Rock of Ages Nursery

Inclusion: Urgent improvement

Children with special educational needs and/or disabilities or those facing barriers to their learning do not adequately receive the support they need. Staff recognise when children's development does not meet expectations and take action to gain additional support from professionals. They do not use agreed strategies to support children's needs. For example, when staff do not use the visual aids with children it does not help children to understand what is happening next, which compromises their emotional wellbeing. The ineffective curriculum, poor leadership oversight and weak quality of teaching mean children are learning by chance and are not supported well enough to make the progress they are capable of. Children do, however, form suitable relationships with staff.

Curriculum and teaching: Urgent improvement

Leaders' oversight of the quality of the curriculum and teaching is poor. They fail to focus on priorities for children's learning, including those with special educational needs and/or disabilities (SEND) and those facing barriers to their learning. The curriculum design is weak, and leaders do not have sufficient oversight of what children are learning. In general, staff know children's interests and provide some activities that they know children will enjoy. However, they are not always clear on what they expect children to learn. As a result, much of the day is spent on incidental, unstructured play. Consequently, children do not engage meaningfully in their learning or sustain enjoyment in activities.

Leaders and staff do not promote children's communication and language development effectively. Staff use inconsistent strategies to support speech and language development, which hinders children's progress in their communication skills. As a result, children do not receive the support they need to make sufficient progress in their development, in particular children with SEND or those facing barriers to their learning. Activities available for children are mundane and lack purpose, and are not at the correct level for children's stage of development. For example, staff provide painting activities without clear learning intentions. Consequently, children quickly lose interest and disengage from learning experiences.

Achievement: Urgent improvement

Children do not achieve well due to the poor quality of the curriculum and teaching. There is very little support in place for children to help them overcome barriers to their learning. While leaders and staff work with other professionals involved in children's care and learning, strategies are inconsistent. Consequently, children are not able to communicate what they want or need, and this often leads to them not joining in with activities. Often, children run around the setting or lie on the floor without any interest or enjoyment in their learning. Children do not make the progress they are capable of.

Behaviour, attitudes and establishing routines: Urgent improvement

Leaders and staff are not clear on their behaviour expectations for children. For example, staff do not teach children why using climbing apparatus incorrectly and throwing toys across the room are not acceptable. Consequently, children continue to display these behaviours as they do not know that they are not acceptable.

Staff do not consistently implement agreed strategies by other professionals working with children. Visual prompts are not embedded into daily routines to support children with special educational needs and/or disabilities. This does not help them to understand the structure of the day and communicate their needs. As a result, children do not understand what is happening next, and this limits their ability to fully engage in their learning.

Staff build positive relationships with children and provide some opportunities for them to be independent. They generally encourage children to do things for themselves, such as washing their hands and putting on their own coat. Leaders promote regular attendance at the nursery. There are established systems for following up with parents if children do not attend.

Children's welfare and wellbeing: Urgent improvement

Leaders do not ensure that care practices meet the needs of all children, including those with special educational needs and/or disabilities (SEND). Leaders have failed to ensure that there are suitable facilities to enable children to sleep or rest comfortably. Furthermore, leaders have not ensured there is a separate baby room with suitable resources for children under the age of 2. This is a breach to the requirements, and does not meet children's individual needs and compromises their wellbeing.

Generally, children have developed bonds with staff. They settle well and leave their parents with confidence as they arrive. However, the key-person approach is not implemented effectively. Children do not always receive the support they need to help them to feel emotionally secure. Often, children are left to wander in the environment without meaningful interaction or support from staff. Some children, including those with SEND, spend extended periods of time alone without timely intervention from their key person. This impacts on children's wellbeing.

Leaders and staff follow safer food guidance, including cutting food into appropriate small pieces to reduce the risk of choking for the youngest children. Staff use mealtimes to support children's growing independence. For example, they encourage children to pour their own drinks.

Leadership and governance: Urgent improvement

Leaders do not have robust oversight of all aspects of the provision. Therefore, they do not ensure the statutory requirements for the early years foundation stage are consistently met. There are key weaknesses within the provision that leaders fail to identify.

The curriculum does not build on what children already know and can do. This is particularly evident for children with special educational needs and/or disabilities (SEND). Leaders understand the importance of working in partnership with other professionals in supporting children's individual needs. However, they fail to identify when children do not get the support they need, including children with SEND. This has a direct impact on the quality of children's learning and development.

Staff training and supervision are not effective in addressing gaps in their skills and knowledge, including supporting children's behaviour. Overall, leadership is weak, and this is having a significant impact on children's development.

Leaders and staff do not work well enough with parents, particularly with regard to supporting children's learning between the setting and home. While staff share some general information about the children's day, this is not consistent and parents are not informed about what their children are learning in the setting.