Oakwood Children Centre Nursery

Inclusion: Expected standard

Children with special educational needs and/or disabilities generally participate successfully in nursery life. They play alongside their peers and typically receive individual support without being separated unnecessarily from the wider group. Visual timetables, Makaton, objects of reference and visual prompts help children communicate, understand routines and participate in experiences.

Children's needs are identified through home visits, observations and discussions with parents and other professionals. Leaders work with health visitors, local authority inclusion services and specialist professionals. Additional funding is generally used appropriately to provide individual support, resources and targeted experiences that help children access the provision.

However, following recent changes at the nursery, children's support records and plans are not consistently organised or sufficiently clear. Information about children's individual targets, the support they receive and the intended impact of additional funding is not always recorded precisely or shared clearly with parents. Consequently, parents do not always have a sufficiently clear understanding of the support in place or how this is intended to benefit their child.

Curriculum and teaching: Expected standard

Leaders plan a curriculum that helps children become safe, secure, confident, resilient and independent. Children generally learn across all areas of the early years foundation stage through play, routines and adult-guided activities. The curriculum reflects children's interests and provides opportunities for them to develop knowledge and skills through first-hand experiences.

Children build on previous experiences. For example, they extend their exploration of coloured water by using pipettes and cotton pads to investigate colour changes and absorption. Children learn about hygiene through imaginative play, as they wash baby dolls and discuss germs and keeping clean.

Children typically hear useful vocabulary during activities and everyday routines. They develop early mathematical knowledge through counting, measuring, comparing quantities and using mathematical language in water and sand play. Books, songs, role play, construction, creative activities and outdoor play generally broaden their experiences. Children have opportunities to practise what they know through their play and daily routines.

Children aged between 2 and 5 years now learn together in one room. However, staff do not consistently adapt experiences for younger children or extend older children's learning. As a result, some children do not benefit fully from the learning opportunities available.

Achievement: Expected standard

Children generally develop useful knowledge and skills across the areas of learning. They use early mathematical knowledge to count objects and compare size and quantity during their play. Children recognise familiar songs and rhymes and increasingly use words they hear during activities and everyday conversations to communicate their ideas and needs.

Children typically develop increasing confidence and independence. They make choices about their play, select and manage resources and complete everyday tasks, such as pouring their own drinks. Children understand familiar routines and increasingly manage aspects of their personal care. For example, they know when and how to wash their hands and help to tidy resources when activities end.

Children generally remember and use what they have learned through previous experiences. They apply developing knowledge and skills during play and familiar routines, and become increasingly confident in participating alongside others. Children with differing needs generally make progress from their individual starting points and develop skills that help them access nursery life.

Overall, children develop communication, independence, early mathematical knowledge and an understanding of familiar routines that provide appropriate foundations for their next stage of learning.

Behaviour, attitudes and establishing routines: Expected standard

Leaders establish clear expectations for children's behaviour, attitudes and routines. Practitioners generally implement these expectations consistently, and provide calm and positive role models. Children behave well and typically show positive attitudes to learning. They remain engaged during self-selected play and move confidently between activities. Children share resources, take turns and play cooperatively. They respond positively to calm explanations when they need help managing frustration or resolving disagreements.

Children generally understand the nursery's expectations. They respond to sand timers, visual prompts and familiar songs when preparing to tidy up or move to another part of the routine. Children with additional needs receive appropriate support and flexibility to help them participate successfully.

Transitions between activities are not yet consistently well organised. For example, during the morning transition from story time to snack, routines vary between tables and some children wait without meaningful engagement. This disrupts the flow of learning and leaves some children unsettled. Leaders recognise that newer staff members were still becoming established in the room at the start of the term and are providing support to ensure routines are understood and implemented consistently, as new ways of working become embedded.

Leaders promote regular attendance and have established procedures to monitor and follow up children's absence. Parents are expected to inform the nursery when their child will not attend, and unexplained absences are followed up, including through home visits when necessary. Leaders review attendance information to identify patterns or concerns. Overall, children's attendance has improved as these arrangements have become more consistent, helping children to establish regular routines and benefit from continuity in their nursery experiences.

Children's welfare and wellbeing: Expected standard

Leaders promote children's welfare and wellbeing through routines and practices that generally reflect children's individual care needs. Children enjoy warm and trusting relationships with adults. Staff know children well and respond sensitively when they need comfort, reassurance or affection. Children who find transitions difficult receive individual support that typically helps them settle and feel secure.

Children have access to drinking water throughout the day and are offered fruit at snack time. Staff know children's dietary requirements and allergies and take these into account when preparing food. They respect children's privacy and dignity during nappy changing and toileting. Children learn to wash their hands and manage their personal needs with increasing independence. These routines help children develop healthy habits and understand how to care for themselves.

Staff provide opportunities for children to be physically active in the garden. This helps children develop their physical skills and enjoy active play. Staff understand safer sleeping guidance and provide suitable arrangements for children who need to rest, supporting their individual needs. Overall, leaders and staff generally understand children's care and wellbeing needs and adapt routines and support appropriately as these needs change.

Leadership and governance: Expected standard

The nursery has recently experienced significant changes in leadership and staffing. Leaders generally have an accurate understanding of the provision and have identified appropriate priorities, including establishing the new team, strengthening relationships with families, completing baseline assessments, improving handovers and reorganising records.

Staff feel supported and speak positively about the developing team. Required ratios are maintained, and the team includes appropriately qualified and experienced practitioners. Leaders provide opportunities to discuss safeguarding, children's individual needs, staff wellbeing, training and professional development.

Leaders typically reflect on practice and respond to issues they identify. During the inspection, they considered emerging findings and incorporated appropriate actions into their improvement planning.

Some governance and management systems are still developing following the appointment of a new management team. Leaders had already identified a number of areas for improvement and had begun implementing changes prior to the inspection. However, there had been limited time for these developments and formal processes to become fully embedded. In the interim, leaders have maintained oversight through regular communication, team meetings and day-to-day support, while prioritising children's wellbeing, staff stability and the establishment of consistent routines across the nursery.

Overall, staff build positive relationships with parents. However, communication is not always consistent. While some parents value the information and support they receive, others report brief handovers and limited information about their children's learning. Consequently, staff and parents do not consistently share the information needed to support continuity in children's learning and development between home and the setting.