Quarrybrow Nursery

Inclusion: Expected standard

Leaders are dedicated to establishing an inclusive, welcoming environment where children's uniqueness is valued and supported. Leaders identify needs and barriers to learning quickly. They work collaboratively with external agencies and families to ensure that support is established. Parents and carers praise the attentive attitude from staff in understanding their children's needs. Staff typically understand the support needed for children with special educational needs and/or disabilities (SEND), however, there are times where this has not been consistently embedded. This means that children with barriers to learning sometimes miss out on opportunities to extend their learning.

Leaders utilise funding well to enhance provision and offer experiences that enrich early opportunities. This supports children to make progress effectively. For example, resources to support children's speech and language are purchased to develop emerging language and articulation. This reflects the dedication of leaders who are responsible for supporting children with SEND or those facing barriers to learning. Leaders' knowledge and understanding of how best to utilise external professional support is evident. This builds trust and a shared understanding with families.

Key-person practices are in place and this supports staff to make some adaptations to curriculum offering. They use observations and assessments to understand children's stage of learning and inform planning. This means that children are typically accessing learning that suits their interests and needs. Parents praise the communication from staff, stating they are approachable, warm and caring. They share that they feel reassured to have regular updates about their children.

Curriculum and teaching: Expected standard

Leaders have designed a balanced curriculum that is inclusive and considers the context of their setting. It is responsive to children's interests and promoting independence. For example, children develop independence to manage handwashing and use knives and forks to eat their lunch. Overall, children develop the skills they need for the next stages of their learning through activities that cover all areas of learning. At times, staff do not consistently use interactions to move children's learning on. This means that children do not fully benefit from opportunities to extend their learning and deepen understanding further.

Staff who work with babies focus on supporting them to build secure attachments. This ensures that children feel secure and happily join in with adult-led activities within the room. For example, children enjoy making movements and clapping as they sing rhymes.

Leaders typically ensure children enjoy the learning through a balance of free-play and adult-led activities. For example, children build scenes with train tracks and are highly engaged in extending the track. They problem solve as they play to ensure they have the correct piece to join tracks together. Staff use this time to support developing communication and language skills. For example, children are exposed to language, such as 'curved', 'straight', 'big' and 'small'.

Achievement: Expected standard

Children make steady progress across all areas of learning and development. They benefit from the leaders and staff's keen focus on personal, social and emotional development. This ensures that children build secure relationships with staff and peers. For example, they sit together on soft cushions with staff and listen to stories they choose.

Children typically show that they understand the expectations of behaviour by listening to instructions appropriately. For example, children in all rooms help to tidy up and use their manners saying, 'please' or 'ta' during mealtimes.

Children, including those with special educational needs and/or disabilities and those facing barriers to learning, typically show positive attitudes to learning. They build on learning and development skills from what they already know and can do. Furthermore, children have opportunities to develop skills, such as sharing and turn taking, which builds their emotional resilience. They are well prepared for the next stage of their learning as they receive robust transitions, which means they settle quickly and confidently.

Behaviour, attitudes and establishing routines: Expected standard

Leaders provide well-thought-out settling-in sessions to meet the individual needs of children, including disadvantaged children and those with special educational needs and/or disabilities. They establish a welcoming environment where children feel safe, happy and secure. Children are excited to attend and typically show positive attitudes to their learning.

Leaders and staff are positive role models. They support children to understand the routines of the day. For example, children follow verbal prompts to tidy up, wash their hands and get ready for mealtimes. On rare occasions, during busier transition times, staff do not always consistently reinforce expectations, and the organisation of some routines do not fully support children in maintaining the high standards typically seen.

Staff get to know babies and children well by giving them their full attention. They take time to listen to parents and use this shared information to build trusting relationships. Parents report on the positive bonds their children build with their key person and the wider team and the assurance this offers them in making their child feel valued.

Leaders are quick to identify non-attendance which supports families and children to establish a solid foundation for regular attendance as they move on to school. Leaders provide flexibility, which supports families and children to access their full funding entitlement.

Children's welfare and wellbeing: Expected standard

Leaders and staff ensure that children, including those with special educational needs and/or disabilities, feel safe, valued and supported. This reinforces children's sense of belonging. Leaders and staff have an excellent knowledge of the children in their care. They take time to understand their individual needs and care routines.

Staff encourage children to manage age-appropriate aspects of self-care and hygiene routines. For example, babies have flannels to wash their hands and face, and older children wash their hands with oversight from staff before mealtimes. This promotes hygiene routines and creates a solid foundation of adopting healthy habits. Staff are diligent in their routines to support children's dietary requirements. Each child has a nutritional, balanced meal each day. Older children show increasing control to feed themselves with knives and forks. Babies are fed or use a fork to feed themselves. Staff carefully monitor eating and make this a social event. For example, staff sit with children while they eat and talk to them about their meal.

Staff in the baby room are confident with procedures to ensure that children sleep safely in their care. They place babies on their backs and ensure they are checked regularly. Staff adapt routines to ensure individual needs are met and that these align with home. Parents praise the communication they receive from their child's key person each day.

Leadership and governance: Expected standard

Leaders show a commitment to providing an inclusive and nurturing education to improve the lives of children in their care. Leaders are passionate about inclusion and work effectively with external professionals and families when working with children with special educational needs and/or disabilities and disadvantaged children. Their strategic approach to the setting's strengths and areas for development are ambitious and prioritise the best possible outcomes for children. Leaders have high expectations for the quality of education and recognise areas where this can be strengthened to ensure consistency in high-quality practice across the nursery.

Staff report that they feel supported and valued by leaders and are happy in their roles. Leaders ensure they and their staff team fully understand new guidance about safeguarding children, safer sleep and safer-eating practices. Leaders monitor teaching and staff development through clear supervision processes that consider staff wellbeing. They establish professional development opportunities that meet both the needs of the staff and the children. For example, staff have recently completed training which has had an immediate positive impact to the planning in the outside area. This reflects the ongoing dedication by leaders who strive to bring about continuous improvement for the children and families they serve. Leaders work in collaboration with parents and carers through open communication, forming excellent partnerships. Parents share high praise of the attitude that leaders and staff have to support their children's unique and individual needs. They comment on the sense of community that is created by leaders.