Rainbow Tree Nursery

Inclusion: Expected standard

Leaders and staff are proactive in removing barriers to children's learning. This includes working with outside professionals to provide a programme of targeted support. This approach helps to ensure that children, including children with special educational needs and/or disabilities (SEND), make steady progress from their starting points. Leaders and staff regularly review the support that is in place and make effective use of assessments to plan interventions for individual children. This helps to close any gaps in children's learning effectively.

Leaders have forged positive links with the local authority advisers and liaise with the area special educational needs coordinator to plan support. They regularly meet with parents to establish shared goals and provide advice so that parents can be better supported in the home. Staff are caring and enthusiastic in their roles as they support children with SEND to play alongside other children and participate in daily routines. They monitor children's progress and establish what children need to be learning next. Staff recognise when children make small improvements in their development and make adjustments to support when needed.

Curriculum and teaching: Expected standard

Overall, leaders provide children with an ambitious curriculum. They understand the order in which children should learn. Children demonstrate their excitement through a range of well-planned activities, such as water play. Children show their mathematical knowledge through counting and discussing measurements, such as 'big' and 'heavy'. However, there are some aspects of the curriculum that need adapting to meet the ages and stages of children, especially the younger children. This will ensure that all children remain engaged in their learning for longer periods. For example, there are times when activities and discussions are pitched too high for younger children. Consequently, they become distracted and lose interest in their learning.

Children who face barriers to their learning are fully engaged in their learning through a tailor-made curriculum. Staff assess children's existing knowledge and provide broad learning experiences, resulting in all children making expected progress from their starting points and enjoying benefits from opportunities that they may not have previously experienced.

Typically, children make progress in their communication and language. However, this is not always consistent, and staff do not use every opportunity effectively to support children's emerging vocabulary or provide children with the correct pronunciation for words that are unclear. Despite this, most children are confident communicators. Children have ongoing opportunities for outside play, which gives good support to their physical development .

Achievement: Expected standard

All children, including children with special educational needs and/or disabilities, benefit from effective support in their development and learning. The children's enjoyment and involvement are generally high during activities. Children achieve well and make typical progress from their starting points. They demonstrate a love of reading and regularly share books with their friends or staff. Children show high levels of curiosity when painting colours on ice, exploring the textures and their own creativity. They are determined to solve problems and show good perseverance skills, such as when connecting tubes to build a den.

Children respond well to challenges during play. They like to contribute their own ideas, which staff respond to effectively. Children enjoy turn-taking games, including throwing and kicking balls. They develop their coordination as they play on bikes and scooters, sharing them with other children. This strongly supports their physical skills and builds on their social interactions. Over time, children develop the skills and knowledge they need to prepare them for their eventual move to school.

Behaviour, attitudes and establishing routines: Expected standard

Children feel safe and supported in the nurturing environment that leaders and staff have developed for them. Staff are positive role models and teach children about being kind and respectful. They provide children with clear messages about what behaviour is expected of them, and consequently children behave well. Any minor disagreements are dealt with fairly and swiftly. Children are keen to share toys and take turns in their play. They form secure attachments with staff and develop meaningful friendships with other children.

Staff create a calm environment and support children to listen to instructions. This is reflected in children's ability to listen well, cooperate and follow simple instructions. Children are beginning to learn how to regulate their own emotions and name how they feel, such as when feeling happy or excited.

Staff support children, including those who face barriers to their learning, to interact and engage with others. They play alongside and help children to develop positive attitudes to their play and learning. Leaders promote regular attendance and work with parents to identify any barriers for non-attendance. This helps parents to establish effective routines in the home and prepare children for starting school.

Children's welfare and wellbeing: Expected standard

Staff are responsive to children's individual needs, including children who face barriers to their learning. Care practices are effective and help children to develop a sense of belonging and to feel safe and secure. Staff are very attentive when children are eating, and even the youngest of children know that they must sit still when eating 'or you might choke'. Typically, children thrive at the nursery and receive the individual support they need. Staff implement effective hygiene practices, and children know they must wash their hands before eating and after going to the toilet. Older children are becoming confident in their own self-care, and younger children are learning how to blow their own noses and where to dispose of the tissues.

Staff support children's physical development well through active and regular outdoor play experiences. This helps children to develop confidence in their own physical abilities. Key persons provide sustained care and help children to feel confident and emotionally secure within the nursery. Children are confident to ask for help when needed and approach adults for guidance or a cuddle.

Staff teach children simple ways in which they can keep themselves safe, such as not running indoors and why it is important to be safe in the sun. Staff offer constant reminders to children to drink more water, especially when it is hot and sunny outside. Children learn about the importance of a healthy diet, and they have a variety of fruits and vegetables provided for them.

Leadership and governance: Expected standard

There is a clear vision for the nursery. Leaders want the best for families and children and actively seek their views. They have effectively implemented a programme of further training and development for all staff and encourage staff to identify their own training needs in addition to what is already planned for them. Leaders work closely with other professionals and parents to support children's wellbeing and development. They exchange important information with parents before children start, such as routines, dietary and medical needs. This helps to keep children safe effectively and supports the continuity of care between the nursery and home.

Leaders meet with staff regularly to check on their wellbeing and ability to manage their workload. Staff provide extremely positive feedback on the support they receive from leaders and how they appreciate the opportunity for further professional development. Leaders are reflective and are aware of areas for improvement, such as staff's understanding of the teaching of the curriculum.

Leaders are aware of the importance of working with families and outside agencies to ensure that children who face barriers to their learning are provided with the support they need. This helps to foster an inclusive environment and supports all children to make progress.