Rosedene Redcar

Inclusion: Strong standard

Children with special educational needs and/or disabilities and those children with barriers to learning receive timely and highly effective support to achieve their next steps in learning. For instance, staff use weekly observations and the progress check at age 2 to identify if a child is falling behind in their learning. Staff promptly work with parents to seek further guidance or make the appropriate referrals. Individual plans are created for children who need additional support. Professionals such as speech and language therapists and physiotherapists are welcomed into the setting to ensure a collaborative approach to support. Staff skilfully implement strategies recommended by speech and language therapists to support children's communication and language development. For instance, staff ensure that they use repetition of words and face children to enable them to see their mouth movements as they speak. These actions consistently reduce potential barriers to learning.

Some staff have received training on supporting children with speech and language difficulties and they make excellent use of this when working with children, who face barriers to learning. For instance, children who speak English as an additional language are supported with words from their home language. This helps children to feel a real sense of belonging. Parents speak positively about the support they receive and the progress their children make.

Curriculum and teaching: Strong standard

Leaders and staff have an excellent understanding of the curriculum, and what they would like children to learn. They know children very well and use assessment effectively to shape teaching from each child's individual starting points. Planning for children's individual next steps is accurate, and children are making rapid progress from their initial starting points. Those children with special educational needs and/or disabilities and those who face barriers to learning receive individualised support that helps them to succeed. All staff identify the importance of supporting children's communication and language development. This is intrinsically woven throughout all activities.

Staff implement the curriculum through high-quality teaching that encourages children to explore, investigate and think critically. Children have opportunities to extend their mathematical skills throughout the nursery. For example, younger toddlers sing counting songs, and count as they add items to a pole. Children use positional language, such as under and over, when they are moving around the outdoor equipment. Older children join in with number songs as they count down from 5 at the end of a song, they cheer at the end of this familiar routine. Furthermore, staff write numbers and children attempt to identify and copy them. Staff consistently give explicit praise to children through words of encouragement, celebrating their achievements. This helps children to develop their confidence and self-esteem.

Achievement: Strong standard

Children including those who face barriers to learning are making superb progress across all areas of learning. They develop the knowledge, confidence and independence they need for their next stage in learning. For example, older children remember important knowledge. They confidently explain that eating too much ice cream is unhealthy. Babies develop their fine motor control as they explore sand and makes mark with large crayons. Children develop increasing responsibility for simple tasks, such feeding themselves and locating their own cup. Older children serve their own food and pour their own drinks.

Children confidently apply mathematical language as they carry tins of real life objects in the role-play area. Children demonstrate excellent personal and social development. They form secure relationships with their peers and cooperate, share, take turns, with little support. Older children negotiate obstacle courses, balance on beams and enthusiastically engage in energetic play in the garden. They eagerly persevere as they use their critical thinking skills to transport water from one area to another. Children display excellent focus and attention.

Behaviour, attitudes and establishing routines: Expected standard

Staff interactions are consistently warm, calm and respectful, providing positive role models for children. This has a positive impact on children's behaviour. Daily routines are typically effective and provide children with a sense of security. However, the organisation of some transitions is less effective. For example, children spend too long waiting to go outside, which does not fully support their learning and wellbeing. As a result, some children become restless. That said, routines such as sleep and mealtimes routines are well established within the setting. Staff confidently follow government safety guidelines. They undertake checks to ensure children's continued safety and comfort while sleeping.

Staff intervene promptly when children struggle to understand the needs of their friends. Children are gently reminded how to take turns and share resources. Children use their manners and follow the rules of the nursery. For instance, even young children help to tidy equipment and wash their hands before meals. Staff frequently praise children for both their effort and achievement. This helps children to be resilient and motivated to learn.

Leaders and staff work closely with parents to promote regular, punctual attendance. They monitor children's attendance carefully and follow up absences promptly with families.

Children's welfare and wellbeing: Strong standard

Leaders have created a warm and welcoming environment, where children are eager to attend. Children feel safe and valued because staff know them well and respond sensitively to their individual needs. Staff promote children's wellbeing and sense of belonging within safe and stimulating play spaces. As a result, children develop confidence and show positive attitudes towards new experiences. Staff are respectful and provide plenty of encouragement, helping to raise children's self-esteem. For example, they ask younger children's permission to change their nappies.

Leaders and staff have established routines that support children's health, safety and independence. Staff consistently promote healthy lifestyles through activities and discussion. Staff and children sit together for snack and lunchtimes. A wide variety of foods are offered along with milk and water. Children eat healthy, freshly cooked meals. They sing songs about foods that are good to eat and are eager to point out the spinach they have at lunchtime.

Staff support children's welfare and wellbeing superbly. They encourage children to take regular drinks to keep hydrated and to wear sun cream in warm weather to protect their skin from the sun. Children enjoy outdoor play. They confidently explore the garden spaces and engage in activities to develop their physical skills. Babies practise rolling small cars down tubes and climbing over ramps. Older children skilfully persevere until they successfully balance on the obstacle course.

Leadership and governance: Strong standard

Leaders have worked hard to develop the nursery. Leaders robustly monitor and support staff. They observe staff practice by spending time in group rooms and use regular individual meetings with staff to provide feedback. They discuss their practice and identify training needs. Staff have completed a broad range of courses that have led to improved understanding and a positive impact on children. This includes courses on working with babies, managing children's behaviour and supporting communication. This helps to provide support to staff and improve practice.

Leaders understand the setting's strengths and areas for improvement. They regularly reflect on their own practice and use external advice to adapt the provision. Leaders carry out robust inductions for new staff. Newer staff and students receive guidance from experienced colleagues, which helps them grow in confidence and ability. Staff wellbeing is of paramount importance. Leaders keep in regular contact with the staff team and support them through individual supervision sessions, where workload and wellbeing is discussed. Staff have 'wellbeing Wednesdays', where they are celebrated. Staff comment that they feel well supported and valued.

Leaders have effective systems for identifying children with special educational needs and/or disabilities and those who face barriers to learning to ensure they receive the necessary support. Staff have very effective partnerships with parents. They use a range of successful ways to give parents detailed updates on children's progress and activities, and to share how parents can further support learning at home.