Morningstar Nursery School

Inclusion: Expected standard

Leaders have a secure understanding of children with special educational needs and/or disabilities (SEND), and who face other barriers to their learning, such as children who speak English as an additional language. For example, leaders create word sheets when children first join, detailing words in home language and in English. This enables staff to communicate basic words with children in different languages, forming trust and initial professional bonds.

Leaders identify gaps in learning quickly. They refer and liaise with external agencies and the local authority effectively. They implement strategies and advice given to enhance children's progression. This ensures that children gain early intervention and support to develop well. For instance, supporting children's understanding using objects, such as wooden blocks, to reference 'nursery'. Staff also use pictures to represent toilet, story time and tidy-up time, supporting understanding of what will happen now and next. However, not all of these strategies are introduced consistently to support children with SEND or other barriers to learning. For example, staff do not use these when supporting children's transition from the garden into the setting. As a result, there are varied expectations for children, which causes confusion for them.

Leaders use additional funding effectively and understand the impact on children. For example, funding is used for weekly sports and physical sessions to further support children's wellbeing. Leaders also use this funding to create song and story bags, which can be taken home and explored with parents and carers. As a result, children build on their love of books, and build on their knowledge to find out that print carries meaning and learn stories are read from left to right.

Leaders ensure parents are involved and aware of all processes and strategies implemented for their children. Parents are involved in completing development checklists with leaders, to collaboratively identify gaps in learning, as well as frequently sharing tailored next steps. Children benefit from continuous learning between the setting and home.

Curriculum and teaching: Expected standard

Leaders have implemented a curriculum focusing on communication, language, social and physical development. Staff generally embed literacy and mathematical into adult-led activities. Children with special educational needs and/or disabilities (SEND) are supported effectively in maintaining their attention through the use of small-group attention games. However, staff do not consistently extend older children's attention skills or encourage them to try different activities. As a result, some older children do not fully develop the concentration needed for the next stages of learning, including school.

The setting is open plan for children aged 2 to 5 years, where staff typically adapt activities between their ages and stages. Staff particularly ensure children's interests are used when planning activities for all children, including those with SEND and other barriers to their learning. For example, younger children use containers to empty and fill during water play, while older children are encouraged to identify size and capacity when filling their containers. Younger children engage in early mark-making activities, such as using pens and whiteboards, imitating staff marks at random. Children develop the effective manipulation of tools. At times, older children are supported in using pens and whiteboards to create repeating patterns and identifying mathematical concepts.

Physical development is typically prioritised across all ages. All children have supervised access to the well-resourced garden, exploring slides, scooters, bikes and ball games. As a result, children are supported in developing their coordination and overall physical skills. Staff support children to use scissors in collage activities, through effective role modelling and supervision. This enhances children's concentration and small-muscle movements.

Staff encourage a love for books through adult-led and independent reading times. For example, after mealtimes children are encouraged to look at books and discuss what they know about the story. Children have the choice to independently look at them and create stories of their own or engage in an adult-led story time. Through this, children become familiar with stories and they retell them through the pictures. This also builds on children's imagination, where they create their own stories.

Children enjoy dressing up and playing with a variety of musical instruments from around the world. For example, they explore different cultural instruments and create their own musical patterns from them. Children also experience dressing up in various traditional cultural clothing. Children learn about the similarities and differences between people and cultures.

Achievement: Expected standard

Children are typically prepared for the next stages of learning and life. Children develop their independence skills well, such as serving their food during mealtimes. Additionally, children have a go at putting on their own shoes. Children clean their own noses and faces, using a mirror to check they are clean. This enhances children's self-care awareness and being ready for school.

Younger children develop appropriate social skills through group activities. For example, they make pretend pizza for each other from play dough. Older children build on their self-confidence and language skills by retelling familiar stories to peers in small groups, such as 'The Three Little Pigs'.

Children with special educational needs and/or disabilities and other barriers to their learning benefit from one-to-one sessions known as 'golden time', where they focus on their tailored next steps through interests. For example, using objects of reference to their favourite nursery rhymes to increase their focus and attention. Through this, children progress from their starting points.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff role model positive language and manners, such as please and thank you consistently throughout the day. Children respond well to this and are generally well behaved. Children share when playing together and remind each other of this. Staff enable children to solve sharing issues in a timely manner and support when needed. Through this, children develop respect and kindness. Children and staff build warm relationships, evident in their play and in daily routines. Children ask staff to engage in group activities, such as football and painting.

