New Beginnings Nursery

Inclusion: Expected standard

Staff use their ongoing observations and assessments of children to track children's progress and identify what they need to learn next. Parents and carers receive regular information about their child's learning and development, including ideas about how they can support their child's development at home. Leaders adapt the sessions children attend to reduce any potential barriers that children may face in relation to their learning or wellbeing. They know how to refer children to other agencies should additional help be needed and have an effective knowledge of supporting children with children with special educational needs and/or disabilities (SEND).

Staff have received training to support children with SEND to ensure that the curriculum they provide supports all children. They use their training to recognise how they can adjust their interactions with children and add additional support when required. Staff know all children's needs well, including those with SEND, which enables them to be precise about what children need to learn next and thoroughly monitor their progress since starting. Leaders work alongside staff and observe children's play to make sure that all children make expected progress from their starting points. They engage with families and other professionals to ensure they use funding, such as early years pupil premium, effectively to benefit the children who receive it.

Staff support children to learn about the traditions, cultures and festivals that others within their community celebrate. For example, they visit the village church. Staff encourage children to be aware of, and proud about, what makes them individual and unique.

Curriculum and teaching: Expected standard

Staff implement a broad curriculum that focuses on supporting children's confidence and independence in preparation for their eventual move on to school. However, at times, some staff are not consistently clear about the learning intent for activities, leading to children's learning lacking focus. Children have a wide range of opportunities to develop their physical skills. Children take part in a daily yoga session. They practise the skills they need to learn to be able to balance, control and coordinate their movements. Children follow instructions well as they learn to stand on one foot, crouch and stretch their bodies. Staff use these sessions to support children to learn and use new language. For example, staff name the body parts children are balancing on and children talk about stretching their arms.

Staff provide opportunities for children to lead their own play, as well as focused learning activities. For example, staff plan activities to introduce mathematical language and support children to count objects. Occasionally, some staff do not make use of their interactions with children to extend children's learning further. Staff understand and recognise children's learning styles and provide opportunities for them to follow their own ideas. For example, staff play alongside children as they care for dolls in the role-play area and support them to learn about caring for others. Children show how well they have learned to build relationships with each other as they take turns to feed the dolls.

Achievement: Expected standard

All children, including those with special educational needs and/or disabilities (SEND) and those who may face other barriers to their learning and/or wellbeing, achieve well from their starting points. Children benefit from the warm welcome staff provide, settling quickly, which enables them to begin making progress as soon as possible. Children show they feel safe and secure as staff nurture their personal, social and emotional development. Children are becoming increasingly able to manage their own care needs and are confident to ask for help when they need it. Consequently, children are well prepared for their eventual move on to school.

Children use their communication and language skills well to share their own thoughts and feelings as they play with their friends and use their imaginations in the role-play kitchen. For example, they make pretend meals together and offer cups of tea to staff. Children's individual learning needs are met as staff constantly observe and assess children's development to help identify what they need to learn next.

Behaviour, attitudes and establishing routines: Strong standard

Leaders and staff have very high expectations for children's behaviour. They support children to show positive behaviour. For example, staff play games with children, helping them to learn how to share and interact with their peers. Staff use gentle reminders with children to encourage them to build relationships with their friends. They model the behaviour they want children to learn with kind and respectful interactions. This learning is embedded in children's behaviour as older children offer their friends toys to play with when they have had their turn.

Staff show how much they value each individual child through their insightful comments about their abilities and praise and encouragement. Children display a 'can-do' attitude to their learning as staff positively encourage each child to try their best. For example, staff encourage children to practise counting objects with reassurance and positive words of praise. Staff patiently give children time to practise their new skills, meaning children are able to revisit learning to consolidate their knowledge. Children enjoy attending and talk to their parents and carers about being excited to go to nursery every day. Parents and carers understand the importance of regular and punctual attendance. They talk about the enthusiasm children show about attending. For example, they say children come home and demonstrate the yoga moves they have been practising at nursery.

Children's welfare and wellbeing: Expected standard

Children understand that they need to wash their hands to clean off germs before sitting down to eat. Staff model the importance of physical activity, such as they are actively involved in children's daily yoga activity. They model calm breathing and stretches as they take part in the sessions. Staff provide an abundance of activities for children to develop their small muscle skills. These activities help children to practise their fine motor skills. For example, younger children enjoy sensory play as they crush cereal to develop their finger and thumb strength. Children develop their hand-eye coordination as they pour water into different containers. Staff remind children about taking risks safely in their play as they learn to climb on equipment in the outdoor play space.

Staff encourage children to understand how they are feeling and talk about their emotions. They use books and stories to prompt children to recognise and talk about different emotions. Children show positive attachments to staff as they have warm, nurturing relationships. Children show they trust the staff as they go to them for reassurance when needed. Staff provide activities within the daily routine to help children to develop their early independence skills. Older children learn to put on their own shoes and coats and practise fastenings for themselves. Children receive praise for putting their shoes tidily away under their coat pegs.

Leadership and governance: Expected standard

Leaders reflect on their practice and changes in legislation that have an impact on their role and the service that they provide. For example, they ensure that all staff have a paediatric first-aid training certificate and always sit facing children when they are eating.

Leaders encourage staff to continue their professional development. Staff have completed training to meet the needs of children with special educational needs and/or disabilities so they can tailor the curriculum to support all children to make the best progress.

Leaders have clear plans and priorities for improvement. They are passionate about improving facilities for children to play outside so they are able to access a broad curriculum wherever they choose to play. Leaders carefully consider the wellbeing of the small staff team. They hold regular reflective sessions which help the team work well together and support each other with planning activities for their key children. Leaders and staff recognise the strengths of their setting. They understand the significance of living within a small and rural community. Staff use their community to provide exciting experiences for the children. They plan regular trips to the local church and parks, and use the local shops to buy fruit and vegetables for children to eat at snack time.