a result, staff are confident in identifying, assessing and supporting children with SEND or those who face barriers to their learning. Staff work closely with families and other professionals. For example, they work with parents to establish shared approaches towards children's individual needs and amend support as their needs change. This includes producing duplicate resources, such as word books, for children to use at home. Staff act on any advice from other professionals and provide focused support to help children progress towards their targets. Children make rapid progress as they work towards targets set by speech and language therapists or physiotherapists, for instance.

Curriculum and teaching: Expected standard

The curriculum for all children is carefully sequenced, and staff consider the skills they want children to learn over time. For example, at mealtimes, toddlers progress from using a spoon to using a fork, while older children learn to use a knife and fork to cut their food. Leaders monitor the effectiveness of the curriculum and place appropriate emphasis on children's personal development. Children typically leave their parents and carers happily and are ready to learn.

Staff have an accurate understanding of children's stage of development and adapt the curriculum to support children with special educational needs and/or disabilities, well. For instance, staff focus on key words and signs to help children develop their language skills. Staff support all children's communication and language particularly well. There is a high priority placed on stories and songs and from a young age children engage well in these activities. Babies join in with the actions to well-known songs while older children are captivated as they listen to stories.

Assessments are precise and staff know what they want children to learn next. They weave children's individual learning goals into planned activities. For example, staff working with babies plan a range of activities to support their physical skills, such as standing. Staff do not always focus sufficiently on supporting children's interests. For example, some older children lack focus in the outdoor area because the environment does support their fascinations.

Achievement: Expected standard

Babies and children typically develop a range of skills that prepare them for the next stage in their learning. Children are confident communicators. Toddlers join in with stories they remember and talk about the illustrations in books. Young children demonstrate their rapidly growing vocabulary and persevere even when things are challenging. For example, older children enjoy developing their balancing skills as they move along an obstacle course. They try again when they lose balance and step back on. Children with special educational needs and/or disabilities make rapid progress from their starting points. They begin to play alongside others and understand and use key words. Children develop their mathematical skills. Younger children demonstrate counting with numbers in order, while older children count objects accurately and use positional language in their play.

Behaviour, attitudes and establishing routines: Expected standard

Staff have clear behavioural expectations which they share with children appropriately. For example, as toddlers attempt to climb where they should not, staff lift them down, saying, 'feet on the floor'. These expectations are adapted to support children's age and stage of development. Staff talk to older children about the consequences of their actions, while staff working with babies simply remind them of their expectations. Staff have clear routines in place as children transition from one activity to another. Children understand the expectations at these times. For example, older children wash their hands and line up, ready to move into the dining room, calmly and quietly.

At times, children disengage when activities do not take account of their interests. For example, they run in the garden with little focus because staff have not reflected their interests in the outdoor learning spaces. Children benefit from typically supportive relationships with staff. Staff are positive role models for children. They teach children to be kind and to help their friends. They talk to children about conflicts and frustrations as they occur. Children respond quickly to help their friends who have fallen, to get up. Leaders encourage regular attendance and work with parents and carers to ensure children attend well and benefit from the curriculum and experiences.

Children's welfare and wellbeing: Expected standard

Staff have a clear understanding of children's care needs and work with parents and carers to understand these. They alter routines, such as mealtimes, and make adaptations to menus and preparation of food to suit children's individual needs. Leaders ensure children are safe at all times. They ensure they have sufficient staff to provide additional support for children who need it, particularly those with special educational needs and/or disabilities. Staff help children to manage their emotions. They talk to younger children about the feelings they experience. Staff teach children how they can keep themselves safe. For example, children hold the skirts of their dressing-up costumes so that they do not trip while they walk. Staff help children to understand how they can keep themselves healthy. From a young age, children wash their hands independently and make healthy choices about the food they eat. Children understand that some of their friends cannot eat the same food as them. Children develop increasing control over their bodies. Babies develop core strength as they pull themselves up, while older children navigate obstacles with balance and control.

Children typically form secure relationships with staff. Babies generally benefit from warm and nurturing bonds. However, the importance of the key-person role in helping children to develop these secure and settled relationships is not fully embedded. For example, when some children first start nursery or feel unsure, their key person is not always available to support them.

Leadership and governance: Expected standard

The nursery has undergone significant change in the leadership team since the last inspection. Leaders have a generally secure understanding of their strengths and areas for development. For example, they are aware that they have a number of new staff, and are currently working hard to develop skills and increase staff's understanding of their role. Leaders support staff to progress their career further. For example, some staff progress from apprenticeships to leadership roles within the company. However, staff have fewer opportunities to develop their expertise of teaching and the curriculum which has an impact on some planning and understanding of interactions and early bonds with children. Training often centres around keeping children safe, which is reflected in the care practices that are embedded in practice. Leaders help staff to manage their workload and give them time during the working day to complete tasks, planning or college work, for instance. They support staff effectively through regular meetings and check-ins.

Leaders and staff work well with parents and carers. Staff use a range of strategies to communicate. These include face-to-face communication as well as electronic applications. These strategies help parents to understand where their children are in their learning and how they can help them further. Staff work hard to get children and families the help and support they need. Particularly those who face barriers to their learning.