Lionheart Christian Nursery

Inclusion: Expected standard

Leaders have recently reflected on their provision and practice for children with special educational needs and/ or disabilities. Improvements have been made to the timeliness of referrals and seeking support from external professionals. In addition, the assessment of all children's progress has changed so that there is a more consistent and detailed approach across the different age groups. Staff are beginning to draw on the guidance of professionals to implement plans and targets. Staff typically implement these strategies successfully. As a result, children with barriers to their learning are getting the appropriate support they need.

Staff successfully identify children's changing needs quickly and accurately. Leaders understand the diversity of their community and know that some children might be financially disadvantaged. They consider that some children do not have extra-curricular experiences outside of the nursery. Leaders use early years pupil premium funding to provide healthy snacks and offer experiences that children may not receive at home. For example, they regularly provide transport to local nature areas and parks. This broadens children's opportunities to practise new life skills and deepens their understanding of the world around them.

Curriculum and teaching: Expected standard

Leaders design an ambitious and challenging curriculum for all children, which covers the 7 areas of learning. Leaders and staff are passionate about improving their own skills and knowledge to help improve the overall quality of teaching children receive. Many staff are completing training to upskill their practice. Staff are on a learning journey themselves, and they are yet to implement consistently effective strategies to support their teaching practice. There are lots of interesting resources and areas for children to play and explore. Typically, staff ask well-timed questions to encourage children to think and problem-solve. However, sometimes adult-led activities are too rigid and do not allow some children to follow their own interests and ideas. As a result, these children lose interest or do not want to participate, which occasionally affects how well they behave.

There is a sharp focus on supporting children's communication and language. This is identified by leaders as an area they need to concentrate on. Staff use regular tracking and assessment to evaluate children's language development. They use visual aids, pictures and 'now and next' boards to support all children to understand the routine and use new words. Staff make effective use of stories, songs and rhymes to encourage younger children to speak and make sounds. All children enjoy daily outdoor play and fresh air with their friends. There are lots of opportunities for children to be physically active on outings into the local community and in the garden. Staff understand the needs of children with barriers to their learning and adapt the teaching approaches to ensure all activities are accessible to them.

Achievement: Expected standard

Children make steady progress across the 7 areas of learning and are being well prepared for their onward learning journeys, such as school. Those children who may face barriers to their learning and/or wellbeing generally achieve well from their starting points. They learn to care for their own belongings and to be kind, respectful and listen to others. Children follow rules and boundaries and demonstrate an understanding of the expectations of the nursery. They develop secure communication and language skills and can successfully express themselves and their feelings. Children develop adept physical skills. They can run, jump and balance on a variety of apparatus. Children understand mathematical concepts, for example shape, size and capacity. They enjoy counting in sequence and adding one more. Most children can sit and listen for extended periods, but this varies with the quality of teaching implemented.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff have built a culture of kindness and respect towards others. Children listen and follow rules. They play games collaboratively and get along well with their peers. Children willingly line up to wait to move rooms and help to tidy up the resources. Leaders and staff set high expectations for children's behaviour. They encourage children to put up their hand to talk and wait their turn. Children typically behave well. There are occasions when staff do not plan the activities or routine precisely, which results in some children losing interest, becoming disengaged and bored. This affects their attitude to learning. Staff quickly respond to unwanted behaviour with gentle reminders and give direct praise for positive behaviour.

Leaders place a high importance on attendance and punctuality. They offer tailored support and reinforce expectations for children and families who may be face barriers to attending regularly. This helps ensure the most vulnerable children are accessing their early education and establishes good habits ready for school.

Children's welfare and wellbeing: Strong standard

All children demonstrate they are very settled and happy in the nursery. They thrive in the care of attentive staff. There are strong relationships between children and staff. Key-person systems are highly effective in meeting the needs of children. Young babies have their needs meet with dignity and respect. Children smile and giggle at staff as they arrive. Staff know the children and their families very well. They use this key information to understand children's likes and interests. This supports children's emotional wellbeing and helps build these secure attachments.

Staff promote children's health and personal hygiene. Handwashing practices are embedded into the routines of the day. Leaders and staff support children to develop their physical health. All children enjoy daily outdoor play. Staff adapt the routine for children with special educational needs and/ or disabilities so that their transition between rooms is tailored to their needs. This supports their emotional development and feeling of belonging. Leaders recognise the needs of their wider community and therefore there is a strong focus on supporting children's good oral health and nutrition. Leaders work closely with parents to share crucial information about healthy lunch ideas and the importance of drinking water. As result, there is a positive impact on children's diets and their future habits.

Leadership and governance: Expected standard

Leaders are passionate about providing children with the best start in life. They work closely with parents and the local community to understand their specific needs. Parents speak positively about the nursery and the staff. They feel well supported and attribute their children achieving new skills to the nursery. Staff share important updates and regular information with parents. Home learning is a priority. Children take home stories to read for pleasure with their families. This encourages a love for books.

Professional development is important across the staff team. Staff complete training to support their roles. This establishes a culture of continual improvement, in which everyone is keen to improve their practice for the benefit of children. The new leadership team is on a journey of embedding their vision consistently into staff practice. Leaders can accurately assess the quality of staff practice and there are plans for the ongoing improvement of the quality of teaching. Recent training on play-based approaches is yet to be implemented effectively into staff's everyday practice.

Staff wellbeing is a priority. Staff feel valued by leaders and there is a healthy work-life balance. They receive regular supervision and support. This breeds a culture of mutual respect and builds a happy staff team that works well together.