Special First Steps

Inclusion: Strong standard

Leaders take purposeful action to identify, assess and meet children's needs, successfully reducing barriers to learning and development. Delays in children's development are swiftly identified, enabling leaders to implement highly effective support at the earliest opportunity.

Leaders work in close partnership with parents, carers and other professionals involved in children's care, such as speech and language therapists. This enables them to create targeted support plans that are carefully tailored to children's individual developmental needs. These plans are regularly reviewed and adapted in line with children's progress. Leaders also ensure that staff undertake specialist training, precisely matched to children's specific needs, including training to support communication and language development. As a result, children with special educational needs and/or disabilities (SEND) receive high-quality, consistent support from knowledgeable staff. Leaders further ensure that the learning environment is sensitively adapted to meet the needs of children with SEND, such as allowing children to spend time outdoors on arrival, to support their emotional wellbeing and successful transitions.

Leaders know families extremely well and use this knowledge effectively to support disadvantaged children and those facing barriers to their learning and wellbeing. Leaders use early years pupil premium funding effectively to enrich children's experiences and reduce barriers to learning. For example, they purchase books that help children develop their understanding of different families, and provide resources such as trampolines to strengthen children's physical development and coordination.

Curriculum and teaching: Expected standard

Leaders typically have an accurate understanding of the quality of the curriculum. It is designed and sequenced appropriately to build on what children know and can do. The curriculum is ambitious and focused on promoting personal, physical and emotional development. During circle time, children happily share how they feel. However, on occasion, staff do not fully extend children's learning through insightful and targeted teaching during activities and interactions.

Leaders and staff generally provide a well-planned curriculum that covers all areas of learning and development. Staff typically assess children's progress to shape experiences. They prioritise children's independence skills and emotional wellbeing. Teaching is adapted for children with special educational needs and/or disabilities. For example, staff support children who speak English as an additional language by using visual timetables and learning words in their home language.

Children access a wide range of physical activities and resources, including bicycles in the outdoor area. Staff support children by modelling how to push the pedals and encouraging them to develop their coordination and confidence. Indoors, children enjoy using a trampoline, supporting their balance and movement skills.

Children enjoy a range of mathematical activities through their daily routine. However, at times, children lose interest because some activities are too challenging and are not always matched appropriately to their stage of development. Parents and carers are positive about the progress their children make at the nursery. As a result, children are generally well prepared for school.

Achievement: Expected standard

Children typically achieve well from their different starting points. This includes developing self-care skills, communication and growing in confidence. Children with special educational needs and/or disabilities (SEND) receive enhanced support that helps them to achieve. For example, during small-group circle times, children develop their communication, listening and interaction skills. Overall, all children, including those with SEND, are suitably prepared for the next stage in their learning journey, including their move on to school.

Typically, children are keen to take part in regular whole-group activities, such as circle time. However, ongoing assessment to support staff to differentiate between ages and stages of development will enhance this further.

Children sing songs, and most are excited to take part in telling the story, practising their language and developing their recall skills. However, not all children consistently join in and engage. This means that not all children consistently access the intended learning and fully benefit from the experiences.

Behaviour, attitudes and establishing routines: Expected standard

Leaders recognise the importance of regular attendance and implement effective systems to monitor this closely. They generally work well in partnership with parents and carers to promote regular attendance and punctuality, ensuring children benefit fully from the learning opportunities provided.

Staff are kind and are attentive to children's needs. This helps children to feel confident in their surroundings and be ready to learn. They readily go to staff for reassurance and to ask for help. Staff use encouragement and meaningful praise to support positive behaviour. Children respond to gentle reminders of nursery rules, such as using an 'indoor voice'. Children enjoy a range of learning opportunities, such as independent play, group time and one-to-one activities. They learn to play collaboratively with their friends, helping one another during an art and craft activity for instance, waiting for their turn and sharing resources.

Staff typically build warm and respectful relationships with children. They are positive role models for children and encourage using manners, such as saying 'please' and 'thank you'. Children respond positively to these expectations and use polite language during interactions with adults and their peers.

Children's welfare and wellbeing: Strong standard

Leaders have highly secure and effective systems in place that consistently ensure children's welfare and wellbeing. They prioritise and actively cultivate warm, nurturing and responsive relationships with children, ensuring they feel emotionally secure, settled and ready to learn.

Mealtimes are highly sociable and purposeful occasions. Staff skilfully use these interactions to deepen children's understanding of healthy eating and overall positive health. As a result, children are mindful of their options and increasingly independent, confidently making healthy choices as they select nutritious items from their lunch boxes.

Care practices are consistently delivered with thought, dignity and respect. Staff ensure that children's privacy is carefully protected during intimate hygiene routines, such as nappy changing and wiping noses, supporting them to become independent. Staff speak warmly and kindly to children, maintaining friendly and reassuring conversations. Children's emotional security is promoted consistently and effectively, ensuring they feel safe, valued and well supported at all times.

Leaders share clear procedures for reporting absences with parents and carers. Staff follow up and monitor any unexplained absences in a timely manner. This ensures children's safety and welfare remain a priority.

Leadership and governance: Expected standard

Leaders have a secure understanding of the context of the setting and use this knowledge effectively to tailor the support and care they provide. They regularly review practice and make meaningful improvements to benefit all children, such as adjusting routines to support individual needs. These changes support children's learning, included for those who are disadvantaged.

Leaders continually evaluate provision and have recently used funding to develop a sensory room, supporting children with special educational needs and/or disabilities. This has had a positive impact on children's wellbeing, engagement and access to learning.

Leaders prioritise staff development and wellbeing. Staff access regular training and report that they feel well supported in their roles. For example, staff have undertaken training to support children with speech and language delays and work effectively with external agencies to ensure early intervention and targeted support.

Partnerships with parents and carers are solid and contribute positively to children's development. Leaders work with families to promote key areas, such as independence, potty training and the use of technology. Initiatives, such as a book-bag scheme, support shared reading at home and strengthen parental involvement in children's learning. Parents speak positively about the support provided and the impact on children's progress and readiness for school.

Leadership arrangements ensure clear oversight and reflective practice. Leaders recognise the need to strengthen staff's understanding of curriculum design and differentiation for stages of development to enhance teaching, interactions and children's learning outcomes.