Leap Ahead @ Ulceby

Inclusion: Needs attention

Leaders are beginning to recognise where improvements must be made in terms of their provision for children with special educational needs and/or disabilities (SEND). However, this is at the early stages and is not yet having an impact on some children. Children with SEND are making some progress in their development.

Staff know children well and complete regular assessments that help them to determine if children require additional support. However, referrals to seek additional support are not yet timely enough. Leaders have begun to recognise this and are putting in place further measures to monitor children's progress and make the necessary referrals for specialist support. The current arrangements do mean that children are making some progress but are not yet consistently benefiting from specialist support.

Leaders have ensured that funding, such as the early years pupil premium, has been spent to meet the needs of the individual children it is intended for. For example, they have recently purchased new equipment to further support children's physical development.

The nursery puts in place some adjustments to ensure the setting remains physically inclusive for children with SEND. They understand circumstances that may have an impact on their wellbeing and learning. Staff and leaders work closely with other professionals to support children. They follow the professional advice provided to best support individual children.

Curriculum and teaching: Expected standard

Leaders have established a curriculum that builds on children's previous skills as they move through the nursery. They plan a range of meaningful activities and experiences. Staff know children, including those with special educational needs and/or disabilities, well and their individual next steps in learning. They work with parents to identify initial starting points. Staff continue to monitor children's progress as they progress through the nursery. Staff plan a range of activities with individual children's next steps in mind. Activities are purposeful and build on what children already know.

During activities, staff develop children's learning further. For example, in the baby room, staff ask children about the texture of the paint. They respond to babies with longer, more descriptive sentences, such as 'the big, yellow circle'. This helps to develop their language skills, supports children's very early understanding of size and introduces them to mathematical language. With older children, staff excitedly engage in their play. This helps to develop children's play and develop their imagination. During play, staff skilfully extend activities further. For example, in the pre-school room, play extends to measuring how tall they are. Staff read engaging stories to younger children, helping to develop their listening and attention skills.

Achievement: Expected standard

Children typically develop the knowledge and skills that are relevant for their ages and stages of development. For example, babies develop their physical skills as they cruise around furniture. They enjoy negotiating low-level climbing obstacles.

Children learn skills that help prepare them for their next stage of learning. For example, toddlers have opportunities to practise the skills they need to pour their own drinks. This is a skill they need when they move on to the pre-school room, where they begin to do this independently.

Children confidently explore the areas and activities available to them. They make choices in where they would like to play. Children's attention and listening skills develop as they enjoy listening to stories. Children enjoy playing and exploring in the outdoor area. They demonstrate confidence in asking for help. For example, they ask for help to turn on the tap so they can access running water independently for their play.

Behaviour, attitudes and establishing routines: Expected standard

Staff and leaders have established positive learning environments. All children understand the behavioural expectations and, as a result, typically behave well. Staff understand individual children and how to support them to maintain these expectations. Staff deal with any incidents well, such as by reminding children to sit on chairs.

Children have formed positive relationships with staff. There is an effective key-person approach, with key staff typically working in the same rooms. This provides children with stability and gives them confidence when newer or temporary staff are present. All staff act as positive role models, treating one another with kindness and respect. They model appropriate words and phrases to children, such as saying 'excuse me' when children want to move past somebody.

Children become engaged in their learning and activities. They become immersed in their play, particularly when staff join in. Children show positive attitudes to their learning. They are supported well by staff, who offer children praise and encouragement. For example, when children successfully fit the puzzle pieces, staff share their delight with them. This helps children to feel proud of their achievements and develop positive attitudes to their learning.

Leaders monitor children's attendance closely and work with parents to support regular attendance. This helps to promote positive routines in preparation for formal schooling.

Children's welfare and wellbeing: Needs attention

Leaders have not ensured that staff deployment is consistently effective to ensure it fully meets the needs of all children. There are times when rooms are too chaotic, especially during times of transition, such as at mealtimes and when preparing for mealtimes. This means children, including those with special educational needs and/or disabilities, are not as closely supervised while eating as they should be. Individual risk assessments for children are not fully implemented, reviewed or followed consistently. This means it is not always clear to staff and children how these should be implemented. Leaders acknowledge that further work is required in some rooms to ensure there is consistency. They have already begun to take action to rectify these weaknesses to ensure there is not a significant impact on children's welfare and wellbeing.

Leaders have developed effective policies and procedures to support children to settle in, including an effective key-person approach. Children benefit from several settling-in sessions that are planned in partnership with parents. This helps children to settle when parents leave them. Children have established positive relationships with their key person. Staff know the children well and find out from parents what they like to play with. This helps them to settle. As a result, children are happy and settled, including children who are new to the nursery.

Staff know children well and know what might impact on their wellbeing. For example, they tailor room moves and settling-in sessions alongside parents and carers. They ensure they speak with parents to ensure they are kept up to date with children's changing needs, such as babies' sleep patterns and feeding schedules.

Leadership and governance: Needs attention

There have been recent changes to the leadership team. Leaders recognise where some improvements need to be made. However, these are still in the early stages. Leaders have not identified weaknesses within some rooms and the deployment of staff. This has an impact on children and their welfare and wellbeing. Additionally, leaders are in the early stages of ensuring adequate support is in place for children with special educational needs and/or disabilities. This includes when there are early concerns about children's development. However, through positive teaching practices, these children have still made some progress.

While there has been some oversight of the nursery from senior leaders, this has not been robust enough to identify weaknesses. Leaders demonstrate a positive outlook on the changes and improvements needed and are now working hard to address these changes. They have a clear plan for how to move forward and make improvements in the nursery.

Leaders are reflective and have made some positive changes and improvements to provision. For example, they recently reviewed the provision in the pre-school room to ensure it meets the needs of the current children. They have considered that the cohort of children is now younger in age than that before the summer holidays. These changes have had a positive impact on children's behaviour and their engagement with activities.

Staff and leaders have formed positive relationships with parents. They provide parents with ideas of how they can provide support at home. Where relevant, staff have engaged with some external agencies to support the individual children it is required for.

Leaders are passionate about ensuring staff's workload is manageable. They are continuously aware of staff's wellbeing, and this has been a priority for them through recent leadership changes. Staff benefit from a range of training opportunities. This helps them to fulfil their roles.