Robjohn Nursery School

Inclusion: Expected standard

Overall, leaders and staff create an inclusive environment where they identify and support children's individual needs. Staff gather detailed information from parents and carers when children first start. They combine this with their own observations to establish each child's starting points. This helps staff to identify any gaps in children's learning and recognise where adaptations may be needed to reduce barriers to learning. Staff plan activities and experiences that are appropriate for each child's age and stage of development, ensuring they remain engaged and motivated. For example, staff deliver small and ability-based group sessions that focus on developing children's speech and language skills.

Staff use ongoing assessment to monitor children's progress, following an agreed approach to set small and achievable targets. As a result, all children, including those who face barriers to learning and those with special educational needs and/or disabilities, make appropriate progress. Leaders work closely with other agencies and parents to ensure that children who need additional help receive targeted support that meets their individual needs.

Leaders use early years pupil premium funding effectively to provide additional sessions. This enables children to attend consistently and benefit fully from what is on offer. This also helps children to access an inclusive and supportive learning environment.

Curriculum and teaching: Expected standard

Leaders have developed a flexible and ambitious curriculum that meets the growing curiosity of children. They spend purposeful time with staff and children, enabling them to identify priorities for continuous improvement. Recent improvements include strengthening support for children's speech and language development through targeted-small group sessions and the increased use of books to enhance children's communication. Leaders also recognise that some aspects of curriculum implementation require further development. For example, while staff routinely encourage children to count and recognise numbers, the teaching of broader mathematical concepts is not yet consistently embedded across the setting. Despite this variability, children typically secure age-appropriate mathematical knowledge.

Children typically benefit from meaningful experiences that promote their communication, physical development and personal, social and emotional skills. However, some planned activities lack a clear learning purpose. On these occasions, staff do not consistently consider the specific knowledge or skills they want children to gain. This sometimes reduces the effectiveness of their teaching.

The garden environment has been enhanced to ensure that all children can develop their physical strength and coordination. Children have ample space to explore and move in a variety of ways, such as climbing, balancing and running. Staff use these experiences to strengthen children's large-muscle skills, balance and coordination.

Achievement: Expected standard

Children, including those who face barriers to their learning, or those with special educational needs and/or disabilities, make steady progress from their starting points. Children develop a love of books and strengthen their communication skills through well-planned story and rhyme sessions. They have regular opportunities to practise their physical skills in the outdoor area and during activities, such as balancing on beams and using a bat and ball. However, at times, due to the quality of staff's interactions, children do not fully extend their learning to a higher level. Children are beginning to develop basic mathematical skills. However, they do not benefit from everyday opportunities to explore mathematical concepts further. This means children do not develop their mathematical understanding as well as they could.

Children learn the important skills they need to be ready for school. The consistent daily routine supports children to develop confidence and independence. Children quickly learn self-care skills, such as putting on their shoes and coats. They learn to listen, follow instructions and focus during group-time activities.

Behaviour, attitudes and establishing routines: Expected standard

Leaders have set high expectations for all children's behaviour. Children receive support to develop positive attitudes to their learning and play. Staff are clear about their expectations, taking into account children's age and stage of development. They offer praise to children for making positive choices, such as sharing toys and tidying away. This regular and positive feedback helps children to understand about the behaviours that are expected of them. Children play cooperatively with their friends. For example, they work together to build a ramp for their truck in the garden. Children show concentration during activities they choose themselves, such as searching for bugs outdoors.

Staff support children to manage their feelings and emotions through daily experiences. When children feel overwhelmed, they receive support from kind and caring staff, who help them to successfully manage and understand their feelings. Children show kindness by sharing toys with their friends and including others in their play. For instance, they invite others to join them in jumping on the mud to make it 'flat as a pancake' and all giggle with delight as they jump up and down together.

Leaders have effective procedures in place to monitor children's attendance. They make their expectations clear to parents and carers before children start at the setting. Leaders follow the procedures in place to promote regular attendance.

Children's welfare and wellbeing: Expected standard

Leaders demonstrate a genuine commitment to giving every child the best start in life. Through meetings with parents and carers, and ongoing conversations, staff build a detailed understanding of each child's needs, interests and experiences. They typically use this knowledge to plan learning environments that are engaging, purposeful and tailored to the children who attend. Staff support children's emotional wellbeing well. They understand the importance of secure attachments. Staff work sensitively to help children feel safe, valued and emotionally ready to explore and learn.

Children have regular access to the outdoor area where they enjoy being physically active. Staff support children as they learn to be safe, such as when using play equipment. For example, staff encourage children to hold their arms wide helping them to balance when walking across the balance beam. This helps children to learn to keep themselves safe as they become increasingly aware of their physical development.

Leaders share information with parents about the expectations of healthy lunch boxes. They give advice on oral health, as well as carrying out activities to promote tooth brushing to children. Overall children develop an understanding of their health and wellbeing through daily routines and activities. Staff encourage healthy eating, regular handwashing, exercise and discussions about feelings. This helps children to learn to take care of themselves and stay active.

Leadership and governance: Expected standard

Leaders are reflective and understand their roles and responsibilities. They generally identify priorities for continuous improvement and support staff to implement these, improving their own personal effectiveness. Leaders value their staff team and the importance of their wellbeing. Staff report that leaders are approachable and they feel well supported in their roles. Staff have regular supervision sessions and training opportunities. For example, staff have recently attended Makaton training to help with children's communication. Leaders observe staff practice and discuss their training needs. However, they have not yet explored additional strategies to further enhance the quality of teaching, so that children consistently benefit from the highest standards of learning and development.

Leaders are ambitious for all children, including those who face barriers to their learning. They understand the importance of building positive relationships with anyone supporting a child's early life and education, including their parents and carers and other professionals. Parents comment positively on the care and learning their children receive. Leaders develop open and trusting relationships with families. This enables shared approaches to children's learning. This collaborative partnership ensures that children who face barriers to learning receive consistent support, helping them to make progress from their individual starting points.