Shaftesbury Children Centre Nursery

Inclusion: Expected standard

Leaders can identify children's needs quickly and take a gradual approach to supporting children's development. Staff recognise the importance of observation and assessment in identifying children's needs. Leaders and staff are confident in identifying children's needs early, and specialist agencies are consulted to support children's development and the wellbeing of children and their families. Leaders have a secure understanding of children's progress and use funding to make a positive impact on children's outcomes and experiences.

Leaders have the knowledge and skills to make a positive difference for children with special educational needs and/or disabilities (SEND). Children with SEND and those who speak English as an additional language are provided with additional support, such as wobble cushions and visuals, to ensure they can access all activities on offer. Leaders recognise when some children would benefit from further opportunities to embed skills before transitioning into the next room, ensuring that the room best fits the children's needs.

Leaders and staff work closely with parents and carers to ensure a collaborative approach. Leaders and staff are proactive in providing support and signposting families to agencies and professionals. Leaders' collaborative working with the Best Start Family Hub supports families to access the support they need in a timely manner.

Curriculum and teaching: Expected standard

Leaders have a clear and accurate understanding of their curriculum, including of some areas that require development. However, a stronger focus on the specific areas of the early years foundation stage for babies would strengthen children's foundational skills. The curriculum is deliberately designed so that leaders and staff know exactly what they want children to learn and the sequence of skills is carefully considered. This ensures children secure foundational knowledge before progressing to more advanced learning. Leaders ensure that all children can access the curriculum equally, including children who attend part time, who attend more than one setting, disadvantaged pupils, those with special educational needs and/or disabilities and children previously known to or currently known to social care. This inclusive approach is evident in daily circle times, where learning from earlier in the week is revisited to strengthen understanding and retention.

Leaders ensure that the curriculum is taught well and that routine assessment takes place. Staff are supported by leaders to deliver this effectively. Staff place a strong focus on babies' personal, social and emotional development, ensuring they feel secure, happy and well supported. This is evident both in the curriculum and staff's nurturing approaches. Leaders should ensure that staff deployment supports a continuous focus on learning and development, ensuring that all staff are engaging in meaningful interactions during play time. Parents feel confident that their children are well cared for, and their early milestones are recognised and celebrated, promoting children's personal wellbeing and development. Physical development is also prioritised in the setting, with regular opportunities for babies and children to move and use their bodies throughout the day, this is further enhanced by additional commissioned services such as mini athletics.

Achievement: Expected standard

Children make progress across all areas of development, giving them the skills and knowledge they need to be well prepared for their next stage of learning, including school. All children, including those who face barriers to learning, achieve well from their starting points and receive appropriate support to help them reach age-related developmental goals.

Children develop a wide range of skills and show confidence in exploring and leading their own play. They immerse themselves in the activities available and extend their knowledge through meaningful conversations with both peers and adults. For instance, children explore the water table and use this as an opportunity to use fine motor skills, while engaging in conversations about upcoming events. Children persevere at tasks and show positive attitudes to attempting new skills. Babies are supported to engage with physical resources such as bikes, in an age- and stage-appropriate way.

Behaviour, attitudes and establishing routines: Expected standard

In this setting, children build warm and trusting relationships with all staff, including key people. Key people know their children well. Therefore, they are able to ensure that the environment supports children's development and wellbeing. Leaders and staff set high expectations for children's behaviour and attitudes to learning. They take an inclusive approach to behaviour, ensuring that all children's individual needs are considered and accommodated for. Staff ensure that children take part in all aspects of the nursery day. Routines are clear and most children follow these without needing additional support from adults. Staff praise children when appropriate, to reinforce positive behaviour.

Children are supported to get along with each other, engage in play and to resolve any conflicts. Staff support children to understand a range of feelings and the importance of treating others with kindness and respect. This is evident during group times as staff support children to focus on understanding emotions. Staff have the knowledge to explicitly teach emotional regulation and support children using sensory resources when they need it.

The setting's approach to attendance is clear, and parents and carers show they understand their responsibilities. Leaders show they can identify patterns of poor attendance and engage with professionals and parents to ensure that attendance is a priority. Parents share that they have positive relationships with staff and can freely share any concerns they may have.

Children's welfare and wellbeing: Expected standard

Leaders establish policies and procedures that supports children's welfare, mental health and wellbeing. The key-person system is effective, with an emphasis on staff knowing the children well. Leaders and staff have created a welcoming space where children enjoy play, learning and outdoor activities. Staff are attentive to the children's needs and support all children, particularly the younger ones with a nurturing approach, ensuring approaches from home are considered.

There are clear routines in place to support children to manage their own hygiene needs. For instance, children in the pre-school room independently access the sinks to wash their hands without prompts.

Staff teach children about making healthy choices with food and exercise. This is promoted during shared lunches where children are encouraged to engage in conversation, a 'mini-athletics' programme, and a focus on movement throughout play time. Staff support children to understand when they need to rest through the day and give ample opportunities for this to take place. Leaders ensure that food offered at the setting provides a variety of nutrients, considering any children who may have allergies or dietary requirements.

Leadership and governance: Expected standard

Leaders have good oversight of this setting, including its strengths and areas for improvement. They hold high ambitions for children and make purposeful changes to enhance the support children receive. There is clear evidence of relevant and appropriate professional learning, with a culture that encourages staff to be proactive in their own professional development. All staff are expected to share knowledge gained from training to strengthen the team's knowledge about relevant topics that will help support the children and parents and carers. Regular supervision meetings are used to provide a space where staff can explain any concerns they have, discuss key children with a focus on safeguarding and development and to explore individual training needs.

Leaders engage with professionals, parents and carers in a way which supports children's wellbeing and care. There is a focus on collaborative working, considering children's routines at home to support them to settle well into the setting. Leaders emphasise the importance of partnership working when children transition to other settings. They ensure that children have opportunities to become familiar with the adults in the new setting and any important information is shared. This approach aims to give children a positive start at their new setting. Leaders' oversight of this setting means that staff, children and their families are adequately supported.

There is an emphasis on partnership working with parents to support children to develop well at this setting. Parents explain that they are confident in who to speak to if they have a concern and they feel that the setting supports the whole family.