Maryam's Nursery

Inclusion: Expected standard

Leaders have created an inclusive culture where children's individual needs are identified and supported. They work with families, practitioners and external professionals to understand children's needs and agree ways to support them. Leaders are beginning the process of Education, Health and Care Plan assessments where needed.

Practitioners know the children well and make changes to routines and activities to help them take part in nursery life. For example, visual aids are used to help children understand and manage changes between activities. Practitioners also recognise when children become overwhelmed and provide quieter spaces and additional support to help them settle and take part. Children with barriers to their learning form strong bonds with their key persons and receive sensitive and consistent support. Families are kept informed about their child's progress and the support in place. This helps children feel safe, valued and included in nursery life.

Leaders and practitioners work closely with external professionals and use their advice to support children's development. The special educational needs coordinator works in partnership with the local authority, external professionals and families, ensuring information is shared promptly, and that support is coordinated around each child's needs. Support and strategies are reviewed as children develop. For example, children with special educational needs and/or disabilities become increasingly independent and manage transitions effectively.

Curriculum and teaching: Expected standard

Leaders are clear about the skills and knowledge they want children to develop and provide a broad range of experiences across the curriculum. Each room has a curriculum board which shows the learning opportunities planned for children, such as activities to develop communication, physical skills, early mathematics and understanding of the world. Practitioners observe and assess children's development and use this information to plan next steps.

Practitioners support children's social and emotional development. Children have opportunities to develop their physical skills. For example, babies are encouraged to climb on soft play equipment, and all children have opportunities to visit the park.

Practitioners promote a love of reading through daily group story times and by making books readily available in all rooms. Children listen to stories, join in with songs and look at books independently.

Mathematics forms part of the curriculum. However, practitioners do not consistently use mathematical language linked to number, quantity, size and comparison during play and everyday routines. As a result, children have fewer chances to build early mathematical understanding.

Practitioners make reasonable adjustments and use visual aids, transitional objects and quieter spaces to help children with special educational needs and/or disabilities take part. Some practitioners extend learning by modelling language and following children's interests. At other times, interactions are shorter, with fewer open questions and less development of children's ideas. This limits opportunities to extend children's communication, thinking and learning.

Achievement: Expected standard

Children typically make steady progress across the areas of their learning and develop skills that support their next stage. Children are developing communication skills and can listen and take part in group activities. They enjoy singing, copying actions, joining in with movement and responding to familiar stories and songs.

Children show growing independence and resilience. They attempt tasks for themselves, confidently follow familiar routines and manage aspects of their personal care. For example, children serve themselves at lunchtime and confidently communicate their needs. Children play collaboratively, share resources and take turns with equipment.

Children develop positive attitudes towards learning and show confidence when trying new experiences. Children with special educational needs and/or disabilities make progress from their individual starting points. Practitioners adapt activities and provide reassurance so that children can take part alongside their peers.

However, children's learning is not always extended consistently through adult interactions. For example, during a sensory activity with water, shaving foam and animals, children showed interest and explored the resources, but practitioners did not consistently use open questions or develop children's ideas through sustained interaction. During everyday routines, such as snack and lunchtime, children also have fewer opportunities to develop their mathematical understanding through discussion about number, quantity, size and comparison.

Behaviour, attitudes and establishing routines: Expected standard

Leaders have high expectations for children's behaviour and attitudes. They promote positive relationships and establish clear and consistent routines across the setting. Leaders support practitioners to use consistent approaches to help children understand expectations and develop positive behaviours.

Practitioners are positive role models and use warm and respectful language to support children's behaviour. Children develop secure relationships with practitioners and each other. They generally behave well and show positive attitudes towards their learning. Older children play together, take turns and share resources, showing an understanding of positive social skills.

Children are familiar with the daily routines and respond well to clear expectations. Practitioners use consistent language to remind children about sharing and taking turns. Babies seek comfort from familiar adults when they are tired and initiate cuddles. Older children listen to adults and invite practitioners to join their play.

Visual 'Now and Next' timetables help children with special educational needs and/or disabilities and children who speak English as an additional language to understand what is happening next. Leaders also work with families to support regular attendance, and absences are monitored.

At times, transitions between routines are less well organised. For example, children waiting to go to the park experience a prolonged transition and some became restless and unsettled. This shows that children's positive behaviour and engagement are not always maintained during longer waiting periods.

Children's welfare and wellbeing: Expected standard

Leaders have a clear focus on promoting children's safety, health and emotional wellbeing and ensure that practitioners understand and respond to children's individual needs.

Practitioners promote good hygiene and encourage children to use the toilet and manage aspects of their own self-care. Children are supported to understand how to keep themselves safe. Practitioners use clear language to explain safe behaviour, such as reminding children to use 'walking feet' rather than running.

Practitioners build warm and responsive relationships with children. Children seek comfort from familiar adults when needed, and receive reassurance and support. Practitioners know children well and recognise when they may be becoming overwhelmed. They provide support to help children regulate their emotions and take part in nursery life.

Children are supervised during meals and sleep times. Practitioners adapt routines to meet individual needs. Children have regular opportunities to visit the park, supporting their physical development and wellbeing. They are also able to choose activities and take part in creative experiences.

The nursery provides nutritious, freshly prepared meals and follows its planned menu. Menus are carefully developed with support from qualified nutritionists, and the nursery shares recipes and information with families to promote healthy eating beyond the nursery. Children are supported to develop an understanding of healthy choices through everyday conversations and learning about different foods, healthy lifestyles and oral health. However, there are some missed opportunities during mealtimes to further develop children's understanding of healthy eating and the choices that support healthy lifestyles. Leaders recognise the importance of continuing to develop these opportunities within everyday mealtime experiences.

Leadership and governance: Expected standard

Leaders have a clear focus on improving the quality of the nursery. They work with the local authority and other nurseries to support and sustain improvements. Leaders understand the strengths and areas for development and recognise that the quality of teaching and interactions is not yet consistent across all rooms. They have identified the need for further coaching, mentoring and support for practitioners.

Leaders have a strong focus on supporting children with special educational needs and/or disabilities. Practitioners with responsibilities for vulnerable children receive support and work with families and external professionals to meet children's individual needs.

Leaders communicate with parents through the family app and daily discussions. Parents spoken to during the inspection said they are happy with the care their children receive and the information shared about their progress.

Leaders support practitioners' wellbeing and provide regular professional development through face-to-face and online training. They also make changes to practitioners' working arrangements where needed to support their wellbeing.

Leaders have suitable arrangements to support children's safety, including safer recruitment, risk assessment and safeguarding procedures. They show a clear understanding of the areas that need further improvement and are working to embed the improvements already made.