Lindsay Park Nursery School

Inclusion: Expected standard

Leaders and staff are committed to ensuring that children with special educational needs and/or disabilities (SEND) receive the support they need. They know individual children and their families well and have a clear understanding of their unique needs, backgrounds and preferences. Emerging needs are identified, and appropriate interventions are implemented to support children's development and wellbeing. Additional funding is used purposefully so that children make continuous progress. For example, staff provide resources and activities that enhance sensory experiences, support emotional regulation and promote engagement in learning.

Leaders and staff work closely with other professionals to develop targeted support plans. Following the advice of these professionals, staff use strategies such as visual cues to support children's understanding of daily routines, helping them to feel secure and participate successfully. These support plans are regularly reviewed and shared with parents and carers to ensure consistency and continuity between home and the setting. Children with SEND receive personalised guidance throughout the day, enabling them to participate fully in routines, group activities and learning opportunities.

Curriculum and teaching: Needs attention

Recently appointed leaders have reviewed and adapted the curriculum, ensuring that children's interests are central to planning. Staff use assessments and observations to plan activities that children enjoy, and they rotate resources and activities regularly. This approach helps children stay engaged and focused in their play, supporting their readiness for school.

The curriculum requires further development to better incorporate communication and language throughout children's experiences and activities. There are some inconsistencies in the quality of teaching, and the staff team have not fully embedded the curriculum focus to ensure all children build on what they already know and can do. As a result, learning is not always planned in a clear sequence. For example, staff do not fully meet all children's language needs. The approach is generic for children who require additional support or for those who are ready to move on to the next steps.

Furthermore, children's physical development is not prioritised, and opportunities for children to be active and practise their physical skills are limited. This restricts the development of children's emerging gross motor skills and early literacy skills.

Achievement: Expected standard

Children are generally developing and learning well in readiness for their next stage of education. Those with special educational needs and/or disabilities also make positive progress from their individual starting points. Children gain the key skills and knowledge needed for future learning, including building confidence, social skills and increasing independence in self-care.

Most children develop their communication and language skills appropriately and are able to express their needs clearly. Those who require additional support receive targeted strategies and guidance to help them continue to make steady progress.

Although there are some inconsistencies in teaching practice, these do not significantly affect children's overall achievement and development.

Behaviour, attitudes and establishing routines: Expected standard

Staff are positive role models and have high expectations for children's behaviour. They help children to understand rules and boundaries in an age-appropriate way. Children learn how to take turns, share resources and cooperate with others. Staff provide guidance, when needed, and consistently praise positive behaviour, helping children to develop confidence and a sense of pride in their achievements. In role play, children play harmoniously together. They invite peers to join dressing up. They share props and help one another to put them on, demonstrating kindness and enjoyment of each other's company. Behaviour is generally good, and children show respect for others.

Staff build secure relationships with children from the time they start. They provide sensitive support to children, who find separation from their parents and carers difficult, helping them to settle and feel safe. This strong focus on emotional wellbeing supports children to engage positively in routines and daily activities.

Leaders promote the importance of good attendance and work closely with families to follow up on absences, ensuring children maintain regular attendance and remain fully engaged in the setting.

Children's welfare and wellbeing: Expected standard

Staff support children to develop robust hygiene habits, including regular handwashing, cleaning their noses and disposing of waste. Children learn to take care of their bodies and grow more independent in their personal care routines. Staff work closely with parents to encourage toilet training, and parents report that they appreciate and praise the support staff provide for their child. Secure and responsive relationships are established between key persons and children, and routines are adapted to meet each child's individual needs. This ensures that children with special educational needs and/or disabilities, as well as those facing barriers to learning or wellbeing, receive appropriate support.

Leaders are aware that children in the local area have poor oral health and have worked with external agencies to raise awareness and promote good dental hygiene. Brushing teeth is now part of older children's daily routine, helping them develop the healthy habit of brushing after snack time. Procedures for safe eating are consistently followed, and staff supervise children appropriately while they eat. Overall, children are supported to understand how to stay healthy, keep safe and take care of themselves.

Leadership and governance: Needs attention

New leaders recognise inconsistencies in the delivery of the intended curriculum and are aware of areas, where staff practice needs improvement. However, there are weaknesses in the consistency and quality of coaching and monitoring. For example, although leaders take ongoing action, staff do not always receive clear feedback on their teaching or guidance on how to implement the curriculum in a timely manner. This limits the ability to maintain high standards of education and care.

Children, including those with special educational needs and/or disabilities, benefit from leaders who are committed and dedicated to their roles. Staff and leaders have built strong, positive relationships with parents, carers and other professionals, creating a consistent and shared approach to children's care and learning. This collaboration helps children feel safe, secure and supported in their development.

Although staff report that leaders offer regular supervision meetings and day-to-day guidance, this support is not yet consistently effective in promoting their professional development. Leaders demonstrate care for their team and provide ongoing support. However, this is not embedded strongly enough to ensure all staff receive appropriate support in carrying out their roles. Partnerships with families are effective, with leaders involving parents in children's learning and routines. Detailed daily handovers and digital communication ensure families have the information and guidance they need to support their children.