Sapphires Nursery School

Inclusion: Expected standard

All children, including those with special educational needs and/or disabilities, experience an inclusive environment where staff and leaders work together to ensure that every child is supported to make steady progress. Leaders guide staff to use the right tools to identify gaps in children's learning. Staff observe children's development closely and use targeted assessments, such as ABC charts, to monitor behaviour, understand triggers and plan strategies that help children to regulate their emotions and build coping skills.

Children who have barriers to their learning are supported well. Key persons have a secure understanding of children's developmental stages and use this to shape meaningful support. For example, children who speak English as an additional language are helped to feel emotionally safe and secure in the environment. Staff learn key words in children's home languages so they can communicate essential needs and build trusting relationships. However, staff do not always know children's full language capabilities in their home language, which means they are not consistently able to identify potential delays in children's speech and language development.

Staff work closely with parents, gathering essential information about children's development at home. This helps them identify emerging gaps in learning and plan appropriate next steps. Leaders and staff seek further support from other professionals when needed although this is not always done quickly enough to ensure children receive timely intervention.

Curriculum and teaching: Expected standard

Leaders have devised a sequenced curriculum and teaching programme. This has recently been revised and is in the early stages of implementation, and as a result, there are some inconsistencies in staff practice.

Staff share a secure understanding of the setting's 'Circle of security' ethos which underpins all aspects of practice and helps children feel safe, settled and ready to explore and learn. Books are used consistently across the setting to support children's learning and development. Children engage for sustained periods listening to stories or using books to find out information with the support of staff.

Children use counting naturally in their play and staff extend this by introducing shape and simple mathematical concepts. Communication and language development is supported well. Staff introduce new vocabulary through children's play, such as words like 'stables' and 'reins', when playing with horses. Leaders recognise that, at times, staff could give children a little more time to think and respond, ensuring children have sufficient space to process information and express their ideas.

All children, including those with barriers to their learning, participate fully in the activities on offer. Staff support children who are developing their social skills to interact with peers and build relationships. Staff ensure they have a thorough understanding of how to support each child, including how to use any specialist equipment that helps children take part successfully.

Achievement: Expected standard

Children make steady and consistent progress across all areas of the curriculum. They build on what they already know and can do, developing confidence and readiness for their next stage in learning.

Children develop their skills to manage their emotions well. They express themselves in appropriate ways and show empathy for others, demonstrating an increasing ability to understand feelings and build positive relationships with their peers.

Children strengthen their physical development, learning to move in different ways and building their coordination and control. Babies develop core strength as they reach for toys and explore the space around them. Older children have regular opportunities to run, jump and climb, helping them build gross motor skills.

Children communicate clearly through their speech. They talk to each other during play, share ideas and enjoy learning new information from books. They are able to recall and relay what they have learned, showing growing confidence in speaking, listening and using new vocabulary.

Behaviour, attitudes and establishing routines: Strong standard

Leaders ensure that all staff have consistently high expectations of all children's behaviour, including those with barriers to their learning. They implement consistent routines which support all children's independence and understanding. Staff encourage children to build positive relationships with one another and help them learn how to behave respectfully and safely. They explain boundaries clearly. For example, when children are playing with trucks, staff prompt them to think about when they need to stop, to ensure that they do not crash into others, and help them to practise this skill. Staff use praise and encouragement effectively to reinforce expectations consistently and help all children to demonstrate their best possible behaviour.

Children are ready to learn. Staff build warm, supportive bonds with children that help them feel comfortable to explore, take part in activities and seek help when needed. Children's independence skills are continually built on. Babies are supported to explore and make choices as they play, while older children learn to select resources and begin to tidy away more independently. Children are taught to gradually take on responsibility for small tasks, such as preparing their own cracker for snack time, which helps them feel capable and motivated. As a result, children have positive attitudes to learning new skills and develop resilience to keep trying.

Children's welfare and wellbeing: Expected standard

Leaders reflect regularly on policies and procedures that underpin children's welfare. They identify areas for improvement and implement clear plans to strengthen practice. For example, leaders have started to review accidents and risk assessments more frequently and make changes to the environment to ensure children's safety. This reflective approach helps maintain a setting where risks are minimised.

Staff are attentive and responsive to children's individual needs, including those with special educational needs and/or disabilities. Babies benefit from individual routines that mirror their home routines, helping them settle well and feel secure. Older children are supported sensitively in their care needs, with staff teaching essential self-care skills, such as washing hands before meals and learning to use the toilet when they are ready to. These routines support children to develop confidence and independence.

Children are offered home cooked well-balanced meals, which they enjoy enthusiastically. They serve themselves, helping to build independence and decision-making skills. Staff supervise mealtimes effectively, ensuring dietary requirements are met and that children eat safely and comfortably. Staff ensure that children who sleep are monitored regularly. They provide appropriate bedding and create a calm atmosphere that supports restful sleep.

Leadership and governance: Expected standard

Leaders have supported staff well through a recent period of change in the leadership of the setting. They reflect on practice regularly and work with staff to implement consistent procedures across the nursery. Leaders have identified areas they wish to develop further to enhance children's experiences, including improving consistency in the implementation of the curriculum and ensuring that children's safety remains prioritised. This reflective approach helps maintain a steady culture of improvement.

Leaders support staff to gain professional qualifications and complete ongoing professional development training. This motivates staff in their roles and helps them progress in their careers. Staff express that they feel well supported by leaders and that their workloads are manageable. They have access to an employee support programme and benefit from regular supervisions, which promote their wellbeing and help them to develop their practice.

Leaders ensure that parents can share their views with the nursery. They work closely with families to make sure children are well supported and their needs are met. This partnership approach helps create a positive and inclusive environment for children.

Leaders ensure that children experience smooth transitions to other settings. For example, they arrange handover meetings with teachers at the schools that children will be moving on to. This helps children feel prepared and supports continuity in their learning and development.