Skylark Nursery School

Inclusion: Expected standard

Staff prioritise getting to know children and their families. They identify where children may have barriers to their learning, and they communicate with parents, supporting them with ideas for helping their children learn. For example, where children need support to develop fine-motor control, parents are encouraged to draw and use scissors at home with their children. Staff listen carefully to parents' views and share accurate information regularly about what children are learning at nursery and what they need to learn next. Staff identify where children may need additional help and refer to other agencies for further support. Leaders support staff to access training to develop their knowledge further about children with special educational needs and/or disabilities. They work closely as a team to prioritise the best way to support children. For example, where children are entitled to additional funding and thrive in smaller groups, leaders ensure that there are sufficient staff to help children learn.

Staff welcome all children and their families at nursery. Children are also introduced to festivals so that they can learn about cultures that may be different from their own. Occasionally, children's home cultures and learning in their own language are not promoted and celebrated as well as possible.

Curriculum and teaching: Expected standard

Leaders emphasise the importance of children being motivated to learn and promote the importance of attending regularly. Leaders are confident that staff's knowledge of children is used effectively to provide a broad and balanced curriculum. Where children have barriers to their learning, staff consider carefully how to adapt the learning. For example, they carefully monitor children who are new to the setting and ensure that children take part in smaller groups where they need more support.

Younger children pour water on small ducks in a water tray, sparking their curiosity and supporting their physical skills. Staff position themselves alongside children, chatting and developing children's language skills further. Older children develop concentration and perseverance as they choose jigsaws, complete them and then tidy them away. Children cooperate together in building a tower with blocks, and staff introduce mathematical ideas about shape and size. Children learn to become independent. They are proud to show their skills in putting their own wet-weather clothes on for the garden. However, on occasion, children's learning is not sufficiently well supported during routine times of the day, such as when moving from one activity to the next. When children finish their story time, they all rush together to get ready for lunch. This means that some children have to wait and queue to wash their hands and miss important learning time.

Achievement: Expected standard

Staff make the most of teachable moments to support children to develop a firm foundation in their mathematical skills. Children count on their fingers and then encounter larger numbers when they chat about the ages of members of their family. Leaders emphasise the importance of staff interacting with children and modelling imaginative play, such as in the home corner. This supports children's language skills well. Leaders provide a cosy place for children to talk about stories with their friends, which helps them to develop positive attitudes towards their learning.

Staff use assessment well to help them plan for and prepare children for the next stage of their learning. They share information with other settings that children attend. Leaders carefully monitor the progress of children who face barriers to their learning. They refer to other professionals to ensure that children have the help they need.

Behaviour, attitudes and establishing routines: Expected standard

Parents value the support staff provide to ensure that their children attend regularly. Staff are proactive in monitoring children's attendance at nursery. When children are absent, leaders are vigilant in ensuring they communicate with families to check on children's welfare. Leaders prioritise developing a sense of community. They talk to children about being kind and help them learn to play together. In the garden, children develop confidence as they learn how to balance and step across tree stumps. Children enjoy working together to roll up a large rug, ready for group time. They help each other carry and lay out blocks to sit on, and staff praise children for being considerate and helping each other. Staff help children develop positive attitudes to learning by encouraging them to focus their attention. For example, older children learn together in a small group where it is quieter so that they can learn to concentrate well. Staff teach children to develop independence and to take turns when they sit together to have a snack. Occasionally, the organisation of routines hinders staff's interactions with children and the focus on developing children's communications skills further.

Children's welfare and wellbeing: Expected standard

Leaders regularly review arrangements to ensure that children's safety and wellbeing is a priority, for example when they are sleeping. Staff ensure that the room temperature and bedding is appropriate and check children regularly. Staff form close relationships with children, cuddling those who need reassurance. This helps to settle them and supports them to manage their feelings and emotions. Staff encourage children by praising their efforts, for example when children share with their friends. They help children to consider the needs of other children, including those who face barriers to their learning. For example, staff remind children that splashing in the water tray may upset other children who might be less confident. They help children by encouraging them to find different ways to play.

Children learn about growing and eating healthy food. Staff help them to pick salad leaves in the garden to eat at snack time. Children help to prepare food and enjoy sitting together around tables, learning about being sociable during mealtimes. Children become confident at trying new things and keeping themselves safe. For example, children learn to carefully balance as they step across logs in the garden. Children pick up wooden blocks and place them in a circle for a story. Staff help children to be aware of others around them when carrying the blocks. They reinforce this further when children ride bicycles in the garden.

Leadership and governance: Expected standard

Leaders and staff work well together as a team. Staff feel valued and supported in their professional development through training opportunities to develop their skills. Staff complete qualifications and training, which help them to keep children safe and promote their learning well. Leaders identify training to support staff's understanding of the needs of the families they serve. Leaders develop positive relationships with families and other professionals. This helps parents and carers to access the support they might need. Children are helped to prepare to move on to school as staff work in partnership with other providers and schools.

Leaders have an accurate view of their strengths and areas for development. They identify where there are changes within the community and adapt the provision accordingly. For example, as more younger children join, leaders consider the changes needed to ensure that children's needs are met. Leaders are committed to identifying where children need additional support and ensure that any additional funding is used effectively, such as to provide more staff to support children.