Maria Poppins

Inclusion: Expected standard

Leaders and staff pride themselves with their nurturing and caring approach to ensure that all children have full access to a range of planned learning experiences. Systems are in place to focus on early identification to any gaps in learning and development and support individual children to make progress. Leaders make timely referrals when extra support is needed from other professionals. Staff support children with set targets while they wait for further intervention. This supports children to continue extending their skills and feel valued.

Leaders and staff work in partnership with parents, including those with children with special educational needs and/or disabilities (SEND). They share advice and provide support to ensure that any barriers to learning are addressed and solutions sought. Leaders take necessary measures to use funding they receive to benefit the children who need it most, for example, through purchasing new resources and adding extra curriculum activities to enhance physical and social development.

Staff have all extended their knowledge about supporting children with SEND. This has enhanced their understanding and given them skills to help all children build on their foundation for future learning.

Curriculum and teaching: Expected standard

Leaders and staff plan an ambitious curriculum that offers a wide range of activities and experiences to build on children's previous knowledge. Staff demonstrate their understanding of what they want children to know and learn, including for those children who face barriers to their learning. They track children's progress and adapt teaching to meet individual needs. However, there are some minor inconsistencies with staff teaching and organisation across the nursery. For example, although staff engage children in conversations and provide commentary, they do not all consistently extend language or back-and-forth interactions with babies. During mealtimes, some babies have limited engagement with staff while waiting long periods for their lunch, which hinders their enjoyment of social occasions and learning.

Staff engage babies in singing sessions and support their physical play. They encourage actions, such as marching and jumping with support, helping to develop babies core strength and balance. Staff make dough with babies, which develops their fine motor skills as they stir and knead the mixture. Staff support older children to practise their mark-making skills, recognise some phonic sounds and confidently count as they play. Staff encourage children to extend their imaginations in the role-play area and talk about their experiences.

Achievement: Expected standard

Children are achieving well and are supported to extend their knowledge and skills across all the curriculum areas. Information gathered from parents before children start is used to help children to build on what they already know and can do. All children, including those with special educational needs and/or disabilities (SEND) and those who may face barriers to their learning, are making good progress.

Children are confident and eager to try new things and build their resilience. Children with SEND learn Makaton signs to support their communication. All children are encouraged to ask for help when needed and increase their self-help skills. For example, children put on their coats and shoes and use age-appropriate cutlery to feed themselves. Staff support children to learn about their own uniqueness and value and celebrate differences. Children who speak English as an additional language progress well from their starting points.

Behaviour, attitudes and establishing routines: Expected standard

Children demonstrate positive attitudes to their learning as they engage in activities and practise their skills. For example, children persevere with puzzles as they turn the pieces and retry them until they fit. Children ask for help and copy demonstrations to remove lids from pens and happily give it a go for themselves. Staff regularly praise children for their positive behaviour, which supports children's self-esteem. Babies settle well and seek cuddles when needed. They confidently explore the environment and demonstrate their independence. Children behave well and use good manners. They share resources with their peers and take turns.

Children know the routine well and understand what is expected of them. They learn about how to manage their feelings and how their actions can affect others. Staff give gentle reminders when needed, and children respond appropriately. Transitions between rooms are managed well to ensure that children are happy and settled, which helps them to engage in their learning. Leaders have strategies in place and work with parents to prioritise attendance and punctuality. This helps to ensure that children benefit fully from their time at nursery.

Children's welfare and wellbeing: Expected standard

Leaders and staff place a high priority on children's welfare and wellbeing. A well-structured key-person and buddy system ensures that children settle well and build strong attachments from the start. This gives children a strong sense of belonging. Staff are warm and caring and get to know children well. They respond quickly and offer support to children's individual needs, such as feeding and sleeping routines.

Staff ensure that children learn to keep themselves safe and understand the importance of following rules. For example, children listen and follow instructions to cross the road safely and know the boundaries of where they can play in the park. Children engage in physical activities to develop their balance and coordination skills. They also enjoy extra-curricular activities at nursery, which promote fun and movement to benefit their mental health and wellbeing. Staff teach children about the importance of healthy eating and manage food preferences and allergies well.

Staff work in partnership with parents and other professionals to support children with special educational needs and/or disabilities. This ensures that these children are well supported and develop their physical and emotional health.

Leadership and governance: Expected standard

Leaders have high expectations for all children, including those with barriers to their learning. They are passionate about providing high-quality care and education for all children and families. Leaders are proud of what they have achieved so far. They recognise and acknowledge their strengths and have identified areas where they are focusing improvements. Leaders are very supportive of staff's wellbeing and ensuring that their workload is manageable.

All staff engage in regular supervision, which enables them to share any concerns, reflect on their practice and set personal targets. Leaders monitor staff's practice and provide training opportunities to deepen staff's knowledge and strengthen the effectiveness of the nursery. However, monitoring needs to be more robust to identify and address some minor inconsistencies in staff's practice.

Leaders work effectively with parents and other professionals to ensure that early intervention is detected and addressed swiftly. Therefore, providing the best possible outcomes for all children. Strong partnerships with parents involve them in their children's learning. Regular feedback about children's progress is shared with parents alongside ideas to extend children's learning at home.