Shire House Nursery

Inclusion: Needs attention

Weaknesses in teaching do not promote high-quality interactions that support children's learning. Leaders do not ensure that staff use the targeted strategies they have planned for some children. Staff do not review them frequently enough to ensure they continue to meet children's changing needs. These inconsistencies in practice mean that children do not always receive the individual support they need. This has a negative impact on children's experiences. For instance, children with special educational needs and/or disabilities (SEND) do not consistently receive effective support from staff to enable them to access an equally ambitious curriculum. Some children wander around the room with little engagement and receive limited encouragement or support from staff to join in with activities or interact with others.

Leaders do not take swift enough action to implement appropriate adaptations that ensure all children benefit from an equally ambitious curriculum. While they understand the processes for working with external professionals to secure additional support, their approach is not consistent for all children who face barriers to learning. As a result, children with SEND and those with other barriers to learning do not always receive the support they need to achieve their next steps in development. Although leaders liaise with local authority advisers to create individualised plans, inconsistencies in practice mean that these do not have the intended impact on children's progress.

Staff use observations and assessments to identify children who need additional support. They complete the required progress checks for children aged 2-years-old and identify gaps in children's learning. For instance, they recognise that some children require greater support with their communication and language development.

Curriculum and teaching: Needs attention

Leaders do not ensure that the curriculum is implemented consistently across the nursery. As a result, the quality of teaching varies and children's learning experiences are not equally effective. Some staff interact warmly with children and support their learning well. However, support for older children and children with special educational needs and/or disabilities is inconsistent. Staff do not always build effectively on what children already know and can do. Consequently, gaps in learning are not addressed quickly enough.

While leaders have designed a curriculum that outlines what they want children to learn, effective practice is not consistent across the nursery. The communication and language curriculum is not sequenced effectively, and some children with delays do not receive the support they need. As a result, they do not make the progress they are capable of in this important area of learning.

The curriculum has a focus on physical development, personal and social skills, and developing early literacy skills. For example, toddlers benefit from well-planned singing activities and join in enthusiastically.

Staff provide a wide variety of engaging activities that support all areas of learning. They encourage children to balance on beams, make paint marks with dabbers and look in mirrors at their own reflections. During these exciting activities, staff help children to explore and develop their curiosity and enjoyment in play.

Achievement: Needs attention

Children's achievement is mixed. Inconsistencies in the quality of teaching mean that children do not consistently develop the knowledge and skills they need across all areas of learning. Although children typically make progress from their starting points, rates of progress vary. Some children, particularly those with special educational needs and/or disabilities and those who face barriers to learning, do not develop the knowledge and skills they need to be fully prepared for the next stage of learning, including school. Children generally develop the early literacy and mathematical skills expected for their age.

Some children make sound progress in their personal, social and emotional development. They show positive attitudes towards learning and enjoy playing with their friends. For example, older children work together to complete puzzles, sharing pieces and solving problems. Children also benefit from opportunities to develop early literacy skills. Babies enjoy looking at books with staff, pointing to pictures and responding to familiar words. Older children listen attentively to stories and join in with repeated phrases. As a result, children develop an enjoyment of books and stories from an early age.

Behaviour, attitudes and establishing routines: Expected standard

Children respond well to clear instructions from staff. They line up and wait appropriately when moving between indoor and outdoor areas. Children develop independence skills, such as serving their own food and using cutlery confidently. They also develop appropriate self-care skills that help to prepare them for the future. For example, older children know how to find their own placemats and seating place at lunchtime. Children form positive relationships with staff and confidently seek help when needed. Staff respond to children's needs promptly. Leaders and staff follow up unexplained absences and monitor attendance patterns for any concerns.

Staff support children to behave well and develop positive relationships with them. When children become unsettled, staff provide reassurance that helps them to settle quickly. Children understand behavioural expectations and are encouraged to use good manners. Staff support children to take turns and wait patiently during activities. As a result, children play cooperatively, show kindness towards their friends, and warmly welcome others as they arrive. Children demonstrate a clear sense of belonging.

Children's welfare and wellbeing: Expected standard

Leaders prioritise children's physical health, safety and emotional wellbeing throughout the day. Staff follow safe-sleep procedures and place children in designated sleep spaces. They work with parents and carers to support children's weaning and manage allergies effectively. Dietary needs are clearly displayed, and colour-coded plates help to prevent cross-contamination. Children with allergies have detailed care plans in place, enabling staff to respond quickly if concerns arise.

The key-person system is effective. Staff are caring and build trusting relationships with children, who confidently approach them for comfort, support and play. Positive interactions are evident throughout the day, contributing to a calm and nurturing environment where children feel secure and ready to learn.

All children, including those known or previously known to children's social care, are supported well. Staff share regular information with parents and carers, including updates on children's emotional wellbeing. They provide additional reassurance when needed, particularly during periods of change. As a result, children, including those with special educational needs and/or disabilities and those who face barriers to learning, feel supported and cared for.

Leadership and governance: Needs attention

Changes within the leadership team have affected the consistency of teaching and support for children with special educational needs and/or disabilities and those who face barriers to learning. Leaders do not ensure that identified targets and strategies are consistently implemented. As a result, some children do not receive the support they need to achieve their next steps. Although leaders have identified the necessary improvements, these are not yet embedded in practice.

Leaders do not evaluate the impact of professional development effectively enough. As a result, weaknesses in teaching and staff interactions remain in some areas of the nursery. Leaders create a positive culture where staff feel valued and supported. Staff describe them as approachable and report that their wellbeing is considered. Leaders encourage feedback from staff, parents and carers and provide a general range of training opportunities.

Leaders generally understand the provision's strengths and areas for improvement. They have plans in place to improve the quality of care and education. They work well with parents, carers and other professionals. Parents feel supported and are kept informed about their children's experiences and progress. Leaders promote regular attendance and make adaptations, where possible, to support the wellbeing of children and their families.