Maple Vue Nursery

Inclusion: Expected standard

Newly employed staff, trained to coordinate the approach for children with special educational needs and/or disabilities (SEND) and others with barriers to their learning, are a real benefit to this nursery. They have initiated a review of all the children's needs, met with families and liaised with external agencies to provide a collaborative way forward. Clear targets are set in partnership with parents and key persons, and these are reviewed regularly. This means that children who need extra support with their learning are given much better opportunities to make the progress of which they are capable.

Children with special educational needs and/or disabilities and those with other barriers to their learning benefit from inclusive practice and adaptations to activities. Staff are sensitive to their needs. For example, they know that some children struggle with transitions or to join in with group activities. Children are gently encouraged to participate in their own time. The use of picture timelines and picture communication cards helps children to understand and prepare for what is happening next. Leaders monitor the use of additional funding, and this is used appropriately to benefit children. Leaders are not fully effective however, in working with key persons to gain their views on how funding could be further enhanced.

Curriculum and teaching: Expected standard

Leaders have worked hard to bring about meaningful improvements to the curriculum. Staff demonstrate that they understand the nursery's new ethos of making 'L.I.N.K.S', focusing on 'learning', 'inclusion', 'nurturing', 'kindness' and 'striving for success'. This can be seen as they develop close bonds with the children, teach them about sharing and turn-taking, and consider children's next steps more closely. Staff communicate their key children's next steps to their colleagues and work towards key skills, to help children prepare for the next room they will move on to, or for school.

Mathematical concepts are embedded within play. Staff support children's communication and language skills effectively through day-to-day interactions and activities. For example, when a play dough mixture has gone wrong, staff use the opportunity to encourage the children to talk about what it feels like. They use descriptive language, such as 'crumbly' and compare the mixture to biscuit crumbs.

The outdoor environment is generally well planned and enables children who prefer to learn and play outside to benefit from activities covering all areas of learning. There are plenty of activities, both indoors and outside to engage and interest children. However, at times, staff do not react promptly when parts belonging to games and toys have been moved, which limits the quality of learning for the next child. On the day of the inspection, trays of sand and rice for children to explore were not well resourced, which limited what children could do.

Achievement: Expected standard

Children are making typical progress across all areas of learning. Babies are settled and show interest in the activities staff provide for them. Toddlers' communication and language skills are developing well. They develop good physical skills outdoors and enjoy exploring a range of sensory activities. Babies and toddlers build their confidence and self-esteem through positive interactions with staff and their friends. They follow instructions and begin to understand simple rules. Older children are supported to become ready for school. They learn to manage their own personal care needs and are interested in learning about the letters in their names. They are confident and able to ask for help when needed.

Children experiencing barriers to their learning continue to make progress, despite any challenges they face. They benefit from a more consistent and collaborative approach to monitoring their development, with support from external agencies.

Behaviour, attitudes and establishing routines: Expected standard

Staff are positive role models and work with parents and carers to ensure that children attend regularly. Staff promote respectful relationships with others and encourage children to play cooperatively. For instance, babies enjoy taking turns fitting a toy hammer into its slot on a toy. They turn this into a game, and they clap each other when the hammer fits. This positive reaction encourages them to have another go and the staff clap too. Staff show genuine delight in children's achievements.

Staff help older children begin to understand and manage their emotions. For example, they plan activities where children can express whether they are feeling happy, sad or angry. They also plan in time to ask children why they might be a feeling a certain way, so that they can provide support if needed.

Staff help children with special educational needs and/or disabilities to understand what is happening now and next. The use of picture timelines and picture communication cards is effective in helping children to build resilience. Staff work in partnership with parents to implement behaviour management strategies for children who struggle to self-regulate.

Children's welfare and wellbeing: Expected standard

Children across the nursery demonstrate that they feel safe and secure. Babies benefit from gentle, warm interactions. Staff are considerate and respectful towards children. For example, when nappy changing, staff get down to children's level, talk to them about what they need to do and gain their permission. Staff follow safe procedures for feeding and sleep routines, and ensure they meet children's needs.

Children enjoy playing outside every day in the fresh air. They run, jump, climb and balance, which helps them build coordination and strength. Children benefit from healthy meals and snacks that are interesting and varied, although the menu from the caterer is not always communicated to staff, to help them support children who are a little unsure about what they are eating. Mealtimes are a calm occasion, with staff supporting children with special educational needs and/or disabilities more effectively and following appropriate hygiene routines. Staff help children to be more independent in managing their own personal hygiene. For instance, they have introduced 'snuffle stations' in each room, to encourage children to wipe their own noses. However, these are not yet being implemented consistently to fully support all children in becoming more independent.

Staff help children learn how to keep themselves safe. For example, they remind children not to swing on the gate because they could trap their fingers. Leaders have implemented more robust risk assessments to ensure children are cared for in a safe environment.

Leadership and governance: Expected standard

The provider has improved the oversight and governance of this nursery to bring about positive changes. The new leadership team are enthusiastic and working closely with the local authority and other agencies to be able to sustain the improvements being made. Staff have undergone a wealth of training since the last inspection. Training has been focused on the most pertinent improvements, such as the curriculum and assessments, mealtimes and supporting children's behaviour. Staff holding a new responsibility for supporting the most vulnerable children, including those with special educational needs and/or disabilities (SEND), are a credit to the nursery and act in the best interests of the children in their care.

Staff comment on their positive wellbeing and that they feel well supported. However, communication between leaders and staff could be further improved still, so that they are fully involved in all organisational matters involving the children in their care. Parents have noticed the improvements made at the nursery. They feel there is better structure to the day and that their children get much more focused attention from staff. Parents of children with SEND comment on good communication and how they are included in the review of their children's targets. This helps to support children's progress at home.