Serendipity Nursery And Outdoor Learning

Inclusion: Strong standard

Leaders and staff demonstrate a thorough understanding of the needs of all children and their families. They work collaboratively to ensure that families receive appropriate and timely support. This includes those with special educational needs and/or disabilities or those known (or previously known) to children's social care. Leaders and staff consistently promote an inclusive approach for all children. They develop trusting relationships with families and gather detailed information about children's development, when they first start at the nursery. This enables staff to have sensitive discussions with parents and carers if they identify areas where children may need support.

Staff consistently make swift referrals and receive support, advice and guidance from other professionals, which they embed across the setting. For instance, they regularly liaise with occupational therapists, health visitors and physiotherapists to support children's development. Staff use robust and comprehensive support plans that include, observation, assessment and careful planning to support children's development. Parents are actively involved in children's individual plans and meet with staff regularly to review and discuss children's progress and next steps. This promotes consistency and helps to close gaps in children's learning quickly. Leaders use early years pupil premium funding effectively. Children's individual needs are identified, assessed and resources are carefully targeted to ensure maximum impact.

Curriculum and teaching: Expected standard

Leaders have an accurate understanding of the quality of the curriculum. They know the skills and knowledge they want children to learn to support their next steps in learning. All children access an ambitious curriculum. This includes those with special educational needs and/or disabilities and those known (or previously known) to children's social care. Communication and language and personal and social development are a key focus of the curriculum. This includes providing commentary, introducing new vocabulary and using visual timetables. Books and stories are regularly shared throughout the day. For instance, babies enjoy sitting with a member of staff and exploring the 'Dear Zoo' book. Children giggle as staff roar like a lion, and they eagerly mimic the noises that animals make.

Overall, high-quality interactions and well-focused assessment help to support children's needs. However, occasionally staff do not adapt or refine their teaching methods to suit the individual learning needs of children. Children make typical progress from their starting points, are very sociable and respectful towards staff and each other. Mealtimes are social occasions, where children use good manners and independently serve themselves. Children develop their physical skills. They manipulate dough and use a range of mark-making tools, strengthening their motor skills.

Achievement: Expected standard

Children, including disadvantaged children, those with special educational needs and/or disabilities or those known (or previously known) to children's social care, generally achieve well from their starting points. They receive tailored support to help them develop skills. For instance, they use Makaton and visual resources to support communication. Children benefit from age-appropriate questioning, introduction of new vocabulary and warm interactions.

Children typically make appropriate progress across all areas of learning and development from their starting points. They develop a wide range of skills and knowledge to help them become increasingly confident and independent. Young children learn to drink from open cups and make choices about their activities. Older children wash their hands prior to mealtimes and they find and put on their coats independently before outdoor play. This helps them to manage their own self-care needs. Children develop firm friendships with their peers. Children are well prepared for their next stage of learning.

Behaviour, attitudes and establishing routines: Expected standard

Staff support children to learn about positive behaviours. For example, staff work alongside children to resolve conflict and discuss the impact behaviours can have on others. This supports very young children to understand expectations, cooperate in their play, learn to share and take turns. Staff are positive role models. They provide gentle guidance and reminders where needed. Staff develop warm and trusting relationships with children and deal with any behavioural issues quickly in a sensitive way. Staff provide explicit praise and encouragement, which promotes confidence and self-esteem in all children, including those who face barriers to learning.

Generally, the learning environment is well planned, and children typically follow established routines throughout the day. For example, children respond well to tidy-up time and know this means it is time to prepare for lunch. However, there are minor inconsistencies during some routines. Occasionally, children sit for too long and are not fully engaged. This can result in children becoming restless. Leaders support parents and carers to help their children attend regularly, and to improve punctuality in preparation for later school life.

Children's welfare and wellbeing: Expected standard

Children are happy and settled in the presence of caring and attentive staff. Leaders provide a sensitive settling-in process that is tailored to meet the individual needs of all children, particularly babies and those children with special educational needs and/or disabilities (SEND). Staff support children to understand their emotions, For instance, staff facilitate discussions with children about their feelings and emotions, exploring what makes them happy or sad. Staff provide warm reassurance and develop responsive relationships with the children in their care. Children with SEND form warm and positive relationships with their key staff. For example, staff recognise when children with SEND are reluctant to join an activity and understand that they may want to practise walking instead. Staff are intuitive to children's individual needs. This helps children to settle, feel secure and promotes their emotional wellbeing.

Staff ensure that children's meals and snacks are nutritious and meet children's individual needs. This includes at appropriate stages of weaning and in regards to allergies and dietary requirements. Staff discuss with children and parents and carers the importance of oral hygiene. Children enjoy using the models and equipment to practise brushing teeth.

Staff complete regular checks of all areas, including the outdoor area. They talk to children about wearing hats and coats to keep warm and dry. Children are encouraged to take manageable risks, such as attempting to balance on equipment. This helps to build resilience and confidence in their own abilities.

Leadership and governance: Expected standard

Leaders are knowledgeable and passionate about providing high-quality care and education for all children and families attending. They regularly evaluate the provision and have a general understanding of areas for development. For instance, leaders understand that monitoring of teaching needs to be more robust to identify and address some minor inconsistencies in staff's practice. All staff engage in regular supervision sessions, which enables them to discuss any concerns, analyse training needs and reflect on their practice. Staff report that leaders are very supportive, and staff wellbeing is high across the setting.

Leaders work well with parents and carers and other professionals to ensure children's needs are met. Swift referrals are made where needed. This helps to support children, including disadvantaged children, those with special educational needs and/or disabilities (SEND) or those known (or previously known) to children's social care. Leaders make informed decisions in the best interests of children, including those with SEND. They use funding appropriately to support children's wellbeing and development. For example, leaders have purchased specialist resources and training to support children's individual needs. Parents speak positively about the nursery. They feel well informed about their child's achievements and ways in which they can support their children's development.