Nurserytime

Inclusion: Strong standard

Leaders and staff create a highly inclusive culture where they swiftly identify children's individual needs and put effective interventions in place. They use robust assessments to identify gaps in learning. Ongoing observations and monitoring enable staff to review provision and make appropriate changes promptly. For example, staff swiftly adapt their approach and plan appropriate activities where they identify delays in language and communication in children who are new starters. Through positive relationships with children and families, and targeted support, children quickly become confident communicators and use a wide range of new vocabulary in their play.

Leaders take decisive action to remove barriers to learning through effective use of additional funding. For example, additional staff enable one-to-one focused support, alongside purchasing resources which can be used across the setting and home. This ensures a consistent approach to supporting children and enables sustained progress.

Leaders ensure that staff access a wide range of high-quality training which enables them to fulfil their role and effectively support children. For example, all staff and children use Makaton consistently across the setting to enable communication for all children. Leaders monitor the impact of provision closely, adapting strategies and making changes where needed.

Highly effective multi-agency work and close partnerships with parents and carers underpin the support this setting offers to children. Staff work closely with a wide range of outside professionals, such as therapists, health visitors, healthcare professionals, social care and schools, while ensuring that families are fully involved in the support for their children. This collaborative approach enables children to attend regularly, feel secure and make sustained progress from their starting points.

Curriculum and teaching: Strong standard

Leaders have established an ambitious curriculum which is well sequenced and rooted in celebrating each child's individuality and sense of belonging within the local community. Leaders and staff are firmly committed to ensuring that every child becomes the best they can be.

Children enjoy learning about a range of different roles within the community and being fully involved in local life. They enjoy visiting residents at a local care home, learning about helping others by supporting the local food bank and celebrating the work of the local preservation society. This helps children to develop a real sense of belonging and experience helping others.

The curriculum is implemented through an enabling environment which promotes their independence, daily access to the outdoor learning spaces and visits within the local community. Children enjoy exploring activities which appeal to them and help them to learn more through their interests. For example, children enjoy exploring musical instruments before learning about rhythm with a specialist music teacher.

Staff's interactions consistently support children to become confident communicators. They model, narrate and extend language, through singing rhymes and songs, reading stories, supporting conversations and using Makaton. This particularly supports those children with special educational needs and/or disabilities and those who face other barriers to their learning and/or wellbeing.

Staff weave mathematics effectively into everyday routines. Children develop their understanding of mathematical concepts, such as counting, through playful interactions when finding all of the ducks in the water area. Older children develop their understanding of time through the daily use of a visual timetable. This helps them to make sense of their day and anticipate which activities are next.

Achievement: Strong standard

Children explore the environment with curiosity and excitement. They can recall what they have learned before and make links to new learning. For example, children recall known phrases from their favourite stories and use these in their independent play.

Children become increasingly independent. They enjoy putting on and taking off their own coats and shoes when going outside. Children help to serve lunch and pour their drinks at mealtimes. They develop resilience when faced with trickier tasks. For example, younger children persist until they manage to push the button on toys which show cause and effect actions. Older children are determined to practise using a knife, so they cut up their own food.

All children are highly engaged in their learning and can sustain concentration for increasing periods of time. This is particularly true for children with special educational needs and/or disabilities, those children who are disadvantaged and those children who face other barriers to their learning and/or wellbeing.

Behaviour, attitudes and establishing routines: Strong standard

Leaders have created a highly positive culture where staff have consistently high expectations for children's behaviour. All staff embed clear and age-appropriate expectations across the setting. They explicitly teach children about social behaviours, such as taking turns and sharing with their friends. As a result, children get on well, make friends and help each other.

Warm and respectful relationships between children and staff underpin all interactions. Staff speak kindly to children and praise their efforts, celebrating children's individual successes with them. Children confidently explore during their play. This is because they feel safe and secure and have positive bonds with their key person.

Leaders and staff ensure that highly effective routines are consistently well embedded across the setting. Children know and understand the routines and become increasingly independent in managing themselves. They can confidently manage their own self-care and follow hygiene practices.

All children have a positive attitude and make choices about their own learning. For example, staff ensure that children with special educational needs and/or disabilities (SEND) and children with other barriers to their learning and/wellbeing can make independent choices about their learning through the use of 'now and next' boards and by using Makaton to aid communication.

Leaders are committed to ensuring positive attendance patterns for all children. They have established effective procedures to work alongside families to promote regular attendance for all children. For example, for those children with SEND and those who are known or previously known to children's social care, leaders work closely with parents and carers and outside professionals. This helps them to adapt attendance routines to meet the needs of individual children and maximise learning.

Children's welfare and wellbeing: Strong standard

Leaders foster positive and effective relationships with families. They use these to gather all the information they need to support children. Staff are knowledgeable about the importance of creating secure attachments with children, and they ensure that children form close bonds with their key person. This is especially true for babies and those children new to the setting. Leaders have implemented policies and procedures relating to children's personal care and/or medical needs effectively. Staff consistently carry these out to a high standard. They work closely with parents and carers to ensure that individual plans are created to ensure continuity of care between home and the setting. Policies related to sleeping arrangements are effective, consistently well embedded and understood by all staff.

Staff support children to develop their understanding of healthy routines. Children talk about healthy foods, such as their favourite fruit and vegetables. They develop their understanding of healthy habits, such as brushing their teeth, through visits from local dentists.

Effective procedures are well embedded to manage children's allergies and supervision of children when they eat. Staff follow these consistently to ensure that children are safe during mealtimes.

Staff explicitly teach children about feelings and how to manage big emotions. Children receive support to regulate their emotions through calming activities and access to sensory spaces.

Leadership and governance: Strong standard

Leaders are highly ambitious and have started to share their expertise more widely across other settings within the company and beyond. They have close links with the local authority and value opportunities to share knowledge amongst other colleagues within the sector.

Leaders are firmly committed to ensuring that this setting is inclusive and is seen as a central part of the local community. They are proactive in their approach to working with a wide range of outside professionals to broaden the experiences they offer children. This is particularly true for those children with special educational needs and/or disabilities (SEND), those who are known or previously known to children's social care, those who are disadvantaged and those who face other barriers to their learning.

Leaders prioritise staff training opportunities and value the difference staff make for children. They are mindful of staff's workload and take steps to manage this. Staff enjoy working at this setting. They feel valued and are committed to providing a high-quality experience for all children.

Leaders have prioritised forming positive and respectful relationships with parents and carers. This has enabled them to form close bonds with families. Parents are clear that their child's key person knows them very well. They value the support they receive and feel communication from the setting is very effective, particularly for children with SEND, those who are known or previously known to children's social care, those who are disadvantaged and those who face other barriers to their learning.