Natures Nursery Barn

Inclusion: Expected standard

Leaders and staff identify children's individual needs appropriately and work closely with families and other professionals to reduce barriers to learning and wellbeing. Information gathered from observations, assessments and discussions with parents helps staff understand children's strengths and identify where additional support is required.

Children with special educational needs and/or disabilities benefit from targeted support that reflects their individual needs. Staff work closely with parents and professionals, such as speech and language therapists and health visitors, to identify needs, review children's progress and adapt support. For example, staff use equipment purposefully, such as a trampoline, to support children's physical development and help them achieve their individual targets. Leaders use additional funding appropriately to provide targeted interventions, resources and additional support that helps children access learning alongside their friends.

Parents value the support they receive and appreciate the guidance staff provide to help them continue children's learning at home. Staff share information effectively with families, schools and other professionals to support smooth transitions and continuity in children's learning. Typically, staff understand children's individual needs well and make appropriate adaptations to support participation.

Curriculum and teaching: Expected standard

Leaders have designed a broad curriculum that supports children's development across all the different areas of learning. The curriculum intent reflects children's age, stage of development and individual needs. It is predominantly child-led. Staff use observations and assessment, including the progress check at age two, to identify children's next steps. They typically use this information to plan learning that supports children's developing knowledge and skills. Activities are shaped by children's interests and emerging learning. For example, when children show an interest in making cakes, staff adapt activities to include painting, baking and play dough experiences that reflect this interest and support children's developing skills.

Staff generally use appropriate teaching strategies to support children's learning. For example, during water play, adults support children with special educational needs and/or disabilities by modelling play and introducing vocabulary such as 'pour' and 'splash'. Staff encourage children to repeat these words back, extending their communication, language and confidence through play and interactions. However, during some adult-led, large-group experiences, such as circle time, teaching is not always adapted to meet all children's individual stages of development and learning needs. As a result, some younger children and those who require additional support do not always consistently benefit from the intended learning.

Achievement: Expected standard

Typically, all children develop the knowledge, skills and confidence they need for the next stage of their learning. Children develop their independence as they make choices, manage their belongings and take part in everyday experiences. They develop their physical skills through activities such as using tools, manipulating materials and exploring outdoor play.

Children develop their communication and language as they confidently share their ideas and experiences with others. For example, during play, children use new vocabulary introduced by staff and talk about their ideas. Children develop early mathematical understanding as they explore concepts such as shape, size and number through play. They develop curiosity and problem-solving skills as they investigate, make connections and test out their ideas. Children generally make progress from their starting points and are prepared well for the next stage of their education. However, inconsistencies in teaching during some adult-led experiences mean that not all children consistently benefit from the intended learning opportunities.

Behaviour, attitudes and establishing routines: Expected standard

Children generally engage well in activities and show positive attitudes towards their learning. They make choices, explore their interests and develop perseverance as they try new experiences. Children understand expectations for behaviour and are supported to manage their emotions and interactions with others. For example, children understand the importance of kindness and sharing. During activities, children talk about how 'sharing is caring' and show consideration for others.

Attendance is monitored well. Leaders work with families to understand patterns of absence and offer flexibility in sessions where needed to support children to attend regularly.

Transitions between the setting and children's move to school, and the transitions between rooms within the setting are managed well. Children move confidently between rooms and prepare for their eventual move to school with the support of staff. Parents are involved in these transitions and share information to help ensure changes are managed effectively for children. Parents value the support provided by the setting, describing the information shared as 'phenomenal'.

At times, the deployment of staff in some rooms impacts on the smooth running of daily transitions between activities and routines, for example, at key points in the day, such as lunchtime and outdoor play. Consequently, some children wait for extended periods before moving between experiences because staffing arrangements are not always organised effectively.

Children's welfare and wellbeing: Expected standard

Children are supported to recognise, understand and talk about their own feelings and those of others. For example, staff use appreciation mirrors to help children identify different emotions and talk about how they are feeling. This helps children develop an understanding of their own emotions and consider the feelings of others.

Children develop an understanding of how to keep themselves safe through everyday experiences. They learn to manage risks and make safe choices. Staff encourage children to think about their 'next step' as they navigate the tyres outdoors, helping them to consider how they can move safely. Children develop an understanding of how their bodies work through experiences such as exploring their heartbeat after physical activity. Through baking activities, children demonstrate a secure understanding of the dietary requirements of their peers which differ from their own. Children talk about why they need 'dairy-free butter' and show an awareness for the importance of this. These experiences help children understand how to keep themselves and others safe.

In the main, children develop an understanding of healthy lifestyle habits. Older children are encouraged to wash their hands before preparing food and before mealtimes. However, handwashing routines are not always consistently embedded for all children. For example, children are not always reminded to wash their hands after wiping their noses. Consequently, children do not consistently develop the habits needed to maintain good hygiene.

Leadership and governance: Expected standard

Leaders are committed to providing positive experiences for children and understand the strengths of the setting. They use monitoring of the environment and discussions with staff to review the quality of provision and identify areas for development. Leaders make decisions that consider children's needs and support children's experiences. Leaders are reflective and demonstrate that they have the capacity to bring about change and improvements in a timely and effective manner.

Partnerships are a strength. Leaders work closely with families, external organisations, other professionals and settings to share knowledge, support children's needs and promote consistent approaches. Leaders collaborate with external organisations to provide training opportunities for parents, supporting them to develop new skills and access potential employment opportunities. These partnerships help ensure that children and families receive consistent support and benefit from a wider range of opportunities.

Leaders support staff wellbeing through regular communication and supervision meetings. They provide opportunities for staff to discuss their workload, wellbeing and any concerns. Staff feel valued and able to seek support from leaders when needed. However, on occasion leaders do not always consistently use monitoring of practice sharply enough to identify precise areas where individual staff require further development. As a result, for some staff professional learning is not always targeted closely enough to address specific gaps in knowledge and practice. Leaders do not always evaluate the impact of support provided to ensure improvements are embedded consistently.