Morning Glory Pre-School

Inclusion: Expected standard

Key staff know children with special educational needs and/or disabilities (SEND) well. Staff speak confidently and in detail about each child, including their stage of development and the specific next steps they are working on to support and extend learning. They work closely with parents and carers and external professionals to identify needs and ensure children receive timely guidance and specialist support. Individual plans are in place for children with SEND and are reviewed regularly with parents and professionals to monitor progress and adjust strategies as needed. Regular support and advice from specialist professionals help staff recognise and action when certain adaptions are required within the provision to ensure children's needs are met. Ongoing training to support staff practice has been identified by leaders and managers as an area that would improve practice more consistently to support all children in their learning and development.

The setting uses early years pupil premium funding appropriately to support children's development. For example, leaders purchased additional sensory resources to help target children's individual needs and promote their engagement in learning. Monitoring ensures that the funding is directed towards activities and equipment that make a positive difference to children's progress.

Curriculum and teaching: Needs attention

Staff do not adapt activities to meet the needs of most-able children. These children are not challenged sufficiently, and, as a result, they often become bored and disengaged. The lack of effective assessment means that some children are not gaining as much from the curriculum as they should. Having said that, children with special educational needs and/or disabilities (SEND) are given appropriate support. Staff make adjustments to ensure their needs are met. As a result, children with SEND are able to participate in activities. Leaders recognise the weaknesses in curriculum and teaching and are working closely with their local authority early years team to receive support to help bring about improvements.

Staff support children's personal, social and emotional development, engaging them in warm conversations and providing opportunities for them to join in and respond. However, staff do not always pick up on what children say or use these interactions to extend learning. They do not consistently ask further questions to check children's understanding or to build on what they already know. There are some opportunities to support children's early mathematical development, such as counting during circle time. However, during a fruit salad making activity, children are not introduced to other examples of mathematical concepts, such as comparing sizes or talking about halves and quarters. This limits children's exposure to mathematics in other areas of their play.

Children have direct access to outdoor play where they can practise and develop important gross motor skills, balance and coordination during these times. However, staff do not always consider opportunities for how they can provide children with large physical play indoors, particularly during inclement weather.

Achievement: Needs attention

The most able children do not always have the level of challenge they need within the learning environment to extend their learning and deepen their understanding and curiosity. In contrast, children with special educational needs and/or disabilities do have opportunities within the nursery play environment to make progress in line with their individual abilities. Appropriate activities ensure these children can engage well and experience some progress in their learning.

Children enjoy talking with one another and are developing the fundamentals of language and communication through these interactions. However, there are times when children's lack of exposure to new vocabulary means that children do not consistently deepen their communication skills as fully as they could. This means they are not as well prepared as they could be for the next stage of their learning and/or for starting school.

Behaviour, attitudes and establishing routines: Expected standard

Since the last inspection, leaders and staff have worked collaboratively with their early years team from the local authority to strengthen their knowledge and confidence. This targeted support has helped the team develop a more consistent and informed approach to promoting positive behaviour and supporting children's emotional regulation. As a result, staff are better equipped to recognise children's needs, respond calmly and sensitively, and use shared strategies that promote children's understanding of positive behaviour across the nursery. Children behave well and follow daily routines with increasing confidence. For example, they understand that they should help staff to tidy up before lunchtime. Staff also use a range of helpful strategies, such as visual timetables and clapping prompts, to support children's understanding of what is expected of them. These approaches help children manage transitions, feel secure and develop positive attitudes towards learning. Children are learning how to share and negotiate with their peers, and they are beginning to develop the social skills they need to play cooperatively, take turns and resolve small disagreements.

Through supportive discussions, staff help parents understand how regular attendance and arriving on time help children to settle quickly and engage in activities and the daily routines of the nursery.

Children's welfare and wellbeing: Expected standard

Staff know their key children and understand their individual characters, preferences and emotional needs. They use this knowledge effectively to provide the right support when children arrive at nursery and during other transition times throughout the day. This helps all children, including those who require additional support, to feel safe and helps them to understand their feelings and develop the skills they need to manage them appropriately. On arrival, children confidently follow familiar routines, such as washing their hands before joining their friends to play. Staff reinforce these expectations, helping children understand personal safety, including the importance of good hygiene habits.

Since the last inspection, the nursery has strengthened its partnership with parents and carers to promote healthy eating habits. Leaders and staff work closely with families to increase their understanding of the importance of providing healthy, nutritious packed lunches for their children. This has led to improved consistency in the types of food children bring from home, supporting their overall health and wellbeing. Children also learn the importance of keeping physically active, and staff teach them about eating well and brushing their teeth through daily routines and discussions. This helps children to understand and develop lifelong healthy habits.

Leadership and governance: Needs attention

Recent changes in leadership and management have resulted in a period of instability within the nursery. Although there have been improvements made since the last inspection, staffing changes have meant that improvements have not been consistently implemented to ensure that all children experience carefully structured and meaningful learning. Leaders and managers have engaged in the assistance and guidance from the local authority early years team. However, the disruption caused by staff changes has hampered some areas of progress and slowed the developmental work needed to strengthen the provision. Leaders and managers are once again focused on working towards the support needed for staff to address the improvements required to raise the quality of education for all children, including those who may have additional needs. Weaknesses in staff knowledge and understanding have been quickly recognised by the new leadership, and a plan to address this is being actioned. Regular one-to-one meetings with staff have been identified to monitor staff practice and provide ongoing help for staff to improve their teaching. Although some staff have had the opportunity to attend local authority training to support their work with children, this is not yet part of a well-planned programme of professional development.