Mother Bear Nursery

Inclusion: Expected standard

Leaders and staff use regular observations and assessments to monitor children's progress and development. They discuss how best to support children in the next stage of their development. Leaders work closely with the local authority special educational needs coordinator (SENCo) to plan support for children with special educational needs and/or disabilities (SEND), disadvantaged children and those experiencing other barriers to their learning, such as changes in familiar circumstances.

The local authority SENCo works with leaders to develop targeted support plans and procedures for individual children. As the setting has recently begun to welcome more children, leaders are appropriately considering how to develop staff knowledge and expertise further. For example, Makaton training is planned to help staff support children as they develop language to communicate their needs.

Leaders have appropriate arrangements in place to identify children's needs and provide additional support. As the number of children attending increases, leaders are continuing to develop staff expertise and build on their inclusive practice. Leaders also plan to provide further SEND training for staff.

Leaders use additional funding thoughtfully to provide opportunities that some children may otherwise not experience. For example, children take part in music and movement and multi-sports clubs, which support their physical development and social skills. Leaders evaluate the impact of these additional opportunities and consider the difference they make for the children who benefit from them.

Curriculum and teaching: Expected standard

Leaders have designed a curriculum that builds on what children know and can do, with a clear focus on developing their communication and language. Staff know the children well and provide activities that build on their existing knowledge and skills. They interact purposefully with younger children to develop their language. For example, as children explore different forms of transport and move them across panels, staff ask questions such as, 'Where is the bus?'. They build on the words children use by adding further detail, such as describing a car as a 'small yellow car'. This helps children to hear and use a wider range of vocabulary.

Staff provide worthwhile opportunities for children to strengthen their small muscles. Children use a range of tools to make marks, roll and cut dough. Staff talk to children about what they are making and introduce relevant vocabulary. For example, children touch and feel flowers before using their observations and senses to create similar patterns in play dough.

Children have opportunities to learn independently and with others. Staff bring children together for activities, such as group art and exploration, which help children to develop their social skills and begin to form friendships. Typically, these shared experiences are particularly supportive for children who are less confident in social situations. Staff gently encourage them to join in, interact with others and build confidence in being part of a group.

Staff also provide activities that encourage children to think, notice and make connections. For example, children complete puzzles, matching and connecting activities. Staff support them to notice similarities and differences and talk about what they have created.

Achievement: Expected standard

Children develop a broad range of knowledge and skills as they progress through the curriculum. Older children confidently draw on their experiences during imaginative play. For example, they recreate familiar care routines with dolls, explaining that babies need their nappies changed and cleaned. They extend their play by dressing the dolls, carefully fastening poppers and buttons and developing their fine-motor skills. As a result, children develop the age- and stage-appropriate knowledge and skills they need to be well prepared for the next stage of their learning.

Children also build their vocabulary through purposeful experiences. As they make pretend sweetcorn soup, they pour, empty and combine ingredients while using words such as 'mix', 'stir' and 'shake' to describe what they are doing.

Children show developing problem-solving skills in their construction play. They position large tubes and blocks to create routes for cars and experiment with different angles and slopes. They recognise that changing the gradient affects how quickly the cars travel and adapt their constructions to achieve the result they want.

Behaviour, attitudes and establishing routines: Expected standard

Leaders have established clear expectations for children's behaviour and routines. They support staff to help children understand these expectations in ways that are appropriate to their age and stage of development. Children know the routines of the setting well. Most move confidently between activities and familiar parts of the day, including mealtimes and sleep. Babies form secure attachments with their key persons and seek them out for comfort and reassurance.

Staff model kindness and respect. They adapt their approach according to children's age and stage of development. For example, staff working with babies use distraction effectively to help them manage their emotions and behaviour. With older children, some staff encourage them to think about how their actions affect others, asking, 'Was that a kind thing to do?' and giving them time to reflect. However, this approach is not consistent. At times, staff do not intervene quickly enough when children interrupt others' play. As a result, some children become frustrated or leave their play rather than being supported to resolve the situation.

Children show positive attitudes to learning. Toddlers choose activities that interest them and remain engaged for sustained periods.

Staff monitor children's attendance and know when patterns of absence may give cause for concern. Leaders understand the importance of promoting good attendance and punctuality.

Children's welfare and wellbeing: Expected standard

Leaders prioritise children's welfare and wellbeing. They establish routines that promote children's health, personal care and growing independence. Staff follow clear hygiene routines during nappy changes and protect children's privacy. They gently invite children to use the toilet or potty but respect their wishes when they are not ready to leave their play. Staff encourage children to become increasingly independent in managing their personal care. For example, they help children to find their belongings and patiently teach them how to put on their shoes and socks.

As the nursery grows, leaders are developing consistent mealtime routines. Children follow hygiene routines and are beginning to serve themselves. Staff encourage children to try different parts of their meal, including vegetables, and help them to understand the benefits of healthy food. Staff adapt their approach for children who are more sensory at mealtimes or are reluctant to try certain foods. This helps all children to participate positively in mealtimes without feeling pressured. However, some staff feed older children who could practise feeding themselves. This limits their opportunities to develop independence consistently.

Staff know children and babies well and respond sensitively to their verbal and non-verbal cues. They offer comfort and reassurance when children are tired or hungry.

Leadership and governance: Expected standard

Leaders support staff wellbeing effectively. They hold regular discussions and provide training to help staff monitor children's progress and plan what children need to learn next. Consequently, staff know children well and understand the progress they make from their starting points.

Leaders work closely with the local authority and health visiting team. They arrange integrated meetings with parents and other professionals to discuss progress checks for children aged 2. This partnership working enables parents and professionals to share relevant information and agree how best to support each child.

Parents speak positively about the nursery. They feel well informed about their children's progress and work with staff to plan the next steps in their learning and development. Parents are reassured that staff care for their children and consider their views carefully. They feel able to speak openly with staff and leaders. However, some families need further guidance about healthy routines, including reducing older children's prolonged use of dummies and milk bottles. As a result, some children do not benefit from a consistent approach between home and the setting to support their oral health and communication.

Since resuming leadership of the nursery, the provider has gradually increased the number of children attending. This measured approach helps leaders maintain effective staffing arrangements and meet children's individual needs as the nursery grows.