Pink Elephants Nursery Pre School

Inclusion: Needs attention

Leaders recognise that more work needs to be done to ensure that staff have the skills required to adapt the curriculum to support children's learning. They know that developing strategies to support children when they struggle to engage with learning would benefit them, particularly in strengthening how staff adapt teaching to develop communication skills.

Leaders have begun to develop plans for individual children to promote their learning and reduce barriers. This includes reflecting on the routines and how these are adapted to meet the needs of children with special educational needs and/or disabilities (SEND). However, these plans have not yet been embedded across the setting. As a result, children do not always benefit from the specialist support they need to achieve across all areas of the curriculum.

Leaders and staff identify children's emerging needs, including those with SEND and those who are disadvantaged. They work with parents and other partners to access external support. Leaders take appropriate action to ensure that funding for disadvantaged children promotes their learning and wellbeing.

Curriculum and teaching: Needs attention

Leaders understand that more work needs to be done to design an inclusive curriculum. They have identified that support by staff is not always well matched to the needs of children with special educational needs and/or disabilities (SEND). Leaders recognise that adapting the environment to promote children's communication skills would be beneficial. They recognise that routines for children with SEND do not always enable them to join in with other children. Leaders' plans to develop how the curriculum is adapted to support children with SEND are in the early stages. It is too soon to measure the impact of this work.

Leaders have an accurate understanding of the quality of teaching. There is a strong focus on physical development. For example, staff teach children coordination and balance skills. Children develop positive attitude to physical activity. Staff interact with children in positive ways. They hold meaningful conversations with children and ask them questions that help develop their thinking. For example, staff ask children to describe changes to materials. This supports curiosity and enjoyment of learning.

Achievement: Needs attention

Staff identify the learning needs of children with special educational needs and/or disabilities (SEND). However, children do not benefit from teaching that adapts sufficiently to their learning needs. The curriculum does not focus closely enough on closing gaps in knowledge and skills for children with SEND. For example, children with gaps in their speaking skills are not given the structured support they need to make the progress needed. This limits their ability to express themselves in readiness for school.

Children enjoy learning and playing with their friends. Staff find out about their interests and ask them questions about their home lives. Children develop warm relationships with staff. They feel safe and ready to learn.

Behaviour, attitudes and establishing routines: Needs attention

Inconsistencies in how the curriculum is implemented means that children do not fully develop concentration and focus skills. For example, staff do not consistently teach children to listen during focused learning. They do not remind children to pay attention or identify when children lose focus and concentration. As a result, children are not always able to join in and engage in activities deeply. This limits their abilities to develop attention skills.

Overall, children behave well. This is because staff develop warm relationships with children and get to know their individual personalities. Leaders understand the importance of attendance and punctuality and take steps to address any issues with parents. Staff are positive role models for children. They help them to form relationships with others. Staff support children to develop key social skills while playing games and activities collaboratively. They take the time to praise children, giving them increased confidence and self-esteem.

Children's welfare and wellbeing: Expected standard

Leaders and staff establish and implement policies and practices that promote children's welfare and wellbeing. All staff benefit from a comprehensive induction procedure that enables them to understand their roles and responsibilities. Leaders and staff build strong relationships with parents, which helps them to understand children's individual experiences and backgrounds.

Staff create a welcoming space where children are excited to join in and access daily outdoor learning. They teach children hygiene practices that help them to develop their independence and manage their own personal care needs. Staff teach children about making healthy choices regarding food considering their own nutrition and physical health. Children use mealtimes to develop good manners and social skills as they eat among their peers. Staff take steps to ensure that children with barriers build strong attachments that help develop their self-esteem and sense of wellbeing.

Staff help children to express their emotions. They talk about children's feelings, enabling them to identify and recognise them. When children struggle to share with others, staff take swift action. Children learn to take turns with others. They cooperate well and think about the needs of others, including those with barriers to learning. Staff implement policies for safe sleep and teach children about personal safety.

Leadership and governance: Needs attention

Leaders' actions to develop the curriculum have not yet led to sustained improvement.

Leaders take steps to understand the setting's context and make links with the local community. They have a vision for creating an environment where children can develop a strong sense of belonging through high-quality learning inside and outdoors. Staff engage effectively with parents to help them to understand children's experiences at the nursery. They support families to access external support to promote children's welfare and wellbeing. Parents report their children enjoy attending nursery and develop social skills and confidence.

Leaders implement policies that ensure that staff understand their roles and responsibilities. For example, they have a robust induction procedure that helps new staff to feel confident. Leaders undertake regular supervisions with staff to understand their workload. Staff say that the support provided to them by leaders helps them to feel valued.