Pippin Nursery

Inclusion: Expected standard

Leaders make informed decisions about how best to spend additional funding that children are in receipt of, to support their next steps and progress, for example, by providing extra resources, training and support. Parents are involved in these decisions. Leaders carefully monitor and review the impact of additional funding. Parents comment on how well the setting identifies and helps their children to receive the additional support they need. Staff ensure that parents have a good understanding of how targeted support plans are helping their children to progress in their development.

Staff receive help from leaders to support all children, particularly those who are disadvantaged, those with special educational needs and/or disabilities and those who face barriers to their learning and/or wellbeing. Appropriate and timely referrals to other agencies are made when needed, including the local authority. Leaders work in partnership with parents and other professionals to secure support and interventions for children, as required. There is a range of training and support to extend staff's knowledge and expertise, so they can best support children. However, all staff would benefit from further professional learning in understanding how children with additional needs learn and develop; thereby, raising standards to an even higher level.

Curriculum and teaching: Expected standard

Leaders have designed a curriculum that reflects children's developmental needs and the context of the setting. Staff understand the leaders' intentions clearly, including the emphasis on early attachment, emotional regulation and preparation for more structured learning when transitioning to the next stage of their education. Staff make purposeful use of everyday moments to build children's vocabulary and communication. Staff interact warmly, model language and repeat words, so toddlers begin to develop increased communication skills.

Older children are happy to play and explore alongside the toddlers, and they all learn how to share and take turns early on. Teaching typically supports children's development well, particularly in personal, social and emotional development. Leaders adapt teaching appropriately for children with special educational needs and/or disabilities using specialist guidance, individual plans and small-group interventions to target communication and physical skills. Assessment is used effectively to check what children know and can do and supports staff to adapt their curriculum to meet individual children's needs.

Routines are efficient and calm, enabling secure relationships and uninterrupted opportunities to learn through stories, songs and early communication activities. Typically, experienced well-trained staff extend learning through language and model thinking during focused activities. However, the quality of teaching is not yet consistent. Occasionally, staff do not engage all children effectively when teaching them, meaning some children do not have the opportunity to learn more deeply from the learning experiences that have been prepared for them. At times, younger children lose interest when the activity is more geared to developing the learning for the older ones.

Achievement: Expected standard

In general, both the older and youngest children achieve well from their starting points. Children, who speak other languages at home, appreciate staff's efforts to learn their language and further develop their communication and speech through the use of signing and visual aids. For example, during adult-led activities, children concentrate and focus to develop their understanding of healthy lifestyles and dental care. They demonstrate independence as children freely access the creative materials. They practise using a range of tools to make marks with. Children display increasing control and dexterity.

Furthermore, children demonstrate a growing range of vocabulary and language development. They enjoy talking to staff and looking at books together, such as ' Monkey Puzzle'. The richness and diversity of the range of books on offer continues to support all aspects of their learning. Mathematical development is reflected when learning about insects, and children are able to identify and count the number of legs when playing with model bees.

Additionally, children show skilful balancing and coordination as they use the outdoor equipment. When watering the flowers, sweeping and wiping tables, children are learning to care for the environment. Consequently, children are prepared well for the next stage in their education, including the transition to the next stage of their learning and development.

Behaviour, attitudes and establishing routines: Strong standard

All children demonstrate positive behaviour that consistently exceeds expectations for their age and stage of development. They show respect, kindness and consideration for one another. Staff model expectations at children's level and support all children to share, take turns and cooperate. Children follow routines calmly and show growing independence in their self-care. Staff respect children's privacy and dignity at all times. Mealtimes are sociable occasions, and children enjoy nutritious food, freshly cooked on site. Staff sit with children, talk with them and encourage conversation about tastes, colours and healthy choices. Children practise hygiene routines as part of everyday expectations, such as washing their hands independently, with the older children guiding the younger ones. Staff's sensitive support and explanations help them understand why these routines matter for their wellbeing.

Children with special educational needs and/or disabilities are included fully in routines and learning. Staff adapt activities and provide reassurance to help children manage feelings and understand boundaries, for example, by singing songs and through music and dance. Children of all ages show positive attitudes to learning. They build independence and confidence and are prepared well for their next stage of education, such as visiting their next school. Leaders promote regular attendance and recognise its importance for children's learning and wellbeing. They monitor patterns of absence and work with parents and carers to provide timely support to help children attend consistently.

Children's welfare and wellbeing: Expected standard

Children's personal development and wellbeing are promoted consistently through a thoughtful and at times an individualised programme for children. Relationships are secure and responsive, helping children to feel safe, confident and ready to explore. Staff know children especially well and draw on detailed knowledge of their preferences and emotional needs. They use a range of strategies to understand what supports each child to feel settled and regulated. Children just starting at the nursery, settle in straight away and join in with the activities, happy and relaxed.

Children and staff enjoy eating together, which is a both a social and learning environment where staff are vigilant and alert to the latest nutrition guidance. Staff provide a calm environment which supports children to move confidently between activities and manage their emotions. Staff modelling emotional language and providing reassurance when needed. Children benefit from rich opportunities to learn how to manage their feelings. For example, children show adults how they are feeling using visual prompts, promoting emotional security and physical wellbeing. Staff support children to develop an awareness of safety. For example, visits from a fire-fighter helps them to be aware of safety issues.

Leadership and governance: Expected standard

Leaders show commitment and great enthusiasm for leading practice at the nursery. Staff share a wealth of information with parents to help them work collaboratively to support children's needs. Parents very much value the daily chats and regular meetings to keep them up to date on all that their children are doing. Partnerships with other settings that children will attend and outside professionals are valued and fostered, focusing on offering joined-up working to consistently meet the needs of each child.

Leaders are mindful to support staff's wellbeing, arranging activities to show they are valued. Staff show dedication to the work that they do at the nursery and that they really care about the children. Leaders meet regularly as a team to evaluate their effectiveness and outline areas for improvement. They supervise and support the practice of the team, helping staff undertake qualifications and a range of suitable training. Typically, leaders work promptly to help staff develop their skills, especially to ensure their effective safeguarding knowledge and practice. They encourage a culture of professional learning and have created a family atmosphere where staff become long serving to create a stable, nurturing environment for the children and their families.

Leaders have identified the need for further professional learning for staff, especially as regards more expert knowledge of the learning and development within the early years foundation stage curriculum, and have formulated a plan for improvement to help the children make even better progress. In addition, leaders and those responsible for governance have not always ensured that all policies and practices are fully up to date with the latest requirements. This has not had an impact on children and has been rectified.