Nurtured @ Ecclesfield

Inclusion: Expected standard

Staff complete regular assessments to identify where children may not be making expected progress. They put support in place through targeted learning plans. Staff are guided by those with oversight for supporting children with special educational needs and/or disabilities (SEND). They provide further ideas on how to support children, considering their individual needs. Staff implement interventions to support children through smaller group work. They understand how to make adjustments for children with disabilities and specific health needs. This ensures all children can take part in activities and are included in daily routines.

Staff work effectively with other professionals. These include health visitors and area special educational needs coordinators. This helps to ensure children are receiving external support where required. Staff typically work effectively with parents and ensure they are kept informed of children's progress. However, outcomes of meetings with external professionals are not consistently shared with parents. That said, staff act on the guidance provided by these professionals.

Those with oversight of SEND have received the necessary training to support them in their role. Leaders ensure staff receive regular training to meet the needs of all children. For example, staff have recently been trained in Makaton. This is well embedded within some of the rooms to further support children's communication and language development. Leaders have identified where further training is required, such as learning to further support non-verbal children to understand routines.

Curriculum and teaching: Expected standard

Leaders have a clear understanding of the curriculum. This is clearly defined and builds on children's existing knowledge. Staff know children well and plan activities to support their next steps in learning. Typically, staff support children to embed skills during their play and through daily routines. For example, staff support children in developing their early mark-making skills as they use water to draw on the chalkboard. However, staff's confidence varies when adapting activities and supporting children's language development.

Makaton is consistently used within the baby room to support children's language. Leaders have identified the need for further training to embed this across all rooms, particularly for non-verbal children. Staff engage in role play with the children. This helps to develop their communication and language skills and foster their imagination. Staff playfully ask for cups of tea and pretend it is hot as they attempt to drink it.

Mathematical concepts are embedded within daily routines. For example, staff ask children to count out the bowls at lunch time to ensure all children have one. Staff support children's physical development from an early age. For example, during outdoor play, they guide babies using the climbing frame while encouraging independence.

Achievement: Expected standard

Children develop a range of skills appropriate to their age and developmental stage. Those with special educational needs and/or disabilities make progress in their learning. Children are prepared for their next stage of learning, such as school. Children are becoming confident communicators. Babies learn new words such as 'cucumber' as they enjoy their snack. Older children confidently talk about their meals and excitedly interact with visitors, asking a range of questions.

Independence skills in children are developing. They confidently help themselves to snacks and pour their own drinks. At mealtimes, children serve themselves and confidently help themselves to second helpings. Children are becoming increasingly independent in managing their personal care needs. Older children wash their hands, while younger children use a face cloth to ensure their hands and faces are clean. Babies find their own coats and put these on with the support of staff.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff have high expectations for children's behaviour. They deal appropriately with any incidents, such as children being unkind to each other. Staff take into consideration children's age and individual needs when supporting behaviour. Children have formed warm and trusting relationships with staff.

Children are supported to tidy away the toys before transition times, such as lunch. Staff explain to the children what is happening next. Plans are in place to further support this with visual timetables. Daily routines are typically well planned and meet the needs of all children. However, routines around lunch times are not yet embedded consistently to ensure that these run smoothly. This means, at times, children's learning is interrupted, and rooms become too loud and overstimulating.

The staff's teaching approaches effectively support positive attitudes towards learning. Children are encouraged to have a go at tasks for themselves and are well supported by staff. For example, at mealtimes, children pour their own drinks. Staff offer them praise yet reassurance when they spill small amounts of water as these skills are still developing.

Staff work with parents to support children's attendance and punctuality. Leaders and staff recognise the importance of regular attendance and embedding regular routines within the nursery day.

Children's welfare and wellbeing: Expected standard

Leaders have developed policies and procedures that prioritise children's wellbeing and welfare. They are typically well embedded. For example, there is an effective key-person system in place. However, parents do not always know who their child's key person is, especially when children transition to the next room. That said, children have formed wonderful bonds with staff who are attentive to their needs.

Children benefit from daily access to the outdoor space. Separate areas ensure children are challenged in their own way. However, at times, the play spaces are shared. This helps when children are transitioning between the rooms, as they are already familiar with some of the children and staff.

Staff provide a safe and welcoming environment. Children are happy to leave their parents and carers at the door. Those children who find this more difficult are supported and settle quickly into their play and the daily routines.

Staff teach children about how to keep themselves safe and healthy. They provide nutritious meals. They teach children about how to look after their teeth and support this further with daily toothbrushing. Staff treat children with respect when supporting their personal care needs. They know each child well and understand how to meet their individual needs. This includes children with special educational needs and specific health care needs.

Leadership and governance: Expected standard

Leaders have clear oversight of the setting and where additional support and training is required. They have a clear development plan which identifies where they wish to make further improvements.

Leaders carefully pay attention to the wellbeing of staff and ensure their workload is manageable. Staff receive regular supervisions that help to identify their strengths. Leaders typically observe staff practice and plan to develop this further through video coaching and reflection. However, this does not include all staff, including temporary staff who work at the setting, to ensure there is consistently high-quality teaching across the setting.

Staff receive a range of training, both online and face-to-face. This is planned to support staff to support individual children. For example, further training to support children's communication and language through Makaton, and how to successfully use symbols within the environment.

Partnership working with parents is an ongoing area for development that has been identified by leaders. Staff have planned 'stay and play' sessions with parents to invite them into the setting to play with their children. Parents are kept updated on their children's learning and receive photos and information through an online app. Changes to the routine at collection time mean parents now come into the setting and they can have a more thorough handover with their child's key person. Leaders regularly invite feedback from parents through surveys. They also ask a 'question of the day' to seek feedback. For example, they ask parents and carers if they enjoyed the recent 'stay and play' session.