Rosemellin Gooseberry Bush Day Nursery

Inclusion: Expected standard

Generally, children with special educational needs and/or disabilities make typical progress in their learning from their starting points. For example, some children who start their journey as non-verbal toddlers now use more speech and communicate clearly with their pre-school peers and staff around them.

However, leaders do not ensure that staff identify and address swiftly all children who may face barriers in their learning so they can make the progress they are capable of. For example, inconsistencies in leadership oversight lead to gaps in some staff's knowledge about children who may require additional support.

Typically, leaders and staff make appropriate adaptations to activities, routines and the learning environment so all children can access the curriculum. They access relevant training to ensure that strategies used with children are effective. For example, staff use visual aids and hand signs to help children communicate their needs.

Overall, leaders work in close partnership with families. They engage effectively with external professionals to shape children's support and experiences. Leaders use early years pupil premium funding purposefully to identify gaps in learning and wellbeing, resulting in improved outcomes for children. Leaders also provide effective support for children known, or previously known, to children's social care, ensuring that they prioritise and monitor them carefully.

Curriculum and teaching: Expected standard

There is an ambitious and sequential curriculum across all areas of learning. For example, staff develop babies' hand-eye coordination skills through sensory play. Babies have the opportunity to empty and fill containers with sand and water. Staff engage in back-and-forth conversations that support children's language development and early mathematical understanding. Generally, staff intervene when appropriate and support babies to practise holding and manipulating tools. As a result, young toddlers use cutlery and feed themselves independently at lunchtime. The well-designed curriculum prioritises children's physical development and promotes confidence in their self-care skills. Leaders tailor the personal, social and emotional development curriculum to meet the needs of children and promote their wellbeing. For example, leaders endeavour to allocate the same key persons for children with special educational needs and/or disabilities and children known or previously known to children's social care throughout their time at the nursery. Although children form secure bonds with many staff, this helps ensure that these children feel settled and typically have their needs met effectively. Overall, leaders implement a curriculum that celebrates children's similarities and differences. They invite parents and carers into the setting to share and celebrate different languages. This helps children to learn about the uniqueness of others. However, inconsistencies in the implementation of the curriculum mean that, at times, some children are not always extended in their learning. For example, staff read a very familiar book to pre-school children. Although these children enjoy the story, staff do not routinely use this as an opportunity to develop their comprehension skills further.

Achievement: Expected standard

Babies develop their early communication and literacy skills as staff share stories, books and songs. Toddlers build their early mathematical understanding and musical awareness through counting songs and number-based activities. Generally, children of all ages show social confidence and form positive relationships with peers and staff, and they demonstrate cooperation during their play. However, some children do not make consistent progress towards their next stage of learning. At times, some children wander and flit between activities with limited interactions from staff. This prevents children engaging in sustained play and developing their concentration skills further. Pre-school children develop early mathematical skills and confidently count to 10. They recall and apply previously learned knowledge of number, which helps them to build on their understanding. Children develop a sense of self-worth and belonging, smiling as they complete activities. They persevere to overcome difficulty and demonstrate growing independence and responsibility, such as returning resources and tidying away. Generally, children with special educational needs and/or disabilities receive targeted support, enabling them to make progress from their starting points.

Behaviour, attitudes and establishing routines: Expected standard

Typically, children understand the expectations for behaviour. Staff consistently model respectful interactions, helping children to learn how to play cooperatively and manage their own behaviour. For example, children are polite and say 'please' and 'thank you' to each other often. Children form warm and trusting relationships with staff, which supports their confidence and sense of belonging. However, at times, staff do not consistently encourage all children to engage in group activities. This impacts how children develop their social skills. Staff support children to be independent. For example, they provide opportunity for babies to confidently attempt to walk and use climbing and push equipment. Toddlers and pre-school children know the outdoor routine and gather their sun hats to wear outside. Afterwards, they know how to independently wash their hands when they come in from the garden. Overall, leaders and staff tailor experiences for children with special educational needs and/or disabilities (SEND) so they can meet expectations alongside their peers. For example, staff make appropriate adaptations to help children with SEND focus by working flexibly around individual routines. This supports children to remain regulated and develop a positive attitude towards their learning. Leaders monitor children's attendance and punctuality promptly. They recognise the positive impact regular attendance has on children's learning and their ability to be ready for their next stage of formal education. Leaders review all children's accidents and minimise potential hazards in the environment, resulting in a reduction of accidents.

Children's welfare and wellbeing: Expected standard

Leaders ensure that staff have a suitable understanding of policies and procedures to promote children's health and wellbeing. For example, staff receive training on how to be alert to and manage children's allergies. As such, staff demonstrate a clear understanding of procedures for managing these in communication with both the nursery's kitchen staff and parents and carers. Leaders share procedures for when children are eating with staff as part of their induction to reduce the likelihood of choking. This helps to ensure children's safety and welfare. Leaders and staff work collaboratively with parents on providing healthy lunch boxes. Staff discuss healthy choices with children at mealtimes. Pre-school children learn about different types of foods. Staff teach toddlers and pre-school children about how to look after their bodies. For example, they learn about sun safety and how to care for their teeth. This helps children to adopt healthy habits from a young age. Overall, staff consider the individual needs of most children, including those with special educational needs and/or disabilities (SEND). Despite some staff not having a comprehensive knowledge of children, they still form close attachments with them. Generally, staff know children well and sensitively attend to their needs. For example, staff provide care for children with SEND in line with their health needs. All children benefit from secure and responsive relationships with staff. This supports children's physical development, personal safety and emotional wellbeing.

Leadership and governance: Expected standard

Overall, leaders have a clear understanding of the children and families the nursery serves. This informs its strategic priorities. Leaders show commitment to ensuring that all children make progress across the early years foundation stage framework. Recent adaptations to the provision mean leaders can offer all children, including those with special educational needs and/or disabilities, more space to dance and be active. Additionally, an extended baby unit provides the youngest children with an area to promote and build on their prime areas of learning. Leaders support staff wellbeing and are responsive to their requests to further their professional development. Staff have regular supervision sessions and generally access training to keep their practice current for the benefit of children. Overall, leaders identify areas for development and accurately assess the quality of the provision. However, they do not have a detailed oversight of staff practice. Leaders do not consistently strengthen staff interactions to ensure that these are not just supervisory but also focus on delivering high-quality teaching and learning. Leaders have oversight of progress checks completed when children are between the ages of 2 and 3 years to ensure the quality of assessments. Generally, leaders and staff work effectively and collaboratively with parents and carers to help children to make progress towards their next steps of learning. For example, they share children's achievements with parents so they can further support children's learning at home.