Lara Nursery Thirsk

Inclusion: Expected standard

Staff know children well. They monitor children's progress and identify when children may not be making as much progress as their peers. Staff engage with parents at an early stage to share any concerns they may have. This helps to ensure any additional support is put in place at the earliest opportunity.

Staff and leaders put in place plans to support children. These are typically implemented well by staff. However, due to weaknesses within routines, some children's behaviour can become a dysregulated when they are not sufficiently focussed on activities.

Staff accurately monitor children's progress and ensure they complete statutory assessments such as the 2-year-old progress check. Staff are aware of children who may face other barriers to their learning and/or wellbeing. They ensure they get to know the full family to be able to get to know the child and understand what may be impacting their behaviour.

Leaders ensure funding, such as the early years pupil premium is used effectively. For example, they have purchased additional sensory toys to support some children. Leaders and staff engage with other professionals where necessary, such as social workers.

Curriculum and teaching: Expected standard

Leaders have recently developed an inclusive curriculum to ensure it meets the needs of all children within the nursery. They recognise that this takes time to embed to ensure it has a consistently beneficial impact. Staff regularly observe children within their play. This helps them to identify gaps in their learning and establish appropriate next steps for them.

In the baby room, activities are well planned. These build on what children need to learn next. Babies become highly engaged in the different activities that are on offer. Most staff skilfully interact with babies to support their learning even further. Some positive teaching is evident across the nursery. For example, while reading a book, staff count the fairies within the book. They clearly model the numbers '1, 2, 3' with babies. This helps to develop their early counting and understanding of number. Staff model language with older children, mathematical language such as taller and shorter.

However, there are inconsistencies in the quality of teaching across the rooms. Weaknesses in routines mean learning is not consistently enhanced to support and promote children's learning. Leaders have some plans in place for how they can enhance staff practice and the quality of teaching. For example, through more quality observations of practice. However, these have not yet been fully embedded, particularly with newer or temporary staff.

Achievement: Expected standard

Children learn a range of skills. Older children learn skills that help them to become more independent. They confidently wash their own hands and faces after mealtimes. Children take pride in clearing the table after meals. They scrape their plates and know where to place their plates and cutlery. This helps build positive habits as they prepare for school.

Children are becoming confident communicators. During mealtimes, they take delight in discussing what they are eating and make plans for the afternoon session.

Children, including those with special educational needs and/or disabilities and those who face other barriers to their learning and/or wellbeing are well prepared for their next stage of learning. Children are well supported as they move to the next rooms. Children develop a range of skills that help them as they move through the nursery rooms. For example, older babies get used to sleeping on sleep mats as they prepare to transition to the toddler room.

Behaviour, attitudes and establishing routines: Expected standard

Staff and leaders have set expectations for children's behaviour, including children with special educational needs and/or disabilities. They typically respond to any unwanted behaviour in a calm and consistent way. Staff teach children how to keep themselves safe. They provide clear explanations about safety and ensure any instructions are followed through. For example, staff explain to children why it is important to sit down on their chairs.

Staff support children's positive attitudes to learning. For example, they support babies as they climb down the steps on the climbing frame. They explain to come down backwards and offer them gentle encouragement. Some children become deeply engaged in their learning. However, routines are not consistently well planned to ensure children know what is happening next. For example, when children come in from outside, there is not enough for them to do in the period between coming in and taking off their overalls, to lunch being served. Other children are expected to sit for long periods of time while they await their lunch. This results in some unwanted behaviours and children's learning is not maximised during these periods. Leaders encourage children to regularly attend the nursery for their planned session. They understand their are some occasions in which children miss sessions or that parents and carers would prefer to keep them at home. They ensure they share with parents the importance of letting the nursery know about these absences.

Children's welfare and wellbeing: Expected standard

Leaders ensure there are effective policies and procedures in place that prioritise children's wellbeing. For example, there is an effective key-person and buddy system. This means children form positive bonds with staff who regularly work with them. Children demonstrate confidence when exploring their surroundings. Staff know children well and how to support their wellbeing. For example, they find out information from parents and carers to help them understand how they fall asleep at home. This helps them to follow similar routines at nursery and provides continuity for children.

Children benefit from healthy and nutritious meals throughout the day. Their independence is typically well supported. For example, children wipe their own face after lunch and wash their hands independently.

Regular access to the outdoor area enables children to explore nature. This also supports their learning and wellbeing through fresh air and physical activity. Leaders continuously review the provision to ensure it meets the needs of children. For example, they identified the need for a travel potty on outings to support children who are new to toileting.

Staff support children to explore how they are feeling. They ask children how they are feeling and genuinely listen to their responses. For example, they ask children if they are feeling happy or sad. This helps children to begin to label their emotions.

Leadership and governance: Expected standard

Since the last inspection, leaders have failed to notify Ofsted of a significant event. This is a breach in the statutory requirements. They took swift action to safeguard children and therefore children were not at risk of harm. Leaders have refreshed their knowledge of the requirements and when they must notify Ofsted of a significant event, including when an allegation is made against a member of staff.

Leaders understand the nursery's strengths and the local community. They have identified were some enhancements can be made. They have developed an action plan to drive forward improvements. Leaders acknowledge that they have faced some challenges with consistent staffing. They have plans in place to ensure consistently high quality teaching across the nursery. However, these have not yet been fully implemented and embedded. They are aware of the pressures on staff and have put in place techniques to support staffs wellbeing. For example, they have introduced 'wellbeing Wednesday' where staff enjoy treats on their breaks. This helps to boost staff morale. Staff typically report that they are happy working at the nursery and their wellbeing is supported. Staff benefit from a range of online learning to help develop their skills and knowledge.

Leaders and staff engage positively with parents and carers. They share concerns about children's development. This helps to put support in place at the earliest opportunity. Parents share how they are kept informed of their child's day through daily photos on the online app. They value the communication they receive as their child moves through the nursery to a new room. However, there are some occasions when communication with parents is not yet secure. When children start the nursery, staff find out some information, such as comforters that children need and how they fall asleep. However, information sharing is not always effective, meaning staff are not fully informed about children's home lives. Additionally, communication with some parents is not yet targeted and individualised to promote stronger partnerships.