Nina's Nursery Offerton

Inclusion: Expected standard

Leaders provide a welcoming environment where children's individuality is valued and celebrated. There are effective systems to identify and assess children's needs from the outset. Staff work closely with parents before children start at the setting. They gather information about children's interests, strengths and any potential barriers to their learning. This helps staff to ensure that children receive the support they need from the earliest opportunity.

Children who are disadvantaged, those known to children's social care and those with special educational needs and/or disabilities are supported well. Leaders demonstrate a commitment to ensure that vulnerable children receive the help they need. They work closely with parents and external agencies to improve children's life chances. For example, additional funding is used purposefully to address individual needs and support children's learning and development. Leaders ensure that children get off to the best possible start in their early education. Recommendations from professionals are implemented effectively, and staff generally use these to support children's learning. Leaders closely monitor children's progress to reduce any barriers to learning and wellbeing. All children are fully included in nursery life and make progress from their individual starting points.

Curriculum and teaching: Expected standard

Leaders have adopted a broad and balanced curriculum that builds on what children already know and can do. They have an accurate overview on the quality of the curriculum and teaching. Typically, staff know how children learn, and they generally deliver the curriculum well. However, there are occasions when some staff are not clear on what leaders intend children to learn. This means that some activities are not pitched at the right level and some staff do not extend children's next steps in learning. This results in some children losing interest, meaning that they do not consistently learn as well as they could.

Leaders ensure that teaching is adapted for children with special educational needs and/or disabilities (SEND). They make sure that children with SEND experience activities that interest them. This helps those children to progress well alongside their peers. Staff listen to children with genuine interest and ask them questions during their play. They introduce new vocabulary and praise children for communicating. However, not all staff use clear and concise language with children. For example, some staff pronounce words incorrectly. Children imitate this and use incorrect vocabulary. This does not support children in making the best progress in their communication and language.

Children show an early interest in number. They enjoy counting and joining in with number rhymes. Older children explore their early understanding of quantity and capacity during water play. Children develop secure mathematical skills that support them well in their next steps in learning.

Achievement: Expected standard

Children, including those with special educational needs and or disabilities and those that face other barriers to learning and/or wellbeing, make steady progress across all areas of learning. They delight at taking part in sensory activities where they explore different textures and materials, such as cornflour. Gaps in children's learning narrow, they typically achieve well and have positive attitudes to learning. Children enjoy exploring the outside environment. For example, they search for bugs and become fascinated when they find a spider. Children have fun playing games with their friends and giggle with delight as the chase each other. They develop their physical skills well, such as their balance and coordination as they use low level climbing apparatus.

Children are independent and inquisitive. They enjoy taking part in daily routines and relish opportunities to assist staff. For example, younger children help to set the table at mealtimes. Children receive consistent praise, which helps them to develop a sense of pride and supports their self-esteem. Generally, they demonstrate positive attitudes to learning and typically gain the foundations needed to support their future success.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff have generally high expectations of children and foster a positive culture for learning. Staff support children, including those with special educational needs and/or disabilities and those that face other barriers to learning and/or wellbeing, to understand routines, follow instructions, engage in activities and communicate their wants and needs. For example, children enjoy taking part in daily routines and relish opportunities to assist staff.

Children know what is expected of them and behave well. They show kindness towards their friends and generally demonstrate positive attitudes towards their learning. For example, children share resources and take turns when playing together. Staff recognise children's achievements and provide them with praise, which helps children to develop a sense of pride. They support children to recognise, express and manage their own feelings. For example, staff teach children the importance of recognising emotions. Children confidently talk about what makes them happy. They discuss how they can support their friends with a hug if they are feeling sad. This supports children to continually develop their independence, confidence and emotional resilience.

Leaders have robust systems to encourage children's attendance. They work closely with families to ensure that children attend regularly. If concerns arise, leaders take appropriate action and offer support to help reduce barriers to attendance.

Children's welfare and wellbeing: Expected standard

Leaders prioritise children's welfare and wellbeing. Staff communicate effectively with parents and support children to settle well. They spend time getting to know children and their families during the settling-in process. The key-person system is effective in meeting children's emotional wellbeing needs. Children form secure attachments with staff who know them well. This helps children to feel safe, settled and valued.

Staff provide nurturing care that supports children's sense of belonging and emotional security. They teach children about the importance of acceptance, tolerance and respect. Children relish learning about the similarities and differences that exist between themselves and others. They talk about differences in hair, eye and skin colour. Generally, staff encourage children's individuality and know how to celebrate their uniqueness.

Typically, staff teach children about the importance of healthy living. They talk to children about exercise and oral health. Mealtimes are a social occasion. Staff sit with children, supervise them well and talk to them about healthy foods. Children discuss their favourite fruits and vegetables. They know the importance of following good hygiene practices, such as washing their hands before mealtimes. Children recall visiting the dentist and understand how to look after their teeth. Staff provide a calm and peaceful sleep environment for children. They are deployed effectively and supervise children vigilantly. Staff ensure children's safety and wellbeing is maintained while they eat and rest.

Leadership and governance: Expected standard

Leaders generally have an understanding of the strengths and weaknesses of the setting. Following a recent notification to Ofsted of a significant event, leaders improved arrangements to ensure effective supervision of children, particularly during transitions between the nursery rooms and garden. Leaders include the views of parents, staff and children in the self-evaluation process. Leaders have recently implemented different ways of communicating with parents. This has been effective in enhancing how they keep parents informed about their children's time at the nursery, sharing children's care, learning and development. Leaders have forged links with the community and the local authority, working in partnership with them alongside other settings and schools.

Leaders have implemented a new curriculum across the nursery. Typically, the curriculum builds on what children already know and can do. However, not all staff are aware of what leaders intend children to learn. This means that some activities are not pitched at the correct level. Therefore, some children lose interest in their learning which at times can impact the progress children make.

Leaders demonstrate a commitment to staff wellbeing and take effective steps to manage their workload. Regular discussions provide opportunities for staff to raise any concerns regarding their wellbeing, working hours and responsibilities. Staff report that they feel well supported and are able to maintain a positive work-life balance. They have regular supervision sessions and follow a varied training programme. However, leaders are aware that the arrangements for the coaching and mentoring of staffs practice, are in their infancy. For example, on occasion, staff do not receive clear feedback about their interactions with children. This means that some staff do not know how to improve their practice.