Seashells Nursery

Inclusion: Strong standard

Staff effectively meet each child's individual needs. They provide targeted support to individuals and small groups, including speech and language support and opportunities to use the sensory room for self-regulation. This approach helps to reduce barriers to learning. The nursery promotes an inclusive environment. Staff identify each child's needs and work with parents to create and monitor individual support plans. They share these plans with all staff in the relevant room to ensure consistent support. When necessary, leaders seek guidance from external agencies. For example, they followed a child psychologist's recommendations when applying for education, health and care plans. This coordinated approach enables children to access the full range of nursery activities. Staff adapt activities to support children with special educational needs and/or disabilities (SEND) and those who face other barriers to learning. For example, they have modified the climbing equipment so that children can use it safely. This change enables children to participate in activities they enjoy while minimising risk. The nursery maintains strong links with the schools that children will go on to attend. Teachers and staff responsible for SEND visit the nursery to discuss the support plans for individual children. Leaders demonstrate a comprehensive knowledge and understanding of SEND. They recognise the growing number of children with additional needs and have planned training to strengthen all staff members' knowledge and understanding of SEND.

Curriculum and teaching: Expected standard

Leaders have set out a clear curriculum vision that includes all areas of learning. Staff regularly observe children at play, including children with special educational needs and/or disabilities (SEND) and those who face other barriers to learning. Staff use these assessments to plan the next steps in each child's learning.

Leaders and staff provide a wide range of engaging activities, particularly to support communication and language development. All children, from babies to pre-schoolers, enjoy sharing favourite books with adults and other friends and commenting on the characters' actions. However, staff do not always build effectively on children's existing knowledge and skills. For example, they do not consistently help children develop mathematical language, such as the vocabulary needed to compare size.

Staff support children with SEND with visual prompts and sign language. Leaders have acted on a previous recommendation by introducing new climbing equipment that enables children to climb and take appropriate risks safely. Children strengthen their physical skills by balancing, jumping and using a range of age-appropriate ride-on toys. They avoid bumping into others, showing consideration for their friends. Children of all ages learn to use simple tools. Babies and toddlers use scoops and different brushes to make marks, while older children use small knives to spread tomato paste on their pizzas. These activities strengthen the finger muscles that children need for the next stage of their education.

Staff prepare children well for the next stage of their education, including school. Children manage their personal care, follow instructions and regulate their feelings effectively.

Achievement: Expected standard

Children rapidly develop communication skills as they progress through the nursery. Babies smile at adults, move towards things that interest them and link actions with words. Toddlers observe melting ice and explain that they must rescue the animals trapped inside it. Staff model accurate pronunciation, while older children chat and use compound sentences. While making pizzas, for example, children explain that they will not add sweetcorn because they dislike it. Staff support children with special educational needs and/or disabilities (SEND) and others facing barriers to learning. For instance, children excitedly point to the colours in the bubble tube, and staff name each one. The development of children's use and understanding of mathematical language is less secure.

Children of all ages enjoy mark-making activities. Younger children paint with large brushes, while older children use finer tools to create precise facial features, including eyes. Staff prepare children well for school by systematically building the knowledge and skills they will need to succeed. Children concentrate when activities interest them, such as when identifying animals from different countries on a globe. They understand turn-taking and sharing, and tell staff when they practise these skills. Focused support helps children with SEND and others facing barriers make progress across the curriculum.

Leaders broaden children's awareness of cultures beyond their own. They invite parents to share Christmas traditions from their home countries and incorporate them into nursery activities, strengthening children's understanding of the wider world.

Behaviour, attitudes and establishing routines: Strong standard

Staff build highly positive relationships with children, helping children feel confident and safe. Leaders and staff create a purposeful, harmonious atmosphere throughout the indoor and outdoor environments. They set high expectations for children's behaviour, and children consistently meet these expectations. Instances of inappropriate behaviour are rare. When minor disagreements arise, staff intervene sensitively and help children resolve them amicably. Children remain motivated and engaged throughout the day. Staff provide additional resources that support children in adapting the activities to reflect their interests. For example, children choose to build a ramp and gather wooden planks to complete the task. They listen attentively and respectfully to adults, which helps them remain purposefully engaged. Children demonstrate their ability to collaborate, share and take turns. Toddlers work together to build a train track and take turns adding carriages. Children interact positively with one another. Older children giggle together as they use a mirror to observe their facial features. Babies smile at staff while practising their first steps, holding an adult's hand or a fence for support.

Leaders regularly review accident and absence records to safeguard children. When a child has an unexplained absence, leaders contact the parents immediately. They explain that regular attendance enables children to benefit fully from the nursery's activities and experiences.

Children's welfare and wellbeing: Expected standard

Leaders create a warm, welcoming environment that prioritises children's wellbeing. They understand each child's needs and adapt activities accordingly. Staff build strong relationships with children, helping them feel safe and secure in the nursery. Staff also help children regulate their emotions and provide access to a quiet sensory room when needed. Children confidently seek comfort and reassurance from staff. Throughout their time at the nursery, children develop the skills they need to manage their personal hygiene independently. Staff protect babies' privacy during nappy changes. Children follow established routines by using the toilet and washing their hands before meals. They learn to use simple tools safely; however, the blunt knives provided for cutting vegetables cause frustration. Staff enable all children, including those with special educational needs and/or disabilities, to participate in activities. For example, they carefully supervise indoor and outdoor climbing equipment so that children can take appropriate risks while remaining safe. Children also benefit from regular outdoor activities in the fresh air, such as dancing to music while making patterns with ribbons in the wind. Each room provides a sociable mealtime environment. Parents supply appropriate, nutritious food for their children. Staff and children sit together, eat healthy food and engage in friendly conversation. However, staff miss opportunities to discuss where food comes from and explain how particular foods support both general and dental health.

Leadership and governance: Expected standard

Leaders are ambitious. They have recently moved to new premises with dedicated outdoor spaces for different age groups. They evaluate their practice carefully, and recognise their strengths in building warm relationships and enabling children with special educational needs and/or disabilities (SEND), or other barriers to learning, to access every activity. A sensory room supports small group interventions and emotional regulation. Leaders plan to develop the garden as an additional learning space. Leaders acknowledge that staff do not consistently build on children's knowledge and skills, particularly in terms of mathematical vocabulary. Staff also provide too few opportunities for children to learn where food comes from and how foods support general and dental health. Leaders make decisions that benefit all children, especially those with SEND or other barriers to learning. They use additional funding for enriching activities, including dance sessions and local community visits, giving children access to experiences that may otherwise be unavailable. Staff say that leaders consider their wellbeing and workload and support them effectively. Regular discussions with leaders help staff to review practice and training needs. Leaders provide staff with access to training that develops their interests and strengthens practice. Staff complete mandatory induction training, feel valued and have requested further training to broaden their understanding of SEND. Parents praise the staff team, value regular conversations with their child's key person and colleagues, and appreciate the nursery's flexible approach to each family's individual needs.