Northfields Crosland Moor

Inclusion: Expected standard

Overall, children's unique needs are identified and met well. From the beginning, staff identify children's individual needs and adapt their practice accordingly. Staff complete ongoing assessments that are robust and evaluate the impact that teaching is having on each child. Leaders share ideas of how to support children at home with families so that teaching opportunities are maximised and a consistent approach is implemented.

Relevant details about home routines are captured and then replicated at nursery to support a smooth transition. In particular, children with special educational needs and/or disabilities settle quickly as the wealth of information captured enables the nursery to plan effectively for their needs.

Children learn to recognise and understand different emotions in various ways. Staff share stories and provide gentle reminders to children about sharing and turn-taking. Children develop positive approaches to making friends and excitedly seek out other children to share an experience.

Staff undertake training to broaden their knowledge of how to identify delays in development and what strategies can be used to close any gaps. By having a range of tactics available to them, staff are equipped to choose the ones that most effectively help each child.

Children receive assistance from external professionals following referrals made by the nursery. This enables specific evaluation and advice to be sought, which is then delivered to individual children by staff.

Curriculum and teaching: Expected standard

Leaders have designed and implemented a broad and interesting curriculum. They evaluate this well and generally make adaptations in a timely manner.

Overall, teaching is effective and children make positive levels of progress. Staff are generally quick to recognise opportunities to build on children's interest in activities to extend their learning. For example, when children place planks of wood against a fence and walk on them, staff recognise that they are learning to manage their own level of risk. As children laugh and try different ways to climb the planks, staff offer new ideas. There are some occasions when staff plan exciting activities involving children of different ages and abilities. Although all children thoroughly enjoy taking part, at times staff do not fully consider how to adapt these experiences to maintain the interest and engagement of younger children.

Staff support children's language skills well. New vocabulary is introduced by staff through individual conversations that take place at every opportunity. These quality interactions help support children's attention and listening skills as well as developing conversational ability.

Children learn about mathematical concepts that are weaved throughout the curriculum. For example, they learn about capacity when transferring sand. Children also join in songs that include ascending and descending numbers; phrases such as 'more than' and 'less than' are used accurately in conversations so that children develop an understanding of comparisons.

The wellbeing of children is prioritised. Staff include stories that cover important topics in their daily plans. Children engage in conversations with staff about what these issues mean to them and what they could do to help manage any big feelings appropriately. This helps equip children with important life skills.

There is a robust assessment process in place. Staff know children's starting points and implement individual learning plans.

Achievement: Expected standard

Children progress through the curriculum well overall, particularly in the areas of personal, social and emotional skills and communication. Children feel confident to voice their thoughts and needs. They ask probing questions to further their knowledge, for example about insects. Children form positive relationships with staff and develop some useful skills to promote their own safety. For example, they recognise the need to be cautious when they feel that the surface beneath their feet is 'slimy' or 'slippery'.

Children are independent in many different ways, including serving their own meals from a large dish on the table and learning to use cutlery. They follow instructions well, finding their own shoes and putting them on and helping with dressing after a messy play activity. All children, including those who face barriers to their learning, are well prepared for future challenges.

Behaviour, attitudes and establishing routines: Strong standard

Children's behaviour is impressive. Relationships between children are very positive, and they demonstrate superb play skills. It is abundantly evident how well children consistently collaborate in small groups.

Children in the nursery participate in tidying up routines with minimal prompts. Staff skilfully adapt their level of support so that children are engaged but not overwhelmed. For example, children immediately comply with instructions to replace lids on pens when reminded. Children's resilience and perseverance skills are excellent.

Children assess risks themselves. They complete a daily checklist for the outdoor area, learning how to implement safety procedures such as checking the perimeter boundary is intact. Young children develop an understanding of safety during mealtimes, independently approaching the hand basin to wash their hands when a food trolley enters the room.

Children develop positive attitudes to learning. They engage in varied activities with an abundance of energy and focus. Staff are energetic and enthusiastic play partners. They encourage children to experience the whole curriculum so that it has the maximum impact on their development.

Staff demonstrate high levels of respect, which is expertly embedded in their everyday practice. In turn, children demonstrate awe-inspiring levels of respect to each other and staff. They take account of each other's viewpoints, and this important skill prepares them to form positive relationships in the future. For example, children spontaneously offer a steadying hand to other children as they navigate obstacles outside. They take enjoyment from helping others.

Children's attendance levels are high, and the staff work closely with families to explain how this helps children to settle and make the most of the planned learning experiences.

Children's welfare and wellbeing: Expected standard

Children become increasingly independent in tasks, such as drinking from a cup, as staff reduce the level of support provided as children become more competent.

Staff teach children how to stay safe in the sun by talking about the importance of wearing hats, staying hydrated and applying a sunscreen.

Staff equip children with strategies to manage their emotions. They give clear explanations about options available to children, such as having a rest when they are tired.

Children receive healthy and nutritious food through a well-planned menu. Allergies are managed in an inclusive way and any intolerances are incorporated into the menu. Children stay seated when eating, understanding the safety reasons behind this, as staff explain the risk of choking on food increases if children are not seated.

All children, including those known or previously known to children's social care, are supported well. Staff share regular updates with parents and carers, including information about children's emotional wellbeing. Staff offer additional comfort and reassurance when needed so that all children are supported and cared for during times of challenge.

The key-person system is effective. Staff are caring and establish trusting relationships with children who approach them to engage in play. Staff and children enjoy each other's company, and smiles are in abundance throughout each day. This contributes to the harmonious atmosphere where children feel confident to learn.

Leadership and governance: Strong standard

Leaders are highly motivated and strive for excellence. They implement a highly effective self-evaluation process and commitment to promoting ongoing improvement. Leaders recognise how to work, on an ongoing basis, to support staff to raise the quality of their interactions and teaching. Leaders gain feedback from families so that their voice is heard and views captured and considered. They work cohesively as a management team, which has a positive impact on the nursery, staff and, ultimately, children. They lead by example to deliver ambitious and exciting experiences to children, such as a recent coach trip to a farm. Children with special educational needs and/or disabilities are prioritised, and this is evident throughout the nursery.

Leaders inspire their team, and there is a supportive culture in place. Staff are clear that leaders' expectations are high and are eager to meet, and sometimes exceed, these expectations. They work cohesively, replicating the modelling of positive interactions demonstrated by leaders. This contributes to the atmosphere of harmony, respect and collaboration.

Staff feel valued and appreciate opportunities to meet with leaders on a regular basis. Discussions around managing workloads and promoting staff wellbeing are prioritised by leaders, and support is offered to help reduce any workload imbalances or demands on staff.

A detailed induction programme is in place for new staff so they have a thorough understanding of the nursery, its ethos, procedures and priorities from the beginning. Additional training is also available for staff to complete, and a continuous cycle of continuous professional development is implemented.