Meadow Nursery

Inclusion: Strong standard

Children with special educational needs and/or disabilities and children who are known to social care are very well supported. Leaders and staff have high expectations for all children. They have embedded a culture that prioritises the early assessment of children's needs. For instance, children who have only very recently started to attend the nursery already have appropriate support plans in place.

Staff work very effectively with parents and carers, the local authority and other professionals to make the right decisions for children in relation to their individual needs. Children who have education, health and care plans in place have their learning broken down into small steps, which is then delivered by the staff who know them well. Staff carefully make adaptations to the activities and ensure that any barriers are removed. Consequently, children become engaged in learning activities for a substantial period of time. They are fully included and able to access the curriculum.

Leaders and staff use a continuous cycle of assessment, plan, do and review to ensure that children are making progress. Leaders and staff understand that funding must be used to ensure that children develop the skills they need to keep up with their peers. For example, in the pre-school room, leaders have purchased safe mirrors to support children to see how their lips, teeth and tongues move to form specific sounds to support children's language development.

Curriculum and teaching: Expected standard

Leaders have written and implemented an aspiring curriculum that is based on fundamental child development milestones that all children must acquire to secure their future learning. The curriculum is designed to build on what individual children know and can do. The curriculum for younger children focuses on the prime areas of learning, such as physical development. Staff observe the babies carefully to see what they are capable of. They respond quickly to their needs, such as lowering activities to the floor to support their engagement. The curriculum is sequenced carefully so that children gain knowledge and skills progressively.

Staff know children's developmental stages well. Staff use their day-to-day interactions with children to check what they know and can do. They focus teaching and activities on concepts that are just ahead of children's current level of thinking, which allows them to learn new concepts. For example, older children learn how to make a pattern with colours, which is just beyond what they understand.

The curriculum places a focus on developing confident communicators and promoting children's enjoyment of books, songs and rhymes. While some staff offer consistently high-quality interactions with children, others do not have the advanced skills they need to do this. For example, some staff do not extend children's learning as effectively as other staff during mealtimes. The direct teaching of skills, such as using tools and equipment to peel vegetables, helps children learn quickly. Staff teach mathematics effectively. For example, children learn about measures as they explore weighing the carrot peel. Staff prioritise children's physical development. They provide daily opportunities to play outside. The enabling environment is well planned to promote children's strength and coordination. Children develop positive attitudes to physical activity.

Achievement: Expected standard

Typically, children make appropriate age and stage development across the areas of learning. Children are suitably prepared for their next stages of learning, including moving to school. For example, babies gain impressive physical dexterity as they build their hand muscles using spray bottles and brushes to explore paint. Older children develop fine motor control as they practise using tools. This helps children to develop foundational skills for later writing.

The progress children make in their communication and language skills is a strength of the setting. All children develop a range of age-appropriate vocabulary and learn to speak in sentences. The nursery is a hive of busy conversation. Some staff consistently offer thoughtful, well timed and valuable interactions that greatly support children's thinking and learning. That said, this practice is not yet consistent across the whole staff team. This means that not all of the staff's interactions with children are as effectual. Consequently, progress is not routinely excellent.

Children are motivated to learn for themselves and seek out books. When they find something of interest, they keenly share the information with their friends and staff. Children develop the curiosity to learn.

Children with special educational needs and/or disabilities or who are disadvantaged achieve very well from their starting points. This is because they receive timely support to help them to develop the skills needed for their futures.

Behaviour, attitudes and establishing routines: Strong standard

There is a harmonious culture of respect and compassion in the nursery that begins with leaders and permeates through the nursery to staff, children and families. Everyone belongs and thrives in the nursery. All staff have very high expectations for children's behaviour and attitudes. Leaders have implemented effective daily routines that allow children to feel a sense of predictability and security. As such, children are very happy, settled and confident in the nursery.

Children behave very well and show kindness and consideration for both their peers and staff. Staff model positive behaviour well. They skilfully put in place strategies to help children to manage conflict. For example, when children play together making 'smoothies', they identify there is not enough equipment for them all. They quickly suggest they use a sand timer to share the items fairly. Children develop empathy and cooperation skills to support their ongoing personal and social development.

Staff skilfully support children to recognise and manage their feelings. For instance, toddlers and staff chat about emotions, such as happiness, sadness and excitement, as they share books. Children confidently name emotions and ask others how they feel. Leaders work in partnership with families and professionals to support and enable all children's positive attendance. This ensures children benefit from the entitlements they have.

Children's welfare and wellbeing: Strong standard

Children's welfare and wellbeing are very well supported. Children receive the care and support they need to flourish in this nursery. This is due to the importance placed on the warm, genuine and positive relationships that are established between staff and children.

Leaders have an impressive commitment to ensuring children's welfare and wellbeing are continuously improved. For example, they have implemented innovative policies to support children's health. Children who sustain a bump to the head wear a red wristband for 24 hours to indicate that they require continual monitoring, both in the nursery and at home. Furthermore, traditional events, such as graduations, that may have caused children anxiety, have been replaced by child-centred celebrations that meet children's wellbeing needs much more appropriately.

Leaders have carefully reflected on the care routines. They have thoroughly considered how they can consistently ensure safer sleeping and eating practices. The policies and procedures are suitably robust and based on government guidance. Leaders monitor staff's practice meticulously to ensure that policies are followed rigorously. For example, leaders monitor staff as they place children to sleep, check them throughout their sleep time and support their waking. Leaders provide staff with guidance and coaching to further improve their practice.

Children are encouraged to take appropriate risks in their play and to meet trickier tasks. Staff teach children to become increasingly independent in managing their personal needs, such as using the bathroom independently.

Leadership and governance: Expected standard

There have been recent changes to the leadership team. Those responsible for the governance of the nursery have a clear vision to provide high standards of education. Their ethos that 'children only receive the best' is well understood. This particularly helps disadvantaged children and those with barriers to their learning to make progress. Leaders' high expectations of the setting are embodied in all staff's day-to-day interactions with children. Leaders set the scene and tone for professional high-quality and meaningful dialogue with staff, children and families.

Leaders have an effective understanding of the setting's strengths and some of the areas for development. They take swift action to improve the setting and to ensure positive outcomes for children. Continuing professional development is given high priority. Professional learning activities support all staff to acquire a range of skills to help them carry out their roles effectively. However, leaders have not fully identified the slight inconsistencies in teaching.

Leaders are very mindful of staff's wellbeing. They consider the workload and wellbeing of their staff. Frequent checks on staff's wellbeing ensures that they are happy and satisfied in their work. Regular and robust supervision sessions support staff with their development and practice.

The setting has positive and thoughtful engagement with parents and carers that supports children's care and education at home. For example, staff help families to understand sun safety by creating home learning packs and interactive displays.