Moonlight Nursery and Pre-School

Inclusion: Expected standard

Staff know children well and create an environment where all children can access and enjoy activities. Generally, staff adjust the curriculum to support children with special educational needs and/or disabilities (SEND). For example, they use visual prompts to foster children's language and communication skills. Leaders make appropriate adaptations to support children who face barriers to learning. For example, they have repurposed one of the available rooms as a sensory room. This provides children with a calm space where they can regulate their emotions and reduce sensory overload. As a result, all children are supported to make progress and develop a sense of belonging.

Staff identify any areas where children need extra help. They advise parents and carers to contact a doctor or health visitor for further guidance, where appropriate. Leaders and staff work closely with external professionals. For example, therapists visit the setting to deliver individual sessions with children and share strategies and recommendations with staff on how to support children with SEND.

Although there are no children on roll in receipt of additional funding, leaders consider how such funding would be used to target the individual needs of children and enhance their learning, such as by ensuring children have resources that interest them and the equipment they need.

Curriculum and teaching: Expected standard

Leaders provide a broad curriculum that fosters children's learning and development across all areas of learning. Staff plan activities around children's interests and provide experiences that children enjoy and engage with. Staff generally use interactions well to support children's learning. In adult-led and one-to-one sessions, they model language clearly and use questioning to extend children's learning. However, this quality of interaction is not always consistent during children's free play, especially when playing outdoors. As a result, at times, some staff do not consistently maximise opportunities to deepen and extend children's learning further.

Children lead their play as they freely access a variety of resources. This supports their independence and decision-making. Staff promote children's social skills through cooperative play and positive interactions. For example, children laugh and have fun spraying water from bottles and help each other turn the nozzle to control the water flow.

Children have a wide range of opportunities to develop their physical skills. Babies quickly crawl and pull themselves up to stand to reach their favourite toys. Younger children test their balance and coordination as they walk on soft-play equipment, while older children build their strength using monkey bars. In addition, staff provide sensory and mark-making activities that support children's fine motor skills.

Achievement: Expected standard

Children, including those with special educational needs and/or disabilities and those who face barriers to learning, make steady progress from their individual starting points. They demonstrate developing language and communication skills during play. Babies enjoy joining in with singing times and sharing books with staff. Older children are good communicators. They effectively interact with their peers and are eager to share their thoughts and ideas with both visitors and familiar adults.

Children generally develop their physical skills. Babies build their coordination in preparation for taking their first steps. They are gently encouraged to stand and cruise. Older children confidently negotiate space when running in the garden and demonstrate their balance skills when using climbing apparatus. In addition, they develop their fine motor skills by manipulating play dough and squeezing water from pipettes.

Older children demonstrate their early mathematical skills as they trace numbers and associate numerals with quantities. Younger children count the blocks they use to build different structures, helping to reinforce their counting skills and understanding of number.

Behaviour, attitudes and establishing routines: Expected standard

Children's behaviour is positive. They listen to staff, learn to share resources and play cooperatively. For example, children exchange ideas and create stories together as they play with dinosaurs. They take turns to place 'mum' and 'grandad' dinosaur in their 'house'. Children form friendships and demonstrate kindness. They show care and willingly help their friends, such as by finding and handing them their water bottles. If unwanted behaviour arises, staff swiftly help children to understand how to negotiate with their friends. Staff gently remind children of what is expected of them, encouraging kindness and cooperation.

Children generally move smoothly between activities and routines. However, they sometimes experience longer waiting periods during transitions, such as snack times. As a result, some children become unsettled or lose focus. This can disrupt their engagement and reduce opportunities to maximise their learning.

Overall, children show positive attitudes to learning. They explore the environment and engage in activities of their choice throughout the day. However, at times, the lack of interactions from some staff can hinder children's motivation to learn.

Leaders promote attendance and follow up unexplained absences. This supports children to develop positive habits for the future and promotes their safety.

Children's welfare and wellbeing: Expected standard

Leaders have created a nurturing and welcoming environment for all children, including those who face barriers to learning. Children build positive relationships and form secure attachments with the adults who care for them. They confidently seek comfort and reassurance when needed and sit together to share stories or enjoy a cuddle.

Staff support children to recognise and manage their emotions. Children learn breathing techniques and to 'feel their heart' if they feel overwhelmed, helping them to develop strategies to self-regulate. This supports children to develop a secure sense of emotional wellbeing.

Children benefit from quiet spaces to rest and sleep. Sleeping arrangements are well organised, with individual sleep spaces provided and regular checks carried out to ensure children's safety and comfort.

Children learn to take appropriate risks in their play, for example while using climbing apparatus. Staff teach them how to stay safe, and they remind children to keep their hands free when they climb on structures.

Children learn healthy habits. They enjoy daily fresh air and opportunities to develop their physical skills in the setting's well-equipped garden. Children wash their hands after playing outdoors and before mealtimes. Staff sit with children at lunchtime and snack time to ensure their safety. Children enjoy healthy and nutritious food, including home-made yoghurt. However, staff do not always encourage conversations about healthy food and the importance it has for their bodies and health.

Leadership and governance: Expected standard

Leaders are committed and ambitious and continually work to improve outcomes for all children. Leaders understand the setting's context, strengths and areas for development. They are reflective and make decisions in the best interests of the children. For example, they identify areas for improvement and adapt the environment to meet children's needs.

Overall, leaders support staff well and make sure their workload is manageable. They help staff through guidance and regular supervision. However, they do not always precisely identify when some staff would benefit from more targeted coaching to develop their interactions and how they can extend children's learning further. As a result, there are some inconsistencies in the quality of staff practice. Staff report that they feel well supported and valued and that they enjoy working at the setting.

Leaders know families well and understand their children's individual needs. They help families to access the support their children need, and work closely with other professionals when appropriate. Parents are very positive about the setting and are complimentary about the friendly and dedicated staff. They report that their children love attending. Parents appreciate the daily discussions with staff and value the experiences children have in the 'exciting outdoor area'.