Ninas Nursery Macclesfield

Inclusion: Expected standard

Leaders and staff build secure relationships with children, parents and carers right from the start. Through their observation, assessment and discussions with parents, they find out what children know and can do both at home and in the setting. This helps to identify any gaps in their learning and development.

Leaders and staff ensure that all children have access to their curriculum offer. For example, staff repeat learning experiences to ensure that children who attend part time have the same opportunities as others. Overall, leaders and staff use a range of strategies to support children with special educational needs and/or disabilities and other barriers to learning. For example, they use visual signing and colour cards which help to build children's communication systems, attention and listening skills. Furthermore, they work in partnership with external professionals and parents to help plan children's next steps to enable them to make the progress they are capable of. Leaders use additional funding to purchase appropriate resources, such as home learning packs. Parents speak positively about the individualised support their children receive. Consequently, barriers are reduced and children are included successfully in nursery life.

Curriculum and teaching: Expected standard

Leaders have built a curriculum which is underpinned by the Montessori philosophy to inspire child-led learning. Children are learning to independently choose resources and activities to explore throughout their day. Staff generally provide teaching and interactions which promote children's learning. For example, younger children join in with song time, naming animals and their sounds. However, teaching is not consistent across the setting. On occasions, some staff miss cues and opportunities to further extend children's learning. For example, some staff are less successful in weaving mathematical concepts, such as counting and colour, through everyday routines and activities.

Staff generally use a range of strategies to support children's language development. For example, during adult-led sensory activities, staff repeat words, such as 'scoop' and 'pour', and affirm with actions. Babies babble in response and have a go themselves. When outside, staff talk to children about the shadows they can see and reflections in the water. They support children to learn new vocabulary, to build their language structures and to be confident communicators.

Children who need additional help, including those with special educational needs and/or disabilities and those who speak English as an additional language, receive effective support. Staff adapt their approach sensitively to ensure that all children can participate fully. For example, during story time, some children use their sensory resources to help them develop their listening and concentration skills. This helps all children participate in the activity and to understand each other's differences.

Achievement: Expected standard

Overall, children, including those with special educational needs and/or disabilities and those facing barriers to learning, typically make steady progress from their starting points. However, there are some inconsistencies in the teaching of the curriculum which mean that some children do not receive high-quality teaching interactions. That said, children are supported to develop their confidence and independence skills by staff, who know them well. They develop secure attachments with staff, who are kind and caring, and settle quickly into their nursery routines.

Children confidently manage their own self-care tasks, such as toileting and washing their hands and faces after lunch. They complete tasks such as helping to tidy away their resources, in readiness for the next part of their day. They explore their environment both indoors and outdoors, with confidence. These skills help children prepare for the next stage in their learning.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff set high expectations for children's behaviour, attitudes and routines. Staff consistently reinforce positive behaviours, praising children for sharing, listening and helping one another. For example, staff use coloured cards to let children know when their activity time is coming to an end. This helps children to understand the routines and what is happening next. Typically, children confidently access resources, managing their own space in which they play with them, whether independently or with their friends. For example, when children play with their dolls, they work together so that both dolls can be placed to sleep in the same cot. Staff use a familiar song at tidy-up time, children know what is expected of them and join in with enthusiasm to help clear away their toys.

Effective key-person systems are in place. All children, including those with special educational needs and/or disabilities and those facing barriers to learning, have positive and secure relationships with those that care for them and know them well. Transition periods are unrushed and tailored to meet children's individual needs. Staff work closely with parents and carers to help them become familiar with the new routines. This helps children to feel safe and secure in their changing environment.

Leaders have robust processes in place to follow up on children's absences. This helps to set good habits for future learning.

Children's welfare and wellbeing: Expected standard

Leaders and staff promote children's health and wellbeing effectively through the development of warm, trusting relationships with children, parents and carers and external professionals. They have a secure understanding of children's individual needs and respond sensitively when children need assistance. Sleeping and feeding routines are individualised. Babies and young children are gently settled before being placed down to sleep in line with safer-sleeping procedures.

Leaders provide healthy, nutritious food, and children have access to fresh drinking water. Lunchtime is a real social occasion, calm but full of chatter and conversations around the table. Children self-serve their food and drinks, and any spillages are dealt with without fuss. Children are learning to manage their own hygiene routines, staff remind them why they need to wash their hands and why new cutlery is needed when it falls on the floor. Safer-eating practices are embedded and mealtimes are supervised carefully. Children with special educational needs and/or disabilities and those facing barriers to learning receive sensitive encouragement and appropriate adaptations during such routines.

Parents receive daily information about their children's wellbeing and speak positively of the support they receive. Staff work with families on settling, toilet training, dietary requirements and allergies. This consistent approach between home and nursery helps children thrive physically and emotionally.

Leadership and governance: Expected standard

Leaders have taken appropriate action to ensure that children are accounted for when moving around the nursery. They have reviewed their risk assessment and headcount procedures and provided additional training for staff. This means that staff understand their responsibility to identify and minimise risks to children.

Leaders and staff have high expectations for all children, and, overall, have an understanding of the setting's context, strengths and areas for development. They successfully work in partnership with parents and carers and external professionals to promote children's ongoing development. Leaders and staff develop warm and trusting relationships with families. They maintain regular communication through daily discussions and written feedback. This helps to ensure that information is shared consistently and that children's individual needs are well understood. Parents and carers speak positively about the support their children receive. They comment that their children are happy and settled at the nursery.

Staff feel valued and enjoy working at the setting. They appreciate the support and guidance provided by leaders through regular supervision and professional development opportunities. Leaders promote staff wellbeing and take appropriate steps to ensure that workloads remain manageable.