Kids - Joy Nursery

Inclusion: Expected standard

The nursery is welcoming and inclusive to all children and families. Leaders monitor children's progress regularly, through termly assessments and completion of the statutory 2-year progress check. As a result, children are generally supported to access learning opportunities and participate fully in nursery life. Staff adapt activities to support children who have barriers to learning, helping them to access the curriculum. For instance, they promote engagement by linking learning to children's key interests. Staff use strategies, such as visual timetables, individual support and gestures, to support children who face barriers to their communication and language development. This enables children to understand what is expected of them and helps them join in with the daily routine.

Leaders engage with external professionals to create individualised support plans, and seek advice and support when needed. Leaders have high expectations for all children, including disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care and those who may face other barriers to their learning and/or wellbeing. Leaders use additional funding to ensure that resources and the environment support children to make progress. They implement a lending library so that all children can benefit from books in the nursery and at home.

Curriculum and teaching: Expected standard

Generally, the curriculum and teaching are implemented effectively. However, there are minor inconsistencies, where staff do not always foster learning to help build on what children already know and can do. Staff use children's interests to support their engagement, which helps all children to access the curriculum, including those with special educational needs and/or disabilities.

Staff promote children's enjoyment of books by linking stories to play. For example, children delight in acting out a story they have read, about 3 little pigs. Staff pretend to blow down their house and children all run, giggling to the next hiding place. Books are treasured at this setting and children handle them with care, confidently choosing them independently throughout the day. Songs, music and dancing are central to the curriculum. Staff use singing to support children's communication and language skills. As a result, children are capable of expressing their wants and needs. Mathematical concepts are introduced and typically taught well. For instance, staff encourage children to count as they jump over numbered stepping stones. Staff ensure that children benefit from outdoor learning daily and have access to a range of resources to promote their strength, balance and coordination.

Achievement: Expected standard

Children, including those who face barriers to learning, make steady progress in their learning and development. Children typically demonstrate that they are confident and comfortable in the nursery. For example, they make choices about what they would like to play, and which resources they would like to use. They demonstrate deep engagement, focus and advanced listening skills during story time. Children exhibit positive self-esteem and confidence when they take turns dancing individually, during the 'good morning' song. Children typically demonstrate positive attitudes towards learning and remain engaged in activities for extended periods. For instance, during water play, they carefully fill jugs and pour into a water-funnel system, developing hand-eye coordination and strengthening small muscles in their hands. Indoors, children use tweezers to match and sort different coloured bears. Children demonstrate increasing independence through everyday routines. Children develop age- and stage-appropriate skills that mean they are suitably prepared for school.

Behaviour, attitudes and establishing routines: Strong standard

Leaders establish a consistent and highly effective approach to behaviour and routines. As a result, children understand expectations and follow the daily routine with confidence. For example, children line up to wash their hands independently, put their paper towels in the bin and wait patiently at the door for their friends to finish. Transitions, such as snack time, are calm and well managed. For example, staff remind children to collect their cups from the water station. Children take turns to fill them up before returning to sit down to drink them, contributing to a settled and positive environment.

Relationships between staff and children are warm and trusting. Children eagerly invite staff to play with them and show pride when they are praised for their achievements. Children avidly join in with each other's play and take turns with equipment. Children demonstrate kindness and consideration for others. For instance, older children put their arms around the back of younger children during circle time on the carpet, showing their caring attitude. Staff are consistently positive role models when speaking to all children.

Leaders share the importance of regular attendance with parents and carers. Leaders work with parents to overcome barriers to attendance sensitively, so that children can make the best progress.

Children's welfare and wellbeing: Strong standard

Children thrive in their emotional wellbeing because they benefit from relationships with welcoming, nurturing and supportive staff. As a result, they are happy and confident to explore and engage in learning. The effective key-person system enables staff to get to know children extremely well and respond to their individual needs. Excellent partnerships with parents and carers ensure that communication between staff and families is consistent. This ensures that routines are adapted where necessary to meet children's individual needs, especially for those who face barriers to learning.

Staff have embedded highly consistent routines that motivate children to develop long-lasting healthy habits. For example, older children wash their hands independently before meals and serve their own snacks using utensils. Staff teach children to utilise a calming corner within the nursery when they are feeling overwhelmed, and are supported to recognise different emotions.

Safe-sleeping arrangements are fully embedded in practice. Staff teach children the knowledge they need to stay safe and healthy. For example, staff explain why they need to wash hands before eating to remove bacteria and germs. Children have daily access to the outdoors. Staff are positive role models and join in with physical activities, such as dancing, running and jumping, teaching children the importance of exercise.

Leadership and governance: Expected standard

Leaders are passionate about providing high-quality experiences and care for all children. They continue to strive to make improvements and remain committed to meeting the needs of the community they serve. Since the last inspection, they have developed a nutritious menu, to ensure all food provided is healthy, balanced and aligns with guidance. Leaders have worked closely with external professionals within the local authority. This effective partnership has helped leaders develop an action plan and identify key priorities for development. Leaders have strengthened their understanding of safe-recruitment procedures.

Generally, training is impactful. For example, all staff complete mandatory training before they commence their role, such as first aid, safeguarding and food hygiene. Leaders have improved their supervision procedure to ensure that staff receive timely support in their role and ongoing suitability is monitored. Staff wellbeing is a priority and staff feel they are supported with their workload. While leaders provide the team with ongoing feedback, professional development planning for staff is in the early stages. Leaders recognise that there is scope for more secure and accurate oversight, to provide staff with further coaching and support and ensure consistent high-quality teaching and interactions.

Partnerships with parents and carers are effective, Staff share information with parents and offer ideas to extend learning at home. Parents speak highly of leaders and staff. They appreciate the tips and advice they are given on the online platform, to support their children's learning journey at home. Leaders understand the importance of using additional funding effectively to support children's individual needs. Timely interventions are put in place to help children make progress from their individual starting points.