North End Nursery

Inclusion: Needs attention

Leaders and managers have identified that support for children with special educational needs and/or disabilities (SEND) needs to improve. They have taken positive steps towards this, but have yet to embed this effectively. Although staff readily identify when children may need more support in their learning, they do not swiftly implement plans to close gaps in children's development. This means these children do not receive the right support at the right time, and their progress in learning is hindered.

Staff are not confident in their skills or knowledge to support children with SEND or those learning English as an additional language. They do not fully understand what adaptations some children need, in order to succeed. For instance, some staff use visual supports to help children's understanding, but this is inconsistent and not always matched to children's individual needs. There are some adaptations in place for some children, but this is inconsistent. Overall, the support for children who face barriers to their learning is not fully effective.

Leaders and managers work with external agencies to support a consistent approach for children's care. They share information to help plan for children's learning. Leaders use additional funding effectively to help engage children in their play. This has had a positive impact on developing children's attention for learning.

Curriculum and teaching: Expected standard

Overall, leaders and managers have clear aims for children to help them make progress in all areas of their learning. They have a secure curriculum in place to teach children a variety of skills. Staff provide children with a stimulating learning environment. Children enjoy a range of opportunities to play and learn. Staff know what children like to do and take notice of their current interests. They regularly assess what children know and can do. This generally helps staff to plan experiences to engage them and build on their skills as they play. Staff provide positive interactions and support children's emotional development well. Managers are reflective and make changes that have a positive impact on children. For instance, they have recently changed the learning environment, which has helped all children to settle swiftly and calmly into their learning.

Staff place a focus on developing all children's communication skills. They readily introduce children to new words. For instance, when looking at similarities and differences in eye colour, children learn the words 'hazel' and 'amber'. Staff make use of some additional resources to support children's understanding, such as using symbols and gestures. However, this is not consistent and not all staff recognise if children need different support for their understanding of requests and instructions. This does not fully support children's communication.

Staff generally support children's learning effectively, such as by counting total numbers of objects with children at lunchtime. However, at times, staff do not consistently adapt their teaching to children's individual needs. Sometimes, staff do not notice when children lose focus and their teaching is then not fully effective.

Achievement: Expected standard

Generally, most children learn a variety of skills to support them in the future. For instance, they learn to play with others and to be independent. Children develop the confidence to ask for help and to communicate their needs. They develop an awareness of their own feelings and those of their friends. Children learn about expectations and boundaries, such as to help tidy up resources before moving on to another activity. Children learn about being kind to others and taking notice of those younger than themselves. For example, they learn to be quieter when they play if younger children are resting or sleeping.

Most children are curious and motivated to play and learn. They help, with enthusiasm, to make dough to manipulate. Children enjoy taking part in a range of activities that help them to develop many skills. They typically make positive progress from their starting points. However, for children who face barriers to their learning, their progress is not as consistent as their peers.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and managers have clear expectations for children. Staff share these with children to help them know what the boundaries are and why. This supports children to develop positive behaviours in the setting. Staff know which children may need more support for their play and learning. They generally adapt their expectations for children's individual needs effectively. Children demonstrate they feel secure in staff's care. They behave well and show positive attitudes to each other and their learning. Staff teach children to be part of a group and to play collaboratively. For example, children take delight in role-playing hairdressers. They chatter excitedly together as they explore the inviting range of resources that staff provides to support their play. Older children are positive role models to younger children as they play.

Staff understand the procedures to follow in the event children do not arrive when expected. This helps to keep children safe. Daily routines are generally effective in helping children to feel safe in the setting. Staff help children to follow instructions and develop independence skills. For instance, children learn to find their own coats before going outdoors to play. Staff support children to develop a range of skills to support their future learning.

Children's welfare and wellbeing: Expected standard

Leaders and managers have effective policies and procedures in place to promote children's welfare and wellbeing. Staff typically implement these well to support all children. For instance, staff teach children about positive hygiene routines and support them to understand why they need to sit still and eat. Staff help children to develop an awareness of which foods are nutritious, supporting them to make healthy choices.

Children demonstrate they feel safe with staff. They know what is expected through a consistent daily routine. This helps children to know what happens each day and gives them confidence in the setting. Staff know what children's individual needs are. They support children who are new to the setting very well. Children swiftly settle in through a secure key-person approach. This supports children's emotional wellbeing from their first days at the setting. Children know who their familiar adults are and who to approach for comfort and reassurance. Staff are highly responsive to all children and meet their needs well.

Staff encourage children to be active and learn about managing their own risks. Children enjoy regular time outdoors, where they can explore freely and take part in activities, such as learning to balance. Staff teach children the language of feelings. Parents and carers comment they have noticed a positive difference in their children's ability to recognise and manage their emotions since being at the setting.

Leadership and governance: Expected standard

Leaders and managers generally have a clear understanding of the strengths of the setting and what they would like to develop further. They have developed positive links with the local authority. This has helped them to reflect on what they offer and pinpoint what needs to improve. For example, they have identified that the support they offer for children with special educational needs and/or disabilities needs to develop further. However, developments have not had time to embed into daily practice.

Leaders, managers and staff have formed effective partnerships with parents and carers. This is a real strength of the setting, and feedback is very positive about the impact the staff make on their children's outcomes. For instance, when parents express a few worries about children's awareness of road safety at home, staff use this feedback to make positive changes to what they offer at the setting. Children learn to be aware of their surroundings, and staff have invited local police officers into the setting to help teach children about road safety.

Leaders and managers have effective systems in place to support staff. They prioritise their wellbeing, and staff all comment very positively about feeling valued. Staff typically have regular opportunities to develop their professional skills and knowledge. They access a range of training, for instance, that helps them to feel confident in their roles to care for and educate children.