Northstowe Nursery

Inclusion: Expected standard

Leaders have good oversight of children's differing needs gathered through close assessment and detailed partnership working with parents and carers. Distribution of any additional funding considers children's specific needs and is allocated with input from all parties who are involved in children's development. For example, staff provide additional sensory resources for children who struggle focusing during group discussions.

Staff are knowledgeable about children and their specific needs and support them well during play. Leaders ensure that staff have appropriate training and develop the skills required to promote children's learning. For example, staff working with children who may struggle regulating their behaviour complete additional training. This enables them to provide consistent support for children during group activities and promotes children's engagement with their peers.

Partnerships with other professionals are strong and promote a collaborative approach to supporting children's needs. Leaders, staff and professionals work together to identify children's needs. Robust ongoing assessments involving all parties mean that staff are able to assess the effectiveness of strategies and adapt their approach if necessary. Furthermore, leaders understand how timely referrals will ensure that support is in place to aid children's transition to school and support them in their ongoing learning.

Staff and leaders are attentive to the needs of children and families who are known or previously known to social care. Leaders provide additional support for families, and staff are vigilant to any concerns. This empathetic approach means that children's needs remain paramount.

Curriculum and teaching: Expected standard

Leaders reflect on children's current skills when preparing them for their next stage of learning. For example, they identify the need for young children to develop their independence prior to joining their older friends in the pre-school room. This focus is apparent in the way staff encourage young children to tidy away after play and begin to manage hygiene routines. Staff focus on developing children's communication skills and love of stories. They encourage babies to mimic the noises that animals make and support more confident communicators to learn the names of animals. Older children explore their favourite books during activities. For example, they create their own 'Gruffalo' pictures while referring to the book and construct scenes from the story in their playground.

Staff adapt their teaching for all children. Babies learn to count objects and identify colours in play. Older children learn more complex language around shape. They identify simple shapes before staff encourage them to explore more complex three-dimensional shapes. This approach extends to supporting children with special educational needs and/or disabilities (SEND). Staff understand how these children learn best and focus their teaching around this. For example, staff have constructed an indoor playground where children with SEND can explore all areas of learning based on their strong physical skills.

Achievement: Expected standard

Children enjoy regular group discussions, where they reflect on their learning and choose future activities to explore that follow their chosen interests. During these group activities, children sing songs and chat confidently with staff and their peers about their experiences at home. Children with special educational needs and/or disabilities join in these sessions with support from staff and benefit from the use of additional resources when required. Furthermore, children understand the need to listen to others, respond to questions and engage in two-way discussions. Developing these skills and behaviours means that children are well prepared for the routines and expectations they will experience at school.

Behaviour, attitudes and establishing routines: Expected standard

Children form close bonds with attentive staff. Babies seek comfort from nurturing staff, who respond well to their needs and changing emotions. Older children enjoy the company of staff, who are enthusiastic to join in their play and support their learning around their choice of activity. For example, children flock to staff during story sessions, giggling at the funny voices they use to engage them in books.

Children form equally close bonds with their peers. They cooperate well in play, which contributes to a calm and harmonious learning environment. Staff encourage this by implementing consistent behaviour management strategies that children are beginning to adhere to independently. For example, children use sand timers to monitor the time they spend on popular activities.

Leaders have clear strategies in place to promote children's attendance and punctuality. They understand the importance of children receiving their full entitlement in order to prepare them for the next stage of learning and embed the routines that they will experience.

Staff encourage children to persevere in tasks and develop a positive attitude to learning from an early age. For example, babies demonstrate determination when sorting shapes into containers because staff offer encouragement and immense praise when they are successful.

Children's welfare and wellbeing: Expected standard

Staff encourage children to recognise their emotions. Children identify how their behaviours and actions can influence the feelings of others. They adapt their games so that all their friends can join in, understanding how they may feel sad if they miss out on play.

Mealtime routines across the nursery are safe and consider the needs of children who may have allergies. Older children enjoy mealtimes with staff who support their social development and understanding of healthy eating. They clear away their plates after eating. These are routines that they will experience at school. However, staff working with babies do not consistently consider ways to incorporate teaching into mealtime routines and maximise learning opportunities for children.

Children build warm and close relationships with key staff, who are attentive to their needs. These relationships are particularly strong with children who are new to the setting and those with special educational needs and/or disabilities. These children respond well to the supportive and nurturing approach staff have with them.

Staff support children to develop an awareness of their personal safety and that of others. Children identify possible hazards in their play, ensuring that all games are safe for everyone. For example, children use scooters and tricycles in their outdoor play area. They understand the need to follow the road markings and stop to allow their friends to cross safely.

Leadership and governance: Expected standard

Leaders diligently reflect on the care they provide and respond to the changing needs of children and families. They are aware of changes in the community and use this knowledge to inform future practice. Parents and carers acknowledge how recent changes in leadership have brought about significant improvements to the care children receive. For example, children with special educational needs and/or disabilities (SEND) receive more precise teaching from staff and other professionals.

Leaders provide regular support and training for all staff. They conduct robust supervision sessions, and staff have access to additional training opportunities to support their development. As a result, staff demonstrate enthusiasm in their roles and report that they are excited about their ongoing development. The provider facilitates close working relationships among leaders and staff. Managers regularly attend meetings, where they can share good practice and provide one another with support and ideas to drive practice and promote morale in the team.

The key-person system is generally well organised. Children with SEND receive strong support from knowledgeable and experienced staff to fully promote their learning. However, leaders are not always mindful of attendance when considering the key-person role. This means that on staff's days off, some children are supported by members of the team who do not have such detailed knowledge of their unique circumstances.