Newcastle College Day Nursery

Inclusion: Strong standard

Staff's regular, accurate and detailed assessments help them to respond to children's individual learning needs quickly. Sharply focused teaching, which includes one-to-one, targeted activities, helps emerging gaps in children's development to narrow quickly or close entirely. Staff know how to seek support, such as from external agencies or professionals, if children do not make expected progress following their own intensive interventions.

A high number of children attending speak English as an additional language, and their particular needs are reflected consistently in the high-quality curriculum. Leaders and staff use their expert knowledge to help these children to make excellent progress in communication and language. Children's strengthened understanding and increasing use of English helps them to access the full programme of learning and to be ready for later learning, including in school.

Leaders are highly aware of children's life experiences. They work hard to build trust with parents who may initially be reluctant to engage. Cultural differences are recognised, respected and celebrated. Children feel included, for example, when staff use words from their first language when singing a song to greet friends each morning. The consistently inclusive approach helps to ensure that all children feel valued and take part fully in nursery life.

Additional funding for children who face disadvantage or other barriers to their learning further supports their learning and development. Leaders buy specific equipment that targets particular areas of development. For example, large wooden bricks promote social skills and teamwork for children who prefer to play outdoors. This helps to accelerate children's progress and raise their achievements.

Curriculum and teaching: Strong standard

Leaders scrutinise the quality and impact of the curriculum and guide staff rigorously in its delivery. Staff have a deep and shared understanding of the nursery's aims for children. Their consistently skilled, thoughtful interactions and first-rate teaching help bring these aims to life. Leaders and staff alike know children in depth. They personalise learning plans to ensure that each child, particularly those who speak English as an additional language, is supported to thrive.

Planning for children's language development is meticulous. Staff use strategies such as hand signs and visual cues consistently. They model new words explicitly to help children to expand their understanding and vocabulary. Activities to support mathematical development are sharply focused on helping children to develop a deep understanding. For example, beyond teaching children to simply count, staff encourage children to predict, identify and compare the number of bears during a matching game. Staff carefully plan opportunities for children to develop physical skills. The youngest babies benefit from support to strengthen their muscles ready for sitting and crawling, while the oldest children confidently run and ride wheeled toys in the garden. Staff prioritise children's personal, social and emotional development. Every part of the day is viewed as a quality learning experience. For example, changes between parts of the day are unhurried, giving children plenty of time to practise dressing themselves for outdoor play.

Teaching is consistently tailored to children's age and stage of development. Staff use what they know about what children already know and can do, including when children first start, to help them to build on their learning. Staff support children extremely well to remember their learning, deepen their understanding and connect their ideas. For example, they repeat activities, revisit prior learning and introduce new knowledge and skills in familiar play experiences.

Achievement: Strong standard

Children achieve particularly well in their communication and language. Those with lower starting points make rapid progress and catch up quickly. Children who speak English as an additional language make remarkable progress, developing a secure understanding and use of English in a very short space of time. They are better able to access the full curriculum and develop depth and breadth in their learning. Steady and secure progress across all areas of the curriculum is evident.

Children develop very secure early skills in mathematics and literacy. They reliably count groups of objects and recognise letters in their name. Babies and toddlers benefit from attentive and sharply focused activities and make strong progress from their starting points. They are keen to explore, for example during sensory experiences with flour and water mixtures. Older children are curious and eager to join in. They explore the 'mud kitchen', learning about capacity and developing their imagination while making 'soup' from mud, herbs and petals. Children develop excellent focus and attention skills. They join in eagerly with songs and listen carefully at story time, showing strong readiness for future learning.

Behaviour, attitudes and establishing routines: Strong standard

Leaders and staff have shared and consistent high expectations that children understand. They model kindness, care and respect to children and one another, and this is reflected in children's remarkably calm behaviour and positive attitudes. Even the youngest children respond to guidance for 'kind hands' and 'walking feet', while older children show that this is embedded when they remind their friends of these expectations. Children develop extremely positive relationships with staff and children alike.

Routines are used purposefully to help children develop a sense of time and what happens next. The day is organised precisely so that children know what to expect and feel secure. For example, familiar songs alert children to the next part of their day. This contributes to their deep sense of security. Tidy-up times are calm, with children following clear instructions and learning to take responsibility and care for the nursery environment.

Staff skilfully support children to share, take turns and work together. They adapt their approach sensitively to each child's age, stage and individual needs while maintaining high and clear expectations for all children. They work hard to help children understand their frustrations and develop self-control. For example, their clear and firm guidance helps children who initially struggle to share and cooperate to accept others in their play.

Leaders promote the importance of regular attendance and punctuality, helping parents to recognise the benefits of consistent routines in preparation for when children start school.

Children's welfare and wellbeing: Strong standard

The key-person arrangements in the nursery are very well embedded and clearly evident in the meaningful and trusting relationships that children form with familiar staff. Babies receive highly responsive care that precisely follows their individual routines, helping them to settle very quickly into staff's care. Staff know children extremely well and adapt their approach sensitively to ensure that every child's needs are consistently met. They help children to recognise their feelings, for example, when they use pictures for children to share how they feel each morning. They teach children to manage their emotions, for example, by providing tranquil spaces in the garden and using a 'breathing ball' to help them to slow down their breathing and feel calmer.

Children develop a strong understanding of healthy lifestyles. Staff teach them about the benefits of food at mealtimes, which helps to reinforce their understanding of a nutritious diet. Children confidently talk about how fibre 'helps our tummies' and 'vitamins make us grow strong'. Staff encourage regular physical exercise, and children identify when their heart beats faster, recognising this makes them fit and healthy. Children learn to take responsibility for their own safety, for example when they identify that they should ride more slowly and with care in the garden. They develop lifelong habits that promote their safety and wellbeing. Routines for sleeping and feeding babies, toddlers, and children are carefully matched to children's needs. Close supervision and stringent arrangements, for example for children who have allergies, help to ensure that children are kept safe at all times.

Leadership and governance: Strong standard

Leaders have consistently high expectations of themselves, staff and children. Their inspiring, motivational approach drives consistently strong practice. Their reliable support for staff and genuine consideration for their wellbeing keeps morale high. This contributes to the positive, happy culture where everyone strives to provide the best possible care and education. Leaders scrutinise practice with great attention to detail around the delivery of the curriculum and care routines. They tirelessly research ways to build on their provision, which leads to ongoing enhancements to the already strong care and learning that they provide.

Leaders' commitment to staff development has a significant impact on children's outcomes. Staff develop expert knowledge, and their teaching goes from strength to strength. For example, staff have studied the most effective ways to assess children's understanding, which underpins their progress in communication. This has helped them to focus even more sharply on precise ways to help children to develop their language skills, particularly those who speak English as an additional language.

Children's learning and wellbeing are of the utmost priority. Leaders make scrupulous, transparent decisions about how additional funding is used. They consult with families and staff so that spending is precisely targeted and has the greatest impact on outcomes for eligible children.

Partnership working helps to ensure that the high-quality care and learning that children receive is complemented and extended beyond nursery. Parents know exactly what staff want children to learn, and they continue this learning at home. Leaders share detailed information with other childcare settings that children also attend. This helps to ensure accuracy in assessments and collaborative planning that helps to enhance children's learning and development even further.