Ringle Rainbow Nursery

Inclusion: Strong standard

Leaders and staff identify and assess children's individual needs with care and precision. Staff quickly recognise when a child requires additional support and respond by coordinating with external professionals and adapting routines. For example, children with physical needs benefit from joint meetings with therapists and tailored equipment.

Leaders ensure that children who are known to, or previously known to, children's social care are well supported. They welcome other agencies into the nursery to work in partnership with children and families. These children develop close bonds with their key person. Staff know these children well and plan appropriately for their ongoing learning.

Leaders have an in-depth knowledge of their community and the families who use their nursery. They recognise that children have different starting points and life experiences and strive to minimise the barriers to their learning. For instance, some children speak English as an additional language, have special educational needs and/or disabilities or face other barriers.

Leaders acknowledge that some children do not have access to outdoor play spaces at home. Leaders make robust use of additional funding, such as early years pupil premium funding, to deepen and enrich children's social and cultural experiences. For example, leaders organise weekly visits to forest school, and children enjoy taking home the nursery hamster and completing her journal. Staff use these opportunities to broaden children's experiences. This, in turn, supports children's knowledge and understanding of the world.

Staff work in partnership with parents and other professionals to provide targeted support and close any gaps in children's learning. Any additional funding the nursery receives is used to support children's individual needs.

Curriculum and teaching: Strong standard

Leaders and staff plan an enriching curriculum, such as forest school, that sparks children's imagination, creativity and natural curiosity. This includes weekly trips into the woods to learn about nature first hand. Staff make sure that all children can take part in activities. They adapt the environment and resources so that children who need extra support can join in with their friends. This helps children to feel included and develop confidence in their abilities.

Children with special educational needs and/or disabilities (SEND) receive targeted support from the nursery staff. Leaders ensure staff are effective at identifying gaps in children's learning and supporting children with SEND. Staff are knowledgeable about children's individual needs and manage these in a positive way. For example, staff have worked with specialist teachers to support children and their families who have been identified as needing further support to develop their emerging language skills.

Assessment is ongoing and informs teaching. Staff use effective systems and individual plans to ensure learning is matched to each child's starting point and stage of development. Staff communicate regularly with families, sharing progress and next steps, and they work together to ensure that every child receives the support they need to succeed. The curriculum is well taught, and children make consistent progress across all areas of learning.

Mathematical language and concepts are woven into everyday routines and play. Children count during activities such as filling containers or sharing resources, and they develop an understanding that numbers represent quantity. Staff introduce mathematical concepts such as 'big', 'little', 'more' and 'less', supporting children to use mathematical language in meaningful contexts.

Achievement: Expected standard

Children make progress through the curriculum, particularly in communication and language. Staff consistently model positive interactions that support children to develop vocabulary and confidence. Disadvantaged children, those with additional needs and those previously known to social care achieve well from their starting points, as evidenced by tailored interventions and regular monitoring. For example, children with speech and language needs receive targeted support through specialist input and individual plans. All children are well prepared for their next stage of learning with a curriculum that emphasises life skills, resilience and readiness for school.

Children develop their independence and self-care skills from an early age. Alongside this, children build confidence, resilience and social skills through collaborative play and problem-solving activities, such as engaging in imaginative role play in 'home corners'. These experiences ensure that children are well prepared for the next stage of their education, both in their learning and personal development.

All children, including those with special educational needs and/or disabilities and those who speak English as an additional language, typically progress well in their learning and development. Staff have clear strategies in place for communicating children's next steps, which enables them to support all children. Children's learning is consolidated by repeating activities, which builds children's confidence in the skills they have learned.

Staff plan an ambitious range of activities to support children in making good progress. However, during transitions between activities, children are occasionally unsure what is expected of them, which can affect the smooth flow of routines.

Behaviour, attitudes and establishing routines: Expected standard

Staff have high expectations of children's behaviour and attitudes. They establish positive routines that help children to know what happens now and next. For instance, children know when it is tidy-up time or when it is time to wash their hands before meals. Children manage some self-care tasks, such as getting their coats on ready for outdoor play. Staff support children in building their independence by giving time for children to try and problem-solve to successfully manage putting their coats on. However, this can take a long time and children can become distracted.

Children are encouraged to cooperate, take turns and play alongside their friends. For example, young children share tools while making shapes with dough, and older children collaborate with staff and their friends as they pretend to cook in the role-play kitchen. Staff speak gently to children to help manage their emotions. Reasonable adjustments are made for children with special educational needs and/or disabilities and those who may face additional challenges. For example, staff provide visual cues and extra prompts to support them to engage fully with routines.

Leaders and staff monitor attendance carefully. They work with parents when children are late or struggle to attend the setting. Leaders ensure that they have the support they need to benefit fully from daily routines and learning.

Children's welfare and wellbeing: Strong standard

Through well-designed routines, children develop an understanding of behaviours and habits that support their welfare and wellbeing, such as a healthy diet and oral health. Staff take on key roles to implement daily physical activities and learning opportunities. This securely embeds the importance of movement and physical play for children of all ages and abilities.

Relationships are extremely secure. Children seek out trusted adults and settle quickly after short moments of comfort. Staff use calm voices and clear routines. Children begin to name their feelings and accept help when they find things difficult. They recover quickly because they feel understood.

Children who may be disadvantaged and those with additional needs receive effective support, ensuring their welfare and wellbeing are prioritised. Staff promote healthy routines such as regular handwashing and safe eating practices, and they encourage children to take responsibility for their own hygiene.

Healthy, balanced meals are enjoyed by the children. Staff follow strict procedures for allergies and dietary needs so children stay safe and parental preferences are met. Older children show independence by serving themselves and clearing away their plates. For instance, they pour drinks and scrape their plates after lunchtime. Staff supervise mealtimes well, promoting social interaction. Staff sit with children, engaging them in conversations about foods they like and about the day. The relaxed atmosphere successfully enhances children's social skills.

Staff consistently follow robust procedures to promote children's safety and welfare. They involve children in managing their own safety. For example, children tell adults the golden rules that keep them safe during forest school.

Leadership and governance: Strong standard

Leaders have established an inclusive culture where all children, including those who are disadvantaged and those with special educational needs and/or disabilities, are identified swiftly and supported effectively. Leaders work in partnership with parents and professionals to secure support and interventions for children as needed. Leaders ensure that staff have an understanding of their roles and responsibilities. Staff are reflective. For instance, they share ideas during meetings, which leads to the planning of new activities and continuous improvements to the nursery.

Recruitment procedures are robust to ensure that staff are suitable, with a well-structured induction programme that is followed by all newly appointed staff. Regular and meaningful supervision arrangements and in-the-moment coaching ensure staff continue to be suitable and rapidly develop their confidence and skills. Leaders provide expert modelling and guidance to staff so that they develop a deep understanding of child development and are able to deliver consistent, high-quality teaching. Leaders' curriculum ethos is woven through all aspects of practice.

Staff wellbeing is a clear strength. Leaders check in with staff often and use supervision to offer guidance, reassurance and professional challenge. The open-door culture is genuine. Staff say they can talk to leaders at any time and feel heard. As a result, morale is high, staff feel happy in their jobs and stability across the team benefits children every day.