Pomegranate Nursery

Inclusion: Expected standard

Creating an inclusive culture is a priority for leaders. Children's individual needs are identified and assessed quickly. Typically, staff take the time to get to know the children. The settling-in processes support this. They ask important questions about their development so far and understand that children come with a wealth of knowledge before starting. This ensures that children's needs are being met from the beginning of their time at nursery.

Leaders ask for and implement advice from specialists. Generally, these actions help to reduce barriers that children face in relation to their learning. This approach is nursery wide. Most staff know that when communicating with children, it is important for their face to be seen clearly and their speech adapted to meet children's specific needs, especially for children with special educational needs and/or disabilities. Leaders provide a programme of training to ensure that all staff have the basic understanding of Makaton and the confidence to use it.

In the main, leaders ensure that adjustments and adaptations are made to support children's learning. For example, staff in the baby room adapted a sensory activity to take place at different heights so that those children who were not able to access it at standing height could do so when it was placed on the floor.

Curriculum and teaching: Expected standard

Generally, leaders understand the importance of a well-designed curriculum that builds on what children already know. On occasion, children do not get the opportunity to develop these skills. For example, children of all ages use the same utensils. Children are not supported to progress from a spoon to a fork and then to a knife and fork. This does not allow for children to consistently build on what they already know.

The curriculum in the baby room is securely anchored around the prime areas of learning. Their communication and language skills are developed skilfully. Children delight in joining in the repetitive refrains from the song 'Sleeping Bunnies'. They know the song well and lie quietly but expectantly on the floor until the staff say, 'Hop little bunnies.' They then jump up quickly and sing along. Staff join the children in their excitement and encourage them to repeat the words in the song. This supports children to develop their oral language and language comprehension and become confident communicators.

Achievement: Expected standard

Typically, children make progress from their starting points. A strong emphasis is placed on supporting children to be confident communicators. From the very earliest stages of communication to the more advanced, staff adapt their communication style to benefit the needs of those who they are caring for. Babies' gestures and babbles are responded to with sensitivity and care. Older children's sentences are extended, and new vocabulary is introduced.

Children's physical development is supported. They confidently use low-level climbing equipment with ease. Staff model how to use the equipment and offer reassurance when children find it difficult. This supports children to have resilience and to persevere. Children are aware of their own space and the space of others. They negotiate obstacles when running and stop and change direction when necessary. During a game of chase, children are mindful of their friends. When they bump into someone, they display concern and ask them if they are okay. Children's manners and their consideration of others are well supported. They generally speak kindly to each other. Parents said this was something that they value about the nursery.

In the main, children are well prepared for their next stage in learning, particularly their transition from the baby room to the main room. The clear supportive process allows for this to be a smooth transition.

Behaviour, attitudes and establishing routines: Expected standard

In the main, children have a clear understanding of what is expected of them, but this is not consistent. During discussions, leaders were able to identify this and through modelling and coaching are promoting a consistent approach. Strategies used to support routines, such as the tidy-up song and the stop-and-listen song, are having a positive impact but are not fully embedded yet.

Key-person arrangements are secure. Staff know the children well and can plan appropriately for the next stage of their learning. They build close and trusting relationships, which gives children the confidence to take risks in their play. Children seek out staff for comfort and are greeted with warmth and kindness. For example, when children are feeling anxious, they crawl onto staff's laps and are reassured with kind words and a favourite song. This supports children to feel secure and ready for learning, especially those with barriers to their learning.

On entering the nursery, children are encouraged to sign in as part of self-registration. Clear systems are in place to monitor and promote attendance. Leaders and staff identify children who have not attended and make contact to determine their whereabouts. Parents and carers are also aware of these procedures and adhere to them so that children remain safe.

Children's welfare and wellbeing: Needs attention

Children do not always receive support from staff at mealtimes. Although children have adequate seating for mealtimes, it is not always used. This means children do not always have a consistent message when feeding. They benefit from a well-balanced healthy meal each day and are supported to understand the impact food has on our bodies.

Hygiene practices are effective. Staff meet the personal care needs of the children and treat them with respect. Children are encouraged to wash their hands with soap prior to eating and sing a song to support them with this.

Children take part in many celebrations to support their understanding of diversity and culture. Leaders value the diversity of their team and harness their experiences to shape the curriculum. Before meals, depending on what they are eating, children say 'brachot' prayers, which are to thank God for their food. Children are excited to join in and lead these prayers, showing a secure familiarity with them. This supports children to express their faith and beliefs and feel valued.

A dedicated zone is created to support children to recognise, express and manage their emotions. Children are curious to explore the emotions puppets and label how the puppets are feeling. For example, children place the puppets on their hands and say, 'This one is sad. He needs his mummy,' and children respond by showing the puppet comfort. Children benefit from being given time and space to manage their emotions, especially those who have barriers to their learning.

Leadership and governance: Expected standard

Leaders generally have a clear understanding of the setting's strengths and areas for development. Mostly, staff's skills and experiences are considered when organising the deployment of the team across the rooms. On occasion, this is not always considered, resulting in an uneven balance of skills and experience across the nursery.

Senior leaders provide support and mentoring for nursery managers. Regular meetings support managers to make informed decisions about what is in the best interests of the children. This regular practice fosters a culture of continual improvements, leading to better outcomes for the children.

Leaders continue to develop close partnerships with parents and external professionals. Leaders know the steps they need to take to build on these relationships so that children, especially those with special educational needs and/or disabilities, are progressing. External professionals are sought to bolster practice, and their advice is actioned to meet the needs of all children.

Staff feel supported, and their wellbeing is managed effectively. Regular supervisions and monthly team meetings allow for open conversations and bespoke training to be agreed. Staff speak highly of the training they are receiving and how this is influencing their practice.