Norto5 KIDZ - Lindfield

Inclusion: Expected standard

Leaders ensure that children with special educational needs and/or disabilities are referred to relevant external services. This enables all children to receive the necessary support to make the progress that they are capable of. Staff tailor learning opportunities to respond to children's individual needs, which helps close any gaps in children's experiences. Any inconsistencies in the curriculum usually do not have a negative effect on those children who are at risk of falling behind. For instance, leaders work alongside parents and outside agencies to provide individualised plans to help children in their learning. Parents are encouraged to share important information about their children, which helps build a collaborative approach and a continuity of care. For example, staff find ways to develop familiarity for children who speak English as an additional language. Staff take time to learn words and phrases of languages spoken in the home. This helps to support children to foster a sense of belonging and learn about the lives of their friends and the community around them.

Curriculum and teaching: Needs attention

Regular supervision arrangements have successfully helped leaders identify areas for development. Leaders have introduced enhanced support to raise the quality of education. However, this new approach has yet to be fully effective, resulting in inconsistencies in the quality of education delivered. This has a negative impact on what children learn. Consequently, children who are at different ages and stages of development are not consistently prepared for the next stage in their learning.

Despite this, staff have the necessary skills to effectively support children's independence, particularly with babies who are given space to explore the environment, choose what they wish to play with and use cutlery to feed themselves. Staff have created a warm and welcoming environment, which supports children to feel safe and secure. They use discussion and activities to engage in children's play and introduce new vocabulary and thread mathematical concepts into everyday activities. Children learn words such as 'large' and 'small' and staff regularly engage them in counting activities.

Recent positive changes to the environment effectively cover all areas of learning but staff do not yet fully understand the importance of providing a balance of adult-led and child-led activities. For example, there are times when staff do not take the opportunity to actively direct children in their play and learning, such as providing regular times for reading, rhyme and song, to support children's imagination, communication and literacy skills.

Achievement: Needs attention

Children make appropriate progress in their physical development, emotional resilience and attitudes to learning. However, inconsistencies in the curriculum mean they do not achieve as well in other areas. Despite this, children demonstrate their joy as they play with malleable materials. They squeal with delight as they squeeze it between their fingers. Babies toddle towards staff and smile when they are praised for their efforts. Older children are confident to ask for help when they need it and are eager to be included in the activities available to them. Children at different ages and stages of development are developing their listening skills and beginning to understand what behaviours are expected of them.

Behaviour, attitudes and establishing routines: Expected standard

Children's social and emotional development is effectively nurtured through the positive relationships that they have with staff. Behaviour management is handled sensitively and fairly by staff, who are good role models. They are kind and gentle in their approach, which helps to reinforce behavioural expectations in children. Staff understand that some children may need a different approach and some adaptations in their experiences. This wholly supports children's unique way of doing things and promotes a positive attitude in their learning.

Routines provide children with security as they develop an understanding of what is happening next. They are fully supported to transition between routines, such as sleeping and eating. The newly developed sleep room has been sensitively adapted to encourage good and safe sleep patterns in children.

Children are learning to play alongside other children and are beginning to develop friendships. Positive behaviour is celebrated, which helps to reinforce children's understanding of the expectations of behaviour and why it is important to be kind. Staff have daily communications with parents and provide feedback on the activities that children enjoy and routines, such as eating and sleeping. During discussions with parents, staff encourage children's punctuality and attendance and give explanations as to why this is important.

Children's welfare and wellbeing: Expected standard

Leaders and staff ensure that children learn and develop in a safe and secure environment. Recent changes to the environment ensure safer sleeping practices and allows children to access resources that are age and stage appropriate. Younger children have a designated space to support crawling and older children are developing independence in their own self-care, such as handwashing and going to the toilet.

Staff establish warm loving bonds with children. They liaise with parents to find out more about the children's home life and what interests them. This helps children to feel valued and recognised and provides a firm foundation on which to learn. Children demonstrate high levels of wellbeing as they play alongside the staff who care for them. Leaders work with parents to introduce strategies to help children regulate their feelings.

Children are provided with healthy snacks and nutritious meals, and the nursery's policies support the promotion of healthy lifestyles. All children experience daily opportunities for outside play and running around in the fresh air.

Leadership and governance: Expected standard

The new leadership team work hard to implement changes that have a positive impact on the nursery. They highlight the nursery's strengths and areas for improvement. They are aware that staff need some support to manage their roles effectively and, as a result, have introduced more opportunities for professional development and one-to-one supervision. Those who hold oversight and governance over the nursery provide support and guidance. As a result, improvements to the ways of working are identified and actioned. For example, new equipment and materials have been provided to make the sleep room a more inviting and calm space for children to sleep or rest. This supports children's important routines and maintains safety.

Leaders and staff are committed to providing a high quality of education and care for families. They work with outside agencies to provide a more targeted approach for those children who are at risk of falling behind. This ensures that all children make progress from their starting points. Parents comment positively on the enjoyable activities that are provided for children. They appreciate the advice that they receive for their children on topics, such as toilet training and managing behaviour.

Staff report that leaders take action to ensure that they have the necessary skills to fulfil their roles and that their wellbeing is high. Leaders recognise that some staff need further opportunities to increase their confidence when delivering the curriculum. They identify and value staff's individual strengths. This has a positive impact on how staff feel valued and motivated to improve their practice.