New Beginnings

Inclusion: Expected standard

Children with special educational needs and/or disabilities (SEND) receive the support they need to thrive. Staff use observation, assessment and careful planning to support children's development. Staff engage positively with other agencies to ensure there is effective communication about the needs of children with SEND and how to meet these needs. Leaders provide appropriate training for staff to strengthen their skills in supporting children with SEND. Parents are actively involved in children's individual plans and meet with staff regularly to review and discuss children's progress.

Staff demonstrate a thorough understanding of the needs of all children and their families. They work collaboratively to ensure that families receive appropriate and timely support. For instance, when required, staff assist parents in accessing food banks and provide additional sessions to respond to emerging needs.

Children that are eligible for the early years pupil premium are well supported. Staff consider children's individual needs and use funding to support any gaps in learning. For example, skilled staff provide children with dedicated one-to-one support.

Curriculum and teaching: Expected standard

Leaders have developed an ambitious curriculum. Staff place a high importance on children's emotional wellbeing and communication and language skills. Staff repeat the babies' babbles and introduce words. For instance, staff in the baby room repeat 'round' and 'round' as babies make marks with coloured ice. Babies repeat 'round' as they explore. Staff use simple sign language to help support children's understanding of language, for example, by signing 'finish' as children finish their snack.

Staff provide a stimulating environment for the children to explore, enabling children to carefully select their own activities and resources. All children, including those with special educational needs and/or disabilities or from disadvantaged backgrounds, are eager to join in the exciting activities that the staff plan. For instance, children wrap boxes using wrapping paper and tape. This helps to develop their hand-eye coordination. Staff encourage children's mathematical development. Older children play games. They roll a dice and identify the correct number on a slice of wood. Staff encourage children to attempt to write corresponding numbers. This helps to develop children's counting skills and number recognition.

Staff review children's development regularly to ensure progress is being made. They speak regularly to parents and gather information on entry about what children know and can do. However, staff do not yet use this information to plan effectively from the very beginning.

Achievement: Expected standard

Children make good progress across all areas of the curriculum. There is a particular focus on communication and language. Children's language is developing well, they constantly repeat new words and join in with rhymes and songs. Children who speak English as an additional language benefit from additional support and make good progress from their starting points. Children's independence skills are developing well, they understand the routines of the nursery. For example, children wash their hands prior to mealtimes and they find and put on their coats independently before outdoor play. Children develop firm friendships across age groups, which helps them transition between rooms and eventually on to school with ease. Children are well prepared for the next stages in their learning.

Behaviour, attitudes and establishing routines: Strong standard

Children benefit from staff's high expectations. Staff support children to learn about good behaviours. For example, staff discuss the impact behaviours can have on others. They work alongside young toddlers to resolve conflict. This supports very young children to understand expectations, play well together and show kindness to one another. Children behave exceptionally well.

Staff support children to understand the importance of looking after their environment. Routines are fully established and understood by children. For instance, children sing a tidy-up time song and take on individual roles to ensure the resources are put away. Staff effectively teach children how to work together and cooperate extremely well. Children know and understand the consistent care routines. They eagerly wash hands and wait in line for lunch. Mealtimes are a sociable occasion, with staff encouraging conversation and promoting healthy food discussions. Staff work diligently to establish routines. For example, they follow a robust attendance policy, which improves children's attendance in preparation for later school life.

Children's welfare and wellbeing: Strong standard

Children are happy and settled in the presence of caring and attentive staff. Staff provide cuddles, reassurance and consistent routines. This helps children to settle, feel secure and promotes their emotional wellbeing. Leaders are responsive to children's individual needs. For example, staff observe children's attachments and responsive relationships when deciding on who is to be each child's key person.

Staff ensure that children's meals and snacks are nutritious and meet children's individual needs, including stages of weaning and allergies and dietary requirements. Staff discuss with children and parents the importance of oral hygiene. Children relish using the large toothbrush to practise brushing teeth.

Children are expertly supported to recognise, express and manage their emotions. For example, older children use the 'Colour Monster' to discuss their feelings. Children explain they are 'happy because it is Christmas'. Staff take a genuine interest in how children feel and how they can support children when they feel sad. This helps children to develop a very secure sense of emotional wellbeing and belonging. Children are risk assessing as they play. They explain to each other how to cross the obstacle course safely.

Leadership and governance: Expected standard

Leaders are passionate and knowledgeable. They have a clear vision to provide an environment, where all children, staff and families thrive. Leaders regularly evaluate the provision and have a good understanding of areas for development. For example, since the last inspection leaders have supported staff to attend a number of training courses to support staff development.

Leaders regularly observe staff and provide constructive meaningful feedback, which allows for future development. Effective supervision sessions and regular staff meetings enable staff to be reflective and supports staff's professional growth. Staff feel valued as their views are considered. Leaders have implemented the 'staff member of the month', which helps to support staff's wellbeing.

Parents speak positively of the nursery. They feel the staff and leaders are approachable and supportive, particularly when family circumstances change. Parents feel fully involved in their children's learning. Regular meetings and updates take place. This helps parents support children's learning at home.