Nurtured @ Shiregreen

Inclusion: Expected standard

Leaders and staff use their knowledge of the children that they care for to identify gaps in their learning. Staff work with leaders to continue to closely monitor children's development. They recognise when they need to make referrals to the relevant professionals. Staff use visual timetables to support children to understand what is happening next. They make suitable adaptations to daily routines, such as mealtimes. As a result, all children are supported to feel included at these times. Staff use these approaches to ensure that the individual needs of children with special educational needs and/or disabilities (SEND) continue to be met.

Leaders have invited advisers from the local authority inclusion team into the nursery to support children and staff. They support staff to develop and review the learning plans for children with SEND. This promotes their ongoing progress. Parents and carers report that they appreciate the communication and partnership working from staff.

Leaders have used early years pupil premium funding to develop children's play spaces in the nursery. They aim to provide experiences that children might not receive elsewhere. For example, leaders have created a forest school area in the garden. Leaders have used additional SEND funding to develop a sensory room. This helps to provide children with a dedicated space to receive more focused support for their learning and emotional wellbeing.

Curriculum and teaching: Expected standard

Leaders have a clear plan of the skills and knowledge that they want children to develop. Staff regularly observe children's play to support them in deciding the next steps for their development. They provide typically suitable activities and experiences to support children to work towards these next steps.

Staff sing number rhymes and songs to support children to learn how to say numbers in the correct order. They use props to encourage children to count objects. Staff support children to develop their core strength and balance as they climb over small climbing frames. They read stories to children and hold conversations with them while they play. This helps to promote children's communication skills. Staff focus on developing independence for children of all ages. For instance, during mealtimes, staff help children to learn how to use open-top cups and cutlery. Staff build on these skills to support older children to serve their own portions at mealtimes.

Staff provide one-to-one time for children with special educational needs and/or disabilities (SEND) to support their learning. This ensures that children with SEND continue to make progress in their learning and development.

Achievement: Expected standard

Babies and toddlers enjoy looking at books with the adults who care for them. They begin to babble or say single words. Toddlers learn to take turns with their friends. They develop their listening skills as they take part in small-group sessions. Pre-school children become ready to start the next stage in their education. They learn how to use the toilet with growing independence. Children hold conversations and begin to learn how to hold a pencil to make marks. Children with special educational needs and/or disabilities and those known to, or previously known to, children's social care make progress towards their individual milestones. They build positive relationships with their key persons and generally settle well at the nursery.

Typically, children make suitable progress towards their next steps in development. However, at times, younger children take part in activities that are too advanced for their age and stage of development. This does not consistently support some children to make the progress they are capable of in their learning.

Behaviour, attitudes and establishing routines: Expected standard

Staff provide a stimulating learning environment. They work closely with children to promote their concentration and focus as they play. Children typically enjoy exploring the nursery and playing with staff and their peers. This, in turn, promotes their engagement in their learning.

Staff offer praise to children for their efforts or when they say please or thank you to others. Children show pride in their achievements and cheer when they complete a challenging activity. They build friendships with their peers and are kind to each other. For example, children help each other to serve their meals at lunchtime. Staff encourage children to share, and even young children show their understanding of this. For instance, toddlers wait patiently and say 'my turn' when their friend has finished a task.

Leaders promote the importance of children's attendance to parents and carers. Children typically use their full entitlement to their early education. However, leaders describe how they will continue to work with parents to address barriers to attendance.

Children's welfare and wellbeing: Expected standard

Staff identify that some children find it difficult to regulate their emotions. In response, they have introduced a 'calm corner', resourced with sensory toys and mirrors. This provides children with a quiet space if they need further support to manage their feelings. Staff support children to wash their hands before eating. Children receive regular opportunities to play outside in the fresh air. They enjoy healthy meals, such as chilli and rice and portions of fruit. Leaders are aiming to reduce the number of sweet foods that they offer to children. This helps to promote children's understanding of a balanced diet. Staff support children to eat together and promote good manners. They are respectful when supporting children's care routines. For example, staff ask children for permission before taking them to change their nappy. Overall, children's health and welfare are supported appropriately.

Children's attachments with staff are typically positive. However, when several new children start together, the strategies used are not always successful in helping children feel settled. This affects children's emotional wellbeing and the time staff can spend supporting others. Leaders recognise this and plan to review settling-in arrangements.

Leadership and governance: Expected standard

The nursery has undergone a change in ownership since the previous inspection. At the time of the inspection, there was no permanent manager in role. Additionally, there are some vacancies for permanent staff members. However, leaders have ensured that managers from linked nurseries are on site daily. This ensures that staff and children remain supported. When possible, leaders have ensured the use of long-term agency staff to provide consistency for children. Leaders are working hard to recruit a permanent management and staff team as soon as possible.

Leaders with responsibility for children with special educational needs and/or disabilities (SEND) obtain further qualifications to support them in their roles. They provide guidance for staff in relation to the support that is in place for children with SEND. Staff carry out training on topics, such as supporting children's behaviour. They report positive levels of wellbeing and say that they feel supported by leaders. Leaders acknowledge that some staff need further support to strengthen their interactions with children. They regularly work alongside staff, to model effective practice and provide coaching. Consequently, improvements to staff's skills and knowledge are being made. However, this is not yet embedded enough to ensure consistency in staff's practice across the nursery.