Skylines Nursery

Inclusion: Expected standard

Leaders generally have assessments in place to support the early identification of children with special educational needs/or disabilities (SEND). They ensure that children have individual plans in place to support their developmental needs. Children with identified needs typically take part in smaller size group activities to ensure their participation and achievement. The special educational needs and/or disabilities coordinators have knowledge and experience of making referrals to gain additional support for children. In the main, they ensure that plans are in place for those children who face barriers to learning, to reduce the learning gap with their peers.

Leaders usually seek advice from local authority advisers when needed. This ensures their practice is up to date and meets the individual needs of children. Staff have followed and implemented advice from speech and language therapists in the past when children have programmes that are shared with the setting. The special educational needs and/or disabilities coordinators work effectively with the local schools that children are moving to. They arrange transition visits for children with SEND. This supports the sharing of information about children's individual needs and helps to promote smooth and well-planned moves for children.

Curriculum and teaching: Expected standard

Staff plan and implement activities accordingly to the different areas of the curriculum. For example, children learn about numbers and matching quantities during a mathematics activity. Staff regularly assess children's knowledge to ensure children are secure in their learning. They provide appropriate support, where they identify children's needs. Children listen to stories and enjoy looking at books from a young age with the support of responsive staff, who support their language needs, especially for those children who speak English as an additional language.

Staff teach children about the natural environment with activities, such as planting strawberries, herbs and observing the life cycle of butterflies. Children take part in a wide range of activities outdoors, such as climbing, riding on cars, which support their physical development. Younger children have a designated secure area to ensure they have access to physical activities that are appropriate for their age. The setting further provides opportunities for children to have dance and sports lessons to enhance their learning experiences.

Staff are warm and supportive with their interactions with children. However, opportunities to further promote children's engagement, independence and creativity are not always consistently embedded throughout the provision. At times, activities are more adult directed, such as the use of templates and colouring sheets, which impact children's ability to develop their creativity and learning. In addition, background noise impacts on high-quality interactions, particularly for younger children, and this affects children's listening and attention skills.

Achievement: Expected standard

Children generally behave well and enjoy taking part in activities. They develop skills such as turn-taking and problem-solving with support from staff. Children benefit from outdoor experiences that support their physical development and engagement.

Children make progress from their starting points. Children with special educational needs and/or disabilities benefit from adaptation to activities, such as smaller groups to support their learning. In the main, children develop key skills needed for their next stage of learning.

However, at times, due to weaknesses in adult-directed activities, children have limited opportunities for independent and creative learning, This restricts how deeply children engage and apply their skills, which impacts on their overall achievement.

Behaviour, attitudes and establishing routines: Expected standard

Staff generally establish clear routines. They work with families to ensure their expectations of behaviour are clearly understood by all parents and carers. Leaders monitor children's attendance and punctuality. They typically identify barriers to children attending regularly and provide support to families. For example, leaders provide flexible sessions to help children to develop a positive attitude towards learning.

Children benefit from clear boundaries within a nurturing environment. Communications between staff and children are warm and respectful. Staff role model interactions and reinforce positive manners. Babies benefit from a kind and caring approach, such as when they spend time looking at books and singing songs with their key person.

Staff use a supportive approach for those children who may find it difficult to regulate their emotions. They observe and identify behaviours before they escalate. Children generally have a an effective disposition towards their learning and enjoy taking part in activities, taking turns and sharing resources. Older children follow routines, such as tidying up after their play, washing their hands independently before and after lunch or snack time. Children enjoy a quiet time after lunch. They choose between looking at books independently or listening to stories in the book corner.

Children's welfare and wellbeing: Expected standard

Leaders and staff generally establish effective ways of communication with parents and carers to support children's needs and wellbeing. The setting operates an open-door policy and communicates through regular meetings, digital platforms and parent consultations. Staff share children's assessments, stages of development and targets with parents. They usually highlight any concerns and put plans into place.

Staff understand children's needs and successfully identify them early, ensuring early interventions take place. For example, children at risk of delay or with emerging needs take part in small-group activities, where they can fully participate and have less waiting time for interactions.

Children form positive relationships with their key persons and other staff. Staff support children's hygiene routines well. Older children use the toilet and wash their hands independently with little reminders, while younger children are encouraged to wash their hands by attentive staff. Staff typically use a calm and comforting tone and give children time and support.

Younger children generally develop independence as they feed themselves using spoons. Older children use cutlery at lunchtime. They sit together and have conversations with staff about the food they are eating. Staff encourage children's social skills and communication.

Leadership and governance: Expected standard

Leaders have an appropriate understanding of the community they serve. They implement practices that support children's development and wellbeing, adapt activities and deploy staff to work with smaller groups. This helps to promote inclusion within the setting and remove barriers to children's learning. Leaders have well-established partnership with parents and carers. They implement initiatives, such as a 'book club' sharing system, encouraging parents to engage in their children's learning at home.

Leaders have a clear and consistent approach to supervision sessions. They observe practice and provide staff with a range of training opportunities, such as a mathematics programme. This ensures staff feel confident to meet children's needs and, as a result, improves outcomes for children.

Leaders work well with external agencies and other professionals. They support those children from disadvantaged backgrounds or known to social care, maintaining positive standards of education and care. Leaders ensure the team feels valued and has the opportunities to succeed, contributing to a culture of openness and reflection.

Leaders have established links with local schools to support smooth transitions into school. However, leaders have not yet consistently supported staff to ensure that opportunities to support children's communication and language are fully maximised. In addition, there is scope for leaders to guide and develop staff practice in creating opportunities for children to use creative resources, think independently and explore materials during themed activities.