Kidzland Nursery

Inclusion: Strong standard

Leaders and staff consistently identify gaps in learning as early as possible. They take a collaborative approach, always involving parents. This ensures there is continuity in learning and strategies. Leaders implement well-designed individual support plans and targeted interventions that support any gaps in learning. For example, they plan intensive interactive sessions for children working on their communication skills in their allocated sensory environment.

Leaders have fully embedded strategies to support children with their understanding of transitions and expressing their feelings. Children use familiar objects to communicate their needs and wants. For example, children show staff a sponge that symbolises the bathroom when needing to wash hands or use the toilet. As a result, children are very well supported in their communication skills. All children, including those with special educational needs and/or disabilities, show impressive understanding of routines and what is expected of them.

Children who speak English as an additional language are supported very well. Staff learn basic words in children's home languages to build understanding and support in managing daily tasks. As a result, children build confidence and security in their environment. Staff and leaders make highly impactful adaptations to routines to support children's individual needs. For example, they split groups or engage children who need it most in additional outdoor learning. As a result, spaces and environments remain calm. Leaders work incredibly well with outside agencies. They adopt effective strategies from speech and language therapists, creating consistent approaches to learning. They use additional funding effectively, for example providing additional resources relating to children's interests and learning opportunities for leading staff.

Curriculum and teaching: Expected standard

Leaders have devised an effective curriculum that builds on children's interests, individual needs and development stages. This is to ensure that all children, including those who have special educational needs and/or disabilities and face barriers to their learning, are given equal opportunities for an ambitious curriculum. Staff generally deliver the curriculum well. However, at times, staff need more guidance from leaders in how to effectively support children further in their learning. Leaders give practical support and are working to embed this into practice over time.

For younger children, staff prioritise communication, physical, personal, social and emotional development to ensure they are ready for the next stages of learning. For example, staff encourage younger children to wash babies with soap, water and sponges through imitation. Staff encourage children to invite others into play and allow them to lead, to support children's social understanding and development. Staff differentiate their teaching effectively based on ages and stages, ensuring all children learn at appropriate paces.

Staff encourage children to vote for the book of the day when entering nursery to help children to develop decision-making skills and a love for a range of books. Staff generally model language well and use purposeful questions in play to extend children's thinking. Staff promote early mathematical concepts by counting as children build with large blocks, encouraging children to fill in the gaps.

Achievement: Expected standard

Overall, children make steady progress across all areas of development, including those who have special educational needs and/or disabilities and barriers to their learning. They receive tailored support through individual support plans, which are evaluated and reviewed regularly. Children wipe their own noses and wash their hands independently. They develop self-help skills, such as serving themselves at mealtimes and pouring their own water. All children are appropriately prepared for the next stages of learning.

Children learn how to manipulate mark-making tools, such as holding crayons in a pincer grip. They make marks at random, exploring their early mark-making skills. Older children express themselves through painting and explaining how they are feeling. Children role play well together in small groups. They pretend to make food for each other and discuss who cooks at home in their families. As a result, they build positive relationships and learn from each other's experiences. Children explore a range of imaginative play activities using real-life experiences. For example, children spread paint onto bread using role-play cutlery. As a result, they build on their physical skills through squeezing and spreading. Children become confident in their mathematical understanding through interactions with staff, identifying 'more' or 'less'.

Behaviour, attitudes and establishing routines: Strong standard

The atmosphere is calm and inviting to all children. Staff are enthusiastic and engaging when leading play and circle-time groups. Overall, this creates a positive learning environment. Staff give consistent praise to children for achievements and attempts, which ensures children feel valued and creates a positive attitude to learning. Children support each other in group imaginative play. For example, they ask each other to help dress the small-world dolls. Staff role model this effectively, guiding children on how they can help each other before intervening.

Staff have high expectations for children's behaviour and individualise strategies to support each child. This ensures that all children, including those with special educational needs and/or disabilities and barriers to their learning, have equal opportunities to identify right from wrong. Staff deal with unwanted behaviours swiftly, discussing how they can impact each other's feelings, in a respectful manner. Staff give timely warnings for transitions, such as tidy-up time. This ensures that children are aware of what to expect next.

Leaders monitor, track and tackle attendance consistently well, ensuring that children and parents understand the importance of forming structured routines, especially to support the transition of starting school. This helps children to feel secure, build positive relationships and gain continuity in their learning and development.

Children's welfare and wellbeing: Strong standard

Staff support children to develop an understanding of how to keep themselves safe in play and in day-to-day tasks. For example, staff model how to use scissors appropriately for older children. They supervise consistently, discussing why it is important to be safe. Younger children are taught how to stop and change direction on outdoor cars, ensuring all children remain safe.

Staff ensure that mealtimes are meaningful, social experiences. Children sit together and eat well. Staff encourage discussions about the food and what mealtimes look like at home. Younger children feed themselves and drink from open-top cups. Older children serve themselves and identify appropriate portion sizes. Staff encourage children to try new foods and discuss which foods are healthy. As a result, children enjoy nutritious and balanced meals and develop independence skills. All children are confident in handwashing routines, where they identify and initiate this task independently. This shows how well taught and embedded this routine is.

Leaders and staff know the children extremely well and identify when there are changes for children and families. They build secure and trusting relationships with both the children and families. They use this knowledge to provide care that is appropriate for all. Children with special educational needs and/or disabilities and barriers to their learning receive carefully thought-out strategies for support. For example, they use objects that represent parts of the day to create individual visual timetables.

Leadership and governance: Expected standard

Leaders have a clear understanding of the setting's strengths and areas of improvement. They devise well-thought-out actions to bring about these changes. However, they are not yet fully embedded into practice, to see the impact. Leaders focus on the wellbeing and happiness of all children and families at the setting. Inclusion is a high priority to ensure all children, including those with special educational needs and/or disabilities and barriers to their learning, are thriving.

Leaders maintain positive relationships with parents and/or carers. Parents praise the setting for the communication they receive from leaders and staff and being kept up to date with their child's development. They report that their children are happy and staff are friendly and enthusiastic. Parents feel reassured that children enjoy their learning and build secure relationships with staff. Leaders ensure parents have regular development meetings, ensuring continuity in learning.

Leaders follow safer recruitment practices, ensuring only people working with children are suitable for their role. They complete robust inductions prior to new staff beginning employment, including introducing all policies and procedures. Staff are made aware of leaders' expectations and how they can be met at all times. Leaders work with staff appropriately and provide regular training opportunities to help them be knowledgeable in their roles. They hold frequent supervision meetings to focus on staff wellbeing and personal and professional development. Leaders have created strategies to support teamwork, such as staff appreciation boards.