Rose Garden Leeds Ltd

Inclusion: Expected standard

Leaders and staff adapt the curriculum to support children with special educational needs and/or disabilities (SEND). They assess children's learning to identify and give children the most appropriate support. This includes making timely referrals to external agencies, where appropriate. Staff undertake relevant professional learning to further their knowledge and skills to support children with SEND and ensure the setting is inclusive to any children who may have barriers to their learning and/or wellbeing. This is starting to have a positive impact on the progress all children make. Staff vary in their experience of using the graduated approach to break down children's learning even further to help them prepare for the next stage. Staff support each other to generally meet children's individual needs well. There is still work to do in developing staff's knowledge and understanding in this area to ensure this is fully embedded. Leaders carefully plan and consider how they use the early years pupil premium funding to support children from disadvantaged backgrounds. They know children's and families' circumstances well and use this knowledge to broaden children's awareness and experiences. For example, children experience different foods to support healthy lifestyles at nursery and beyond.

Curriculum and teaching: Expected standard

Leaders and staff use assessment well so they understand what all children know and can do. They use this knowledge to plan a range of experiences for children across all 7 areas of learning that support the next stages in their development. Leaders are ambitious, particularly in teaching children to develop their independence skills. They continually reflect on what is working well and how to adapt activities to meet children's individual needs. This reflective practice helps leaders to recognise when to make changes, such as the order in which to teach mathematics. For example, they focus on smaller numbers and children's confidence in counting before they move onto larger numbers. Staff are skilled in developing children's communication and language. They use single words and signs to help children who are developing their language skills to communicate. Staff typically support children well in times of conflict. However, they do not consistently give children the opportunity to recognise, understand and manage their emotions in the moment to further support their personal, social and emotional skills.

Achievement: Expected standard

Children are generally making progress across the 7 areas of learning. Children quickly develop relationships with staff as they join the setting. They grow in confidence to explore the environment and try out the range of activities and experiences on offer. Children develop their communication and language skills and readily engage in conversations with staff. Those who are more confident learn to express their ideas, talk about what might happen next and retell familiar stories. Children use their developing communication and language skills to take part in imaginative play. For example, children pretend play in the home corner, remembering to keep themselves safe with hot food as they remove it from the toy oven.

All children, including those with special educational needs and/or disabilities and those who face barriers to their learning/and or wellbeing, are developing well from their starting points. This helps them to celebrate their achievements and to be ready for the next stage in their learning, including school.

Behaviour, attitudes and establishing routines: Expected standard

The nursery's routines give children a sense of security at the setting. Children know and understand what comes next in their day, and they follow the routines and expectations well. Children engage happily in washing their hands before lunch, and staff encourage them to use good manners to support the development of their social skills. Leaders adapt routines to support children's individual needs. For example, they work with parents to change their sessions and encourage children's attendance. This particularly removes barriers for disadvantaged children in accessing their full entitlement to early education.

Children demonstrate that they are keen to participate in the activities that are available. They follow their interests, and staff carefully adapt activities and routines of the day to meet children's needs and stage of learning. Children are generally learning the skills to play alongside others and follow the behaviour expectations of the setting.

Typically, staff praise children throughout the day, and children show pride in what they achieve. Children enjoy receiving praise but are not always clear on the positive behaviour, choice or skill they demonstrate. This could be improved by staff consistently explaining to children what it is they have done well.

Children's welfare and wellbeing: Expected standard

Leaders and staff know children and families very well. They use their knowledge of children and their circumstances to create a welcoming setting. Leaders focus on the support that disadvantaged children and those with special educational needs and/or disabilities need. This focus ensures all children and their families build positive relationships with leaders and staff. Parents also comment on how the support of the setting has a positive impact on them as a family.

Leaders and staff understand the importance of supporting families to understand more about good health. This includes providing access for families to a safe outdoor area during the school holidays, meaning children can engage in physical play in the fresh air. They use additional funding to promote a range of opportunities for children that they would not usually access.

Since the last inspection, leaders have focused on developing the key-person system. These arrangements help children to feel a sense of belonging. Leaders continue to develop how they communicate with parents and support their children's learning at home. Leaders reflect on the opportunities for children to spend time with their key person, for example during lunchtime as they sit together in smaller groups. Children gravitate towards staff for comfort and demonstrate secure bonds with them. Staff are sensitive in meeting children's needs and provide comfort and a calming influence.

Leadership and governance: Expected standard

Leaders recognise the challenges children and families face in the local area. They adapt their setting to ensure they can provide support to parents who need it. Parents appreciate the support and time that leaders and staff provide them and their children with. This helps them to feel confident about their children's development and have a real sense of belonging at the nursery.

Leaders recognise they are on a development journey. They reflect on their provision and make changes in discussion with the staff team. Following the last inspection, they have proactively sought support from the local authority, which is starting to have a positive impact in the setting. Leaders reflect on the strengths and areas for development in the setting, which helps them to continually improve their provision.

Staff explain how supervisions and the support from leaders have a positive impact on them, both personally and professionally. There are opportunities for leaders to consider how they use the strengths of the staff team even further to ensure staff learn and develop from targeted professional learning. For example, sharing learning and expertise on working with children with special educational needs and/or disabilities provides a more consistent approach to the support they provide children with.