Mulberry Corner Nursery and Preschool

Inclusion: Expected standard

Leaders work in partnership with children's key persons to support early identification of children's needs. They have high expectations for all children, and together they identify when children require additional support to enable them to thrive. They put measures in place to bridge gaps in children's learning. For example, they support children's communication and language skills well through a structured 12-week programme. Staff assess children's communication skills prior to intervention and re-assess after, where they notice considerable progress. This helps support children to communicate their needs and interests well. Leaders work proactively with other professionals to ensure that children receive expertise from others when required. This intervention has a positive impact on children's overall wellbeing.

At times, children with special educational needs and/or disabilities, and those who face other barriers to learning and/or wellbeing, do not receive the same planned and purposeful school readiness experiences. For example, staff do not consistently support all children's engagement in music sessions that are planned to develop skills such as a sense of rhythm and listening and attention skills. This, at times, prevents some children from accessing the full curriculum.

Curriculum and teaching: Expected standard

Leaders support staff to implement an effective curriculum that is typically taught well for all children. Staff support children to feel safe, secure, stimulated and happy. Babies seek out their key person when they require comfort, while older children choose to play alongside staff members and are proud to show them their achievements. Staff support children's mathematical knowledge well. For instance, they encourage children to compare sizes when building with construction materials and support children to count and sequence numbers when matching objects and pictures.

Staff support children's communication and language skills well. They help children develop an interest in books. Babies select books to share with staff, while older children confidently explore books independently. Staff model language for all children. Those working with babies provide ongoing dialogue alongside their play and exploration. At times, staff do not keep conversation going back and forth to enable sustained communication. This limits children from expanding their vocabulary and developing their social and communication skills further.

Staff use assessments to capture children's knowledge when they join the setting. This helps them provide appropriate support from the start. Children are keen and eager to be physically active. Younger children smile and communicate together as they crawl and climb steps and enjoy sliding down slides. Older children play running games outside and take part in dancing and moving their bodies in different ways.

Achievement: Expected standard

Children develop the necessary foundations across all areas of learning required to prepare them for the next stage. Children with special educational needs and/or disabilities, as well as those facing additional barriers to learning or wellbeing, make clear progress towards targets for their next steps in their learning. They develop good personal, social and emotional skills. Children are starting to recognise their emotions and learn to co-regulate and self-regulate in line with their age and stage of development.

Children express their needs clearly, both through body language and verbally. They enjoy opportunities to communicate with their peers in social group times. Children develop well physically. They practise big movements every day as they move their bodies to music, as well as fine motor movements as they draw and mark make. Children develop independence skills. Babies choose the play opportunities they want to enjoy. Older children self-serve lunch, dress independently and manage their personal hygiene well.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff have high expectations for children's behaviour, which staff model well. Partnerships with parents help support children's safety and wellbeing. For instance, robust systems are in place to ensure the safety of those children who are due to attend but do not arrive. Leaders and staff work with parents when children join the setting to ensure they have the best start. For instance, they offer flexible settling-in sessions to fully support children's wellbeing. This enables children to settle.

Children behave well and build positive relationships. They are respectful to one another and show enjoyment in playing together and initiating games. Staff provide children with praise, which supports their positive self-esteem, for example when children have achieved what they have set out to do in their play and creative designs. Children are keen and eager to take on responsibilities, which staff encourage and praise. For example, children eagerly help to hand out equipment to their peers before activities and when setting the tables for lunch.

Children's welfare and wellbeing: Expected standard

Children typically build warm and trusting relationships with familiar staff and their key persons, which helps provide them with a sense of belonging. Leaders prioritise consistency for children during staffing challenges, and this helps children to feel safe and confident to engage in learning. Transitions between the setting's rooms are carefully considered. Staff identify that children with special educational needs and/or disabilities, and those who face other barriers to learning and/or wellbeing, may require further support to adjust to changes. Appropriate measures are taken to minimise disruption to children's learning.

During mealtimes and throughout the day, children demonstrate good manners. These are modelled well by staff, which helps embed these behaviours. Children begin to understand how to take care of their health and wellbeing. They enjoy healthy snacks and meals that are on offer and are keen to try different foods. Older children know they must have sun cream and a sun hat on prior to going outside to play. Children are proactive in keeping themselves hydrated after playing running games outside. Staff also encourage this well.

Leadership and governance: Expected standard

Leaders identify the strengths and areas for improvement within the setting. They provide staff with training to upskill their knowledge and confidence in areas of practice. For example, they have focused on play and engagement in the outdoor area to improve children's experiences. Staff now typically engage better with children outdoors as they explore activities, including sensory and group games.

Leaders place a high priority on staff wellbeing and understand that current staffing challenges can lead to staff feeling stretched in their roles. They have proactively worked with staff to review how they can support their workload so that the staff's focus remains on their engagement with children. For example, they have reduced unnecessary paperwork, provided staff with consistent colleagues to work with and been transparent with the progress on recruitment. This has helped staff feel well supported and valued and enabled them to provide consistency for children.

Leaders are continuing to develop consistency in their communication and engagement with staff throughout the day. At times, where communication is less clear, this can affect the organisation of the curriculum and staff roles, which impacts on children's access to high-quality experiences. Leaders and staff work with parents to involve them in children's learning. They hold events throughout the year to celebrate children's achievements and build partnerships with families.