Scallywags Nursery

Inclusion: Expected standard

Leaders and staff provide an inclusive and welcoming environment. Staff identify the needs of all children effectively, including those with special educational needs and/or disabilities, those known to children's social care and those who may face barriers to learning.

Staff use observations and assessments to identify children's unique needs and how they can be best supported. Leaders and staff closely monitor children's development. This helps them to know if children are making progress or if adjustments are needed to children's individual support plans.

Staff work in partnership with parents and other professionals to share strategies and seek the support of specialists where required. Generally, staff support children's needs well; however, there are times when staff interactions are not as purposeful as they could be to help make a sustained difference to all children.

Leaders ensure that additional funding is accessed for eligible children. They use funding appropriately to provide children with new experiences and widen their understanding of the world around them. Staff help children to learn about different cultures and celebrations, helping them to value and respect diversity.

Curriculum and teaching: Expected standard

Staff implement assessments effectively to understand children's development. They plan activities that are based on children's next steps and interests, supporting children's enjoyment and engagement. The curriculum is generally implemented well by staff. This helps all children, including those with special educational needs and/or disabilities, make progress from their starting points.

Staff promote children's communication and language skills. They use simple sounds and short sentences, which younger children copy. Staff read stories with enthusiasm and actively involve children in considering what happens next. Overall, children's mathematical development is promoted by staff. For example, they count spots on ladybirds, and children confidently use measuring tapes to see how tall they are.

Staff encourage and provide opportunities for children to develop their fine and large physical skills. For instance, babies use their core muscles as they reach out for toys. Children use their upper bodies to make pictures on the ground with chalk and engage their leg muscles as they turn the wheels on a tricycle.

Overall, staff support children's personal, social and emotional development well. Staff provide opportunities though games and activities to help children to develop their personal and social skills. However, there is scope to strengthen the consistency of staff interactions to further support children's development. For example, at times staff do not intervene quickly enough to support children in understanding and managing their feelings and emotions.

Achievement: Expected standard

All children, including those with special educational needs and/or disabilities, those known to social care and those who face barriers to learning and/or wellbeing, make progress from their baseline assessments. Children are physically confident. They excitedly dance to music, run outdoors and walk along balancing beams. Children build positive relationships with other children and staff.

Overall, children start to build the independence skills that prepare them well for transitions such as moving on to school. Children behave well. They thrive on the clear routines, such as handwashing and knowing when to listen carefully to staff. Children contribute their own thoughts and ideas and develop their language and thinking skills.

Children develop early mathematical skills. They consider shapes and sizes as they skilfully place jigsaw pieces into place. Children understand that they can represent meaning through making marks with a range of resources, such as chalk and dough.

Behaviour, attitudes and establishing routines: Expected standard

Staff support children's positive behaviour. They encourage children to use good manners, share and take turns. Staff implement clear expectations, which are known by children. For example, when staff gently clap their hands, children know this indicates a change in routine and stop their play. Staff praise children for their good listening skills. Staff work with parents to promote and monitor children's attendance at the setting.

Typically, children build close and positive relationships with staff. Children seek out key staff and enjoy their involvement in activities and play. Staff support older children to develop their independence skills. During mealtimes, children collect their own meal and cutlery and confidently pour their own water. However, at times the independence of younger children is not always fully promoted. This is because staff complete tasks for younger children which they could attempt or complete for themselves, such as putting on coats for outdoor play.

Children demonstrate positive attitudes to play and learning. During imaginative play, children giggle as they take turns to look through a telescope. They play cooperatively as they go up and down on see-saws. When minor disagreements occur, staff support children to manage these. However, on occasion staff do not consistently support children's understanding of behaviours and the impact on others.

Children's welfare and wellbeing: Needs attention

Although relevant policies and procedures are in place, these are not always implemented well enough by staff to consistently support children's wellbeing, particularly at mealtimes. Staff are not deployed well at these times to provide children with all of the support they need while they are eating. At times, staff occupy themselves with routine tasks rather than attending to children. Staff provide meals that are healthy and meet children's individual dietary requirements.

Typically, staff support children's social and emotional development effectively. For example, staff use emotion faces on lanyards and stories to help children to talk about feelings and emotions. Sometimes, staff provide children with comfort and cuddles, helping them to feel settled. However, there are times when staff do not always promote children's emotional wellbeing. For example, when babies and children are upset, staff do not always respond in a timely manner to meet their emotional needs.

Staff understand and implement safe sleeping practices for babies and children. Staff implement secure hygiene practices; they wash their own hands prior to serving food and when supporting children with personal care. Children know the importance of washing their hands and tell staff it is to wash the germs away. Children have great fun outdoors. Staff provide a range of equipment and resources and encourage children to be physically active.

Leadership and governance: Needs attention

Leaders implement annual staff appraisals and observations of practice. However, leaders' oversight and assessment of the provision and staff practice are not yet robust enough. As a result, leaders do not always have an accurate understanding of where improvements are needed to practice and provision, to further support children's experiences within the setting.

Staff wellbeing is prioritised by leaders. They encourage staff to acknowledge each other's achievements or when someone may be struggling. They provide each other with small gestures to let them know they are thought of. This helps staff to feel valued and cared about.

Leaders regularly engage with parents. They provide family events for parents and grandparents to attend the setting. Leaders loan families resources and books to support children's home learning. Parents comment positively about the setting and staff. They explain that they receive regular updates about children's progress, including their next steps in development.