Staff typically have high expectations for children's development, behaviour and boundaries. They encourage children to play well with each other and build on social skills. For example, staff use a cardboard box to create imaginary play, where children sit inside singing 'Row, row, row your boat'. Children gravitate towards this play with excitement and continue the play idea among each other. Staff create times in the day to join all together, for example, to welcome each other, speak about feelings and sing songs. However, during these adult-led focus times, staff are not always consistent in maintaining the focus of all children, especially older children. As a result, they become disengaged.

Leaders monitor attendance in a timely manner and follow policies and procedures to ensure this is effective. Leaders ensure they are notified of absences and record reasons why. Leaders promote the importance of attendance to parents, ensuring there is a consistent routine in place for ongoing development.

Staff typically adapt activities and routines to support children with special educational needs and/or disabilities (SEND) and other barriers to their learning. For example, during large-group times such as circle times, one-to-one sessions take place with the key person. Typically, children with SEND and other barriers to their learning are gaining small focus times tailored to meet their needs. The key persons are very knowledgeable of their children's needs and interests. While children with SEND make progress from their starting points, there are inconsistencies in the delivery of strategies from all staff, to support their transitions.

Children's welfare and wellbeing: Expected standard

Leaders and staff generally promote the importance of emotional wellbeing for children. They create group activities, such as circle times, to identify how children are feeling through song. This typically enables children to think of and express their feelings freely. Staff typically encourage children to engage in musical physical games, where they begin to understand the importance of physical activity on their bodies. Children have regular access to a well-resourced outdoor area and leaders recognise the importance of this, especially for children with barriers to their learning.

The setting provides a range of healthy meals for children. Children are given options of different fruits and milk or water at snack times. Children are encouraged to independently serve themselves and pour their own drink. Staff support portion sizes through counting, ensuring children have sufficient food and drink when serving themselves. Staff use language to support exploration of foods, such as 'sweet, sour, crunchy' and 'soft'. They also discuss healthy foods in their meals and ask children to identify them too. Staff role model trying new foods through eating with children at mealtimes. This encourages children to explore new tastes and textures. Staff identify when children need rest and considerately ask if they would like to rest or sleep.

Staff have embedded hygiene routines throughout the day, where children independently wash their hands before and after mealtimes. Staff discuss the importance of washing away germs to children and being clean. Children use mirrors to wipe their noses and faces, identifying how well they have done. Children express their excitement when they complete tasks independently, where staff offer praise for achievements.

Leadership and governance: Expected standard

Leaders ensure that robust systems are in place for staff to complete their role effectively and well, ensuring that the safety and wellbeing of children are prioritised. Leaders follow an appropriate induction process, where staff are given mandatory training to complete. They acknowledge staff's understanding of the setting's context, policies and procedures through a detailed process, including internal and external training. Staff show their understanding of this in their practice. Leaders support staff's ongoing professional development and wellbeing through frequent supervisions. Staff are happy in their role and feel well supported by leaders. As a result, children learn from dedicated and experienced staff.

Leaders are generally self-reflective of the setting and identify the strengths and areas of improvement. This is through internal observations, parent feedback and staff input. Since the last inspection, leaders have supported staff's professional development through training, ensuring children are given opportunities to be independent in their thinking and learning. This has had a positive impact where children now have the ability to problem solve independently.

Leaders engage well with external agencies and professionals. This particularly supports children with special educational needs and/or disabilities and children with other barriers to their learning. A range of external professionals visit the setting to provide advice and strategies, which the setting adopts and implements. This creates a multi-agency working environment, ensuring children's progress is a priority.

Leaders have created positive partnerships with parents, where they feel involved in the setting. Parents state they are up to date with their child's progress through meetings and discussions. Leaders and staff use an app to ensure parents are updated daily in what children are learning. There are systems and policies in place to ensure the safe use of this. Leaders create parents' events and termly development meetings, ensuring parents are aware of their child's progression and next steps. As a result, children have consistent learning between the setting and home.