Meadows Nursery School

What is it like to attend this early years setting?

Leaders have developed a clear and ambitious approach to learning that is firmly embedded across all age groups. Staff show a strong understanding of each child's next steps and individual needs. As a result, support is consistent and all children, including those with special educational needs and/ or disabilities (SEND), make meaningful and sustained progress. Staff thoughtfully create a rich and engaging environment that responds to a wide range of needs. This helps children to thrive emotionally, socially and in their learning. Enrichment opportunities are targeted and the use of funding ensures inclusive access to meaningful learning. For instance, children with complex medical needs benefit from a well-resourced sensory room.

Staff create captivating experiences that spark excitement and deepen learning. For example, a dinosaur rescue activity captivates children's attention as they excitedly wait to learn what happens next. Staff help children deepen their learning effectively by meaningfully building on what they already know. For example, after sharing a story about a worm, children took part in a related activity. This sparks scientific exploration. Children built habitats together and enthusiastically shared ideas with respect and joyful energy. Staff are highly responsive to children's interests. They ask skilful questions to help children think critically and solve problems. For example, a shared tower-building activity led to thoughtful design changes. Outdoors, children work together to build a snail shelter with sensitive adult support. For the youngest children, schematic play has been a key focus and is now embedded within the setting. Babies enjoy exploring and learn in a space that sparks curiosity and keeps them interested.

Staff consistently promote children's self-care and independence, resulting in confident, capable learners. Young children independently wipe their faces after painting. Toddlers proudly make their own bowls using play dough and take ownership of the process. Children's behaviour is exemplary. Staff gently and consistently support children to understand the setting's expectations and to respect one another. They skilfully scaffold communication, helping children express feelings and collaborate to solve problems.

What does the early years setting do well and what does it need to do better?

• Leaders have a clear, ambitious vision for helping children to thrive. They regularly reflect on what is working well and seek ways to improve. Their approach to learning is firmly embedded and well organised across the setting. This builds a strong foundation for all children. It helps them gain the experiences, knowledge and support they need for a great start in life and to achieve the best outcomes.
• Leaders ensure that staff are extremely well supported and any concerns are dealt with quickly. They use staff's skills to develop the setting effectively and meet children's needs. Staff develop their professional skills, with leaders guiding their improvement and growth. This supports them to extend their knowledge, teaching skills and interactions over time. All staff confidently know their roles and responsibilities. The leadership team makes sure this knowledge is up to date and used every day.
• Children with SEND receive consistently high levels of support across the setting. Staff quickly and effectively identify any concerns and take appropriate action. The team works closely with external agencies to help children achieve positive outcomes. Staff are carefully positioned to meet each child's individual needs. They use shared strategies to provide consistent, high-quality support. As a result, children with SEND make strong and sustained progress.
• Staff have created an exciting environment where children can be curious, explore and confidently try new things. Activities and interactions are thoughtfully planned to spark children's interest and imagination. This helps children to be highly motivated, eager to join in and fully engaged all day.
• Staff are highly skilled in helping children develop their thinking and communication skills. They use a mix of strategies, such as simple sign language, open-ended questions and shared conversations. This encourages children to think deeply and problem-solve effectively. Children grow their vocabulary and learn new words and ideas.
• Leaders and staff know all the children very well and are exceptionally nurturing. They confidently understand each child's needs, background, progress and personal situation. They use this information to create highly effective interactions and experiences. This allows all children to feel safe, secure and confident in who they are.
• Staff consistently promote children's independence. They create a highly warm and supportive environment where children feel safe to take risks. This helps all children, even the youngest, to build confidence and resilience. Through this approach, children develop the skills to manage their own self-care effectively.
• Staff consistently and gently remind children of the rules. This supports exemplary behaviour across the setting. Staff listen to children effectively and help them understand their feelings. This enables children to develop their emotional awareness confidently.
• Children are highly supported to respect themselves and others. Staff do this by helping children listen to one another and share their ideas. This thoughtful approach builds a strong foundation for empathy and respect. It guides children to recognise and value the needs and feelings of those around them.