Morning Star Nursery Tottenham High Road

Inclusion: Expected standard

Leaders create an inclusive environment where staff get to know children and their families well. They gather information about children's interests, backgrounds and individual needs when they start and continue to review this as children develop. Staff identify when children need additional help and put appropriate support in place, including referrals where needed. Leaders review children's individual support plans to consider their progress and what help they need next. Staff support children in the setting using different strategies while they wait for referrals. For example, staff use short words and phrases to support children with communication. Leaders also work closely with families and seek advice from other professionals, such as the local authority when children need additional support.

Leaders use additional funding according to children's individual needs. For example, leaders arrange Makaton communication training and invest in a bubble machine, using children's interest in bubbles to encourage them to use words. These approaches generally help children who face barriers to make progress from their individual starting points. For example, children who previously found it difficult to express themselves begin to use single words and short combinations of words to communicate.

Curriculum and teaching: Expected standard

Leaders plan a curriculum that considers children's interests and needs. Staff know their key children well and generally use this knowledge to provide activities and experiences that support their learning and development. They support children's communication, physical, personal and social development. For example, staff use songs, actions and props with babies during circle time, and introduce numbers and movement too.

Staff introduce early mathematical language through everyday experiences, for example, counting with children and talking about the round shape of a biscuit during snack time. Staff generally adapt their teaching to children's different ages, needs and stages of development. Older children recall previous learning, for example, about floating and sinking, and confidently identify whether each object is floating or sinking. At times, staff ask questions that only expect single-word answers rather than encourage children to think and use full sentences, to build on what they already know.

Achievement: Expected standard

Children generally make progress from their individual starting points and develop knowledge and skills across different areas of learning. Younger children make progress in their physical development, including moving from crawling to walking. Children develop their independence by serving and feeding themselves and making choices about their play and tidying up. Children develop early mathematical skills. For example, children make a connection between the two wheels on a bicycle and the number two. Children also develop social skills as they initiate play with their friends, take turns and share resources. Children typically make progress in their communication. This includes children who speak English as an additional language and children who need additional support, who progress from finding it difficult to express themselves to using words and short phrases. Parents also recognise the improvements in children's spoken English. Overall, children develop skills across different areas that help prepare them for their next stage of learning.

Behaviour, attitudes and establishing routines: Strong standard

Children behave very well. They form secure relationships with staff and positive relationships with their peers. Children demonstrate kindness towards one another. For example, when they notice that other children need an apron for water play, they independently collect an apron and help them to put it on so that they can play together. Children confidently share resources, take turns and play cooperatively together.

Staff have high expectations for children's behaviour and provide clear and consistent guidance. They know children who need additional support with their behaviour particularly well. Staff respond calmly, offer reassurance and give children space or redirect their attention when needed. They share these approaches with parents, providing children with consistent support between home and the nursery.

Children understand the nursery's very well-considered routines and confidently take part in them. Staff adapt their support when children need additional reassurance or time to settle into the daily routines. This helps children to feel secure and safe.

Leaders closely monitor children's attendance and follow up when children do not attend. They work sensitively with families and take account of individual circumstances that may affect attendance while maintaining regular communication with parents.

Children's welfare and wellbeing: Expected standard

Staff know children well and build warm, caring relationships with them. They work closely with parents to understand children's backgrounds, routines and individual needs, such as their dietary requirements. They respond calmly when children need reassurance and change their approach to meet children's individual needs. For example, staff provide flexibility by giving an extended settling-in period and use their interests, such as books, to help them feel secure. When children feel upset while learning to share, their key persons support them by giving them space and praise or redirecting their attention. This helps to regulate their emotions so that they can get back to the activities. Staff share these approaches with parents so that children receive consistent support at home and at the setting.

Staff help children to develop healthy habits and become increasingly independent. Children spend time outdoors staying active, and staff remind them of the importance of staying hydrated and eating healthily. For example, staff tell children that 'food will make you big and strong'. Children are encouraged to serve and feed themselves, select their own activities and support during tidy-up times, supporting their independence. Children also learn about looking after their teeth and healthy eating in activities and workshops through the local authority programmes.

Staff understand children's individual care needs, including allergies which are listed in all rooms and safer-sleep practices to ensure children are kept safe during nap times. Staff carefully watch children as they eat to make sure they are safe.

Leadership and governance: Expected standard

Leaders have a clear understanding of the setting and identify areas where they can continue to improve. Leaders understand safer recruitment practices and ensure that children are cared for by a suitable staff team. Leaders effectively use regular supervision meetings to discuss staff's practice, the support they need and areas for further development. Leaders consider relevant training to strengthen staff knowledge and skills. Newer staff receive an induction and report that they feel well supported in their roles.

Leaders work effectively with other professionals, including the local authority early years team, and are open to receiving advice and support from them to improve their practice. They build positive relationships with families and share information about children's experiences and progress in a number of different ways, such as daily feedback, the digital app, newsletters and parents' meetings, which parents speak positively about and appreciate. The parent committee provides further opportunities for parents to contribute to the setting and share their ideas. Leaders use this feedback to help inform future decisions.