Pixieland Saltash

Inclusion: Expected standard

Leaders identify children's needs early. Staff carry out checkpoint assessments. They use this knowledge to explore potential barriers to learning and take suitable action. For example, they create individual support plans with clear targets and review these regularly to help children make progress.

Leaders work closely with parents and carers and other professionals to provide further support. For example, they attend team-around-the-child meetings and work with external agencies to make sure children with special educational needs and/or disabilities receive the support they need. Leaders provide training to help staff develop their skills in supporting children's communication and language. However, leaders recognise that communication strategies, including visual supports, are not yet used consistently in all rooms. Which can affect children's understanding, participation, and ability to express themselves effectively.

Leaders make effective use of additional funding to support children who experience disadvantage. For example, some staff attended training to help support children's behaviour. Children who are known or previously known to children's social care are supported through partnership working with families and external agencies. As a result, children are welcomed, safe, valued and included. Leaders monitor children's progress and attendance closely and take swift action if their support needs to change.

Curriculum and teaching: Expected standard

Leaders have developed a well-planned inclusive curriculum that helps children build knowledge and skills. Staff generally understand and implement the curriculum effectively. The curriculum ensures that all children, including those who may need additional support, can access the full range of learning opportunities. Staff use assessment appropriately to quickly identify when children might be at risk of falling behind. Leaders take effective action to help close any gaps, in partnership with parents and other professionals

Staff generally support language development by talking to children during their play. For example, some staff use words, such as 'pour', 'fast' and animal names while children explore water and drawing activities. Children are happy and engaged. However, some staff are less confident, which means opportunities to extend children's language and thinking are sometimes missed.

Staff use play to develop children's early mathematical skills. For example, children learn words such as 'full', 'empty', 'heavy' and 'light' while playing with water. Staff encourage children to solve simple problems and praise their achievements. As a result, children are confident, engaged and develop independence. Older children take part in activities that develop memory, communication and thinking skills. For example, they recall objects hidden under a blanket and use phonics to describe the missing objects. Staff also help children learn about feelings, friendships and positive behaviour. These skills help prepare them for school.

Staff know children well and support their learning effectively. However, the curriculum for children's communication and language, personal, social and emotional development, and physical development is not yet delivered consistently by all staff. As a result, children make good progress from their starting points, but some children do not get the most from all learning opportunities.

Achievement: Expected standard

Children make progress from their starting points, including those who have special educational needs and/or disabilities or who are disadvantaged. For example, children receive targeted support for speech and language. As a result, they catch up and are now working at age-related expectations.

Children develop positive attitudes to learning. Children keep trying when something is difficult and are proud to share what they have done with others. For example, children proudly show staff a drawing of their family. After receiving praise and encouragement, children happily share these with others. Children develop confidence, resilience and problem-solving skills as they learn to keep trying when tasks are challenging. For example, staff support a group of pre-school children to find the correct size building brick. They encourage them to keep trying when fitting pieces together became difficult.

Typically, children develop the basic skills they need for future learning. However, the curriculum for children's communication and language, personal, social and emotional development, and physical development is not implemented consistently by all staff. As a result, younger children are not always as well prepared as they could be for their next stage of learning.

Behaviour, attitudes and establishing routines: Expected standard

Children demonstrate positive behaviour and attitudes to learning across the nursery. They are happy, settled and confident and follow routines well. Children play cooperatively, share resources and respond positively to staff support. For example, when there are not enough buckets at the water tray, children work together to find more, developing their problem-solving skills, independence and positive relationships.

Staff use praise effectively and occasionally reminded children about the golden rules. Routines, such as countdowns and warnings before tidy-up time and lunch are occasionally used. This helps some children understand what is happening next. Children develop relationships with staff and seek them out for comfort, reassurance and encouragement. For example, children who are new to the nursery are comforted with cuddles and reassurance. This helps them begin to settle and feel secure.

Staff do not consistently involve quieter children in group activities. As a result, opportunities to extend their language and engagement are sometimes missed. Leaders monitor children's attendance and work with families to promote regular attendance. They provide leadership that supports positive behaviour and attitudes. For example, leaders provide training to help staff support children's behaviour and emotional wellbeing.

Children's welfare and wellbeing: Expected standard

Leaders ensure staff typically meet children's welfare and wellbeing. Children seek comfort and reassurance from trusted adults and are confident to approach staff for support when needed. Staff understand children's individual circumstances and provide additional support where needed. Older children delight in the praise that they receive from staff and beam with pride when they achieve things.

Children develop independence through self-care routines. For example, younger children feed themselves and are supported to wash their hands before meals. Older children manage their toileting needs independently. Safer sleep arrangements are well understood by staff. For example, staff place babies in cots on their backs and carry out and recorded regular checks on sleeping children. Staff confidently explain how they manage first aid, record accidents and existing injuries, and share this information with families. Dietary needs are clearly identified and communicated to relevant staff to help keep children safe.

However, younger children wait too long between finishing their main meal and receiving pudding. In addition, staff do not consistently use communication aids during nappy changing routines. As a result, children's needs were met, but practice is not consistently embedded in promoting their wellbeing.

Leadership and governance: Expected standard

Leaders have a clear understanding of the nursery's strengths and areas for improvement. They regularly reflect on practice and identify actions to improve outcomes for children. For example, leaders have been working with staff to support children to manage their behaviour and emotions.

Leaders have systems in place to ensure the nursery runs safely and effectively. They understand how to keep children safe, including following safeguarding, safer sleep and first-aid procedures. Leaders work with other professionals to support children with additional needs and ensure staff understand children's individual circumstances.

Leaders support staff's wellbeing and provide opportunities for professional development. Staff access training. For example, training on emotional regulation helped staff introduce calm spaces and emotional support strategies for children who need help managing their feelings. Leaders identify gaps in practice and provide guidance and support. However, professional learning has not yet resulted in consistent practice across the setting.

Leaders work closely with families to understand children's routines, wellbeing and development needs. Parents and carers value the support staff provide to help their child feel safe, build positive relationships and develop the skills they need. In addition, they praise the support given to children with eating difficulties. As a result, families have confidence that children are safe, happy and well supported.