North Street Nursery

Inclusion: Needs attention

Staff do not consistently use strategies to ensure that all children are engaged in learning. As a result, more confident children often take the lead in discussions and quieter children have fewer opportunities to express their thoughts and ideas. Staff's understanding of how to adapt interactions and activities to meet individual needs is not yet fully secure. This means that some children face barriers to learning that are not consistently addressed.

Leaders are aware of children with special educational needs and/or disabilities (SEND) and have appropriate plans in place to support those children. For example, leaders ensure additional adult support is available when needed to help children participate successfully in learning experiences and leaders implement a graduated approach to support these children. As a result, children with SEND are supported to take part in learning experiences and are helped to overcome barriers to their learning. Leaders seek the support of external agencies to ensure that relevant training is in place to support children with SEND. Leaders and staff engage well with parents and carers to help meet the needs of children with SEND.

Curriculum and teaching: Needs attention

The implementation of the curriculum is inconsistent and not designed in a way that ensures children's learning builds progressively over time. Staff do not always have a secure understanding of how children learn and develop and consequently do not provide experiences that build on children's prior learning. As a result, much of children's learning is incidental rather than carefully planned to support their next steps. Children are not consistently encouraged to engage with adult-led activities, and therefore are missing key learning opportunities.

Staff embed mathematical language throughout the day. For example, older toddlers are supported to count objects, and younger toddlers are exposed to language such as 'empty', 'full', 'more' and 'less' during a messy play activity. However, opportunities for explicit mathematics teaching are not effective, as the learning intention is not always clear. Staff do not consistently enable children to explore the natural world around them. Consequently, children have limited opportunities to develop their knowledge and understanding of the natural world through first-hand experiences.

Leaders understand what high-quality teaching and an ambitious curriculum look like in practice. Leaders have accurately identified weaknesses in provision and have put a plan in place to develop staff understanding of effective teaching and the curriculum. However, these actions are at an early stage and are not yet having an impact on children's progress and learning.

Achievement: Needs attention

Not all children make the progress they are capable of. Some children, including those with potential barriers to their learning, do not engage fully in learning experiences. As a result, they do not consistently develop the knowledge, skills and understanding needed to support their next steps in learning.

Children make some progress in their communication and language. For example, children in the pre-school room enjoy listening to books and predicting what might happen next. Babies develop early language skills through meaningful links between songs and familiar objects. However, at times other environments within the setting become loud, and therefore children cannot always hear instructions or conversations, which affects their engagement and participation in learning.

Children develop some independence skills that will support later learning. For example, children in the pre-school room are encouraged to self-serve water and lunch, clearing away when they are finished. Babies develop their sensory skills as they explore a range of objects. Some babies mouth objects, others use their hands, while some observe with curiosity, supporting their exploration and understanding of the world. Although children develop some skills across the nursery, opportunities to build on and extend learning are not consistently effective, resulting in variable progress for children.

Behaviour, attitudes and establishing routines: Needs attention

Staff working with toddlers do not consistently implement leaders' expectations for children's behaviour, attitudes and routines. Inconsistencies in practice mean that children are not always supported to move smoothly between routines and activities, which affects their engagement and sense of security.

In the pre-school and baby room, routines are beginning to show consistency, which allows children to develop their confidence and independence. For example, pre-school children all understand the expectations of them at tidy-up time and work collaboratively to do so. Babies are prepared well for transitions. Staff use tidy-up songs to help them understand what is happening next and to support independence, creating emotional security from familiar routines.

Children are generally happy, settled and enjoy playing collaboratively with each other. Relationships between children and staff are positive. Babies seek familiar adults for comfort, and toddlers join in with singing and dancing. Pre-school children share their successes when building towers.

Leaders and staff have an awareness of the importance of regular attendance. Staff understand the setting's policies and procedures for following up unexplained absences and take appropriate action when children do not attend as expected. This helps to promote children's welfare and supports continuity in their learning and development.

Children's welfare and wellbeing: Expected standard

Leaders have prioritised children's wellbeing during a period of change, helping to ensure that children continue to access a safe and nurturing environment. Children have built strong, positive relationships with their key person, ensuring they feel confident to explore new activities within the environment. Children demonstrate a sense of belonging, particularly in baby and pre-school rooms, and know who to seek out for comfort and reassurance when needed.

Children in the toddler room are supported to understand the importance of healthy eating through meaningful experiences. Staff sit with children during snack time and discuss the fruit available to them, allowing them to make an active choice about what they would like to eat. Babies also benefit from effective and consistent snack time routines. Staff supervise them closely while they eat, model positive behaviours, link food to signs and use the opportunity to support their communication and social development.

Staff support children to manage their feelings and navigate disagreements with others. As a result, children learn to resolve conflicts respectfully and develop the confidence to do this increasingly independently. Children in the pre-school room are supported to make choices throughout the day, and staff respond sensitively to their needs. This helps children to develop confidence, independence and a positive sense of self. Children are generally happy, settled and comfortable within their surroundings.

Leadership and governance: Expected standard

The provider notified Ofsted about a previous significant event relating to supervision. They have since reflected and taken appropriate action to strengthen this. Leaders are receptive and open, demonstrating a commitment to continuous improvement, and take timely action when areas for development are identified, helping to promote children's safety and wellbeing.

The setting has recently undergone changes in its leadership team. Leaders demonstrate an accurate understanding of the setting's strengths and areas for development. They have begun to implement actions to address identified weaknesses. Leaders make decisions in the best interests of the children, carefully considering how changes to practice will improve children's experiences and outcomes. However, these changes are at an early stage and it is too soon to see a sustained, positive impact on children's learning, development and progress at this point. Parents report that they have seem positive changes to the communication since the change in leadership.

Staff comment that they feel supported and valued as part of a team. Leaders ensure that staff are now beginning to access appropriate training and development to strengthen practice across the setting.