Play Alma Mater

Inclusion: Strong standard

The setting demonstrates a strong commitment to supporting its most vulnerable children, with a particular focus on their social development. Staff recognise that some children require additional support to develop a sense of belonging. To strengthen this, leaders have appointed staff to lead this, for example for children who are known or previously known to social care. They work closely with other staff to ensure these children receive additional attention and support where needed. As part of this role, they capture and record special moments during the child's time at nursery. These moments are shared with children, helping them to retain memories of positive experiences, building their wellbeing and developing their sense of belonging.

Early years pupil premium funding is used effectively to support children's individual needs and provides additional resources or experiences that benefit both the child and their family. For example, staff purchased a weighted blanket for a child who was struggling with sleep.

Support for children with special educational needs and/or disabilities is securely in place. Staff understand children's next steps and provide them with support to achieve milestones. For example, children who struggled with eye contact or joining social situations are now making short spells of eye contact and beginning to engage with their peers. Staff are aware of those children who may be at risk of falling behind due to their backgrounds or past experiences. They work with outside agencies, such as speech and language therapists, social care professionals and the local authority, to ensure that children get the support they need.

Curriculum and teaching: Expected standard

Leaders and staff have developed a curriculum that is inclusive and responsive to the needs of all children attending the setting. Leaders demonstrate a clear understanding of children's development and use observations and assessment effectively to identify children's next steps in learning. This ensures that teaching supports children to make progress across all areas of learning. For example, in the baby room, staff focus on developing children's communication and language skills. Staff plan activities based on children's interests, such as dinosaurs, which successfully engages children in play. This encourages children to listen, respond and develop early vocabulary. However, teaching is not always highly effective and quality interactions with children are not embedded. Therefore, on occasion, children do not fully benefit from the learning experiences provided.

Leaders have designed the curriculum with a strong emphasis on children's personal, social and emotional development. Staff observe children's progress carefully and use this information to plan targeted next steps that support children's confidence, independence and relationships with others. The setting adopts a child-led approach to learning, allowing children to make choices and follow their interests while staff skilfully support and extend learning through purposeful interactions. For example, practitioners throw and catch balls with the children in the garden. This develops their hand-eye coordination while working together as a team.

Leaders have also carefully considered the knowledge and skills children need to be ready for their next stage of learning, including school. Through a balance of adult-led and child-initiated experiences, children develop key communication, social and early mathematics skills that prepare them well for future education.

Achievement: Expected standard

Children make steady progress from their starting points. Children who started the setting and struggled to concentrate for long periods are now engaging with activities and beginning to play alongside others. Staff monitor progress carefully across the curriculum, with a strong focus on developing children's communication and language skills. Children engage in conversations with staff, who introduce new vocabulary during play, which encourages children to begin to express their thoughts and ideas. Children who may be at risk of falling behind receive support to help them reach their potential and make the best possible progress. Children are well prepared for their next stage of learning. For example, children gain independence skills during mealtimes and personal care routines. As a result, children are becoming confident individuals.

Behaviour, attitudes and establishing routines: Expected standard

Children have a positive attitude to learning. They access resources eagerly, and staff have high expectations for children's behaviour. For example, children in the pre-school room go over their good star values each day, which helps remind the children to have good manners, take turns and share with their friends. Children have secure and positive relationships with the staff who care for them. Staff understand and consider children's individual needs, including those with special educational needs and/or disabilities (SEND), and make reasonable adjustments while still having high expectations for behaviour. For example, staff get out water play to support children with SEND who enjoy sensory exploration. However, they gently remind them that they are not to splash water in their peers' faces as this is unkind. This helps children to establish safe boundaries.

Children play collaboratively with their peers, seeking out others to join in their games. For example, older children enjoy using tweezers to pick up cotton balls, laugh together and discuss what 'potions' they can make. Staff promote the importance of attendance to families. They have flexible hours to ensure all children receive their full entitlement. When children are absent from nursery, this is logged and staff ensure contact is made with families. Leaders also work with parents to ensure the sessions are still suitable for them, taking into consideration work patterns and shifts. This supportive approach helps families establish practical routines.

Children's welfare and wellbeing: Expected standard

Leaders and staff place a strong emphasis on supporting children's welfare, mental health and emotional wellbeing. Staff develop positive relationships with children and their families, ensuring that they understand children's individual needs and circumstances. Daily handovers provide valuable opportunities for staff and parents to share information about children's routines and wellbeing, including how they have slept or whether there have been any changes at home. This enables staff to respond sensitively to children's needs and adapt care accordingly. For example, when babies have experienced disrupted sleep at home, staff ensure that they are provided with opportunities to rest during the morning session so that they remain comfortable and settled throughout the day.

The nursery promotes healthy lifestyles through daily routines. Children are provided with balanced, home-cooked meals and fresh fruit at lunchtime. Mealtimes are social occasions where children sit together and are encouraged to develop independence by using spoons and forks to feed themselves. Staff support children to scrape their plates and help tidy away after meals, fostering a sense of responsibility.

Staff in the toddler room promote children's physical development through activities such as yoga sessions and outdoor play. However, practitioners do not always consistently discuss the importance of children keeping their bodies fit and healthy, meaning opportunities to reinforce long-lasting healthy habits are sometimes missed.

Leadership and governance: Expected standard

Leaders have good oversight of the setting and its strengths, along with areas for development. They work closely with other professionals to help them provide quality care and education. Leaders and staff engage with parents at the setting, and as a result, families speak highly of the nursery and the support they have provided to both their children and them.

Leaders provide regular professional learning for staff in a wide range of different ways. Monthly staff meetings highlight changes within the sector and keep staff's knowledge of safeguarding up to date. This equips the team to carry out their roles effectively. Leaders have regular supervisions with all staff to ensure they have opportunities to discuss any concerns they may have and identify areas for their own improvement. Throughout this process, staff are able to reflect on their key children and the progress they are making, or if they are at risk of falling behind. However, staff supervisions do not consistently focus on how practitioners can improve their teaching to develop the curriculum further. Staff responsible for children with special educational needs and/or disabilities support the whole team to identify gaps in children's learning and take swift action to support this. Leaders also carry out regular observations of staff practice to identify areas of development and ensure staff know how they can improve. Leaders prioritise staff wellbeing and are considerate of their workload, and they support staff who are currently completing their childcare qualifications. As a result, staff report high levels of wellbeing and job satisfaction.