St George's Nursery School

Inclusion: Expected standard

Leaders gather information from parents and carers to help them to understand children's individual needs and background. This enables leaders to consider how best to support children and their families. Staff are well supported to implement an appropriate approach to assessing and reviewing children's development. They use the information gained from observations and tracking to identify the progression children have made and what they need to learn next. Overall, leaders identify when children require additional help and work collaboratively with parents and external professionals to put support plans in place. These plans are regularly reviewed to ensure all children continue to make progress.

Staff understand that children may face barriers that impact on their ability to join in and enjoy activities alongside their peers. They carefully consider how additional funding can be used to enhance children's skills and further support their development. For example, staff have purchased a range of sensory toys to engage children's interest and encourage them to play alongside others. When children feel overwhelmed by larger-group activities, staff encourage them to access the sensory room. This helps children to focus their attention in a positive way as they engage with resources that have a calming effect. In turn, children are more readily able to rejoin the main group, which promotes their sense of belonging. However, this support is less consistent during outdoor learning, which impacts on children's engagement during these times.

Curriculum and teaching: Expected standard

Leaders have implemented a curriculum that builds progressively on what children know and can do. This helps them develop the skills they will need as they progress to the next stage in their education. Staff give high regard to promoting children's love of books, typically extending children's learning as they move through the nursery. Younger children delight in sitting with staff to share a favourite picture book. They turn the pages, and when they hear familiar words, they respond by pointing to the corresponding picture. Toddlers enjoy listening to stories and delight in talking about the main events. Older children independently select books, using the pictures to help them make sense of the text.

Staff make regular use of the garden to give children opportunities for outdoor learning. They provide activities and equipment that support children's physical development as well as promoting learning in other areas. For example, children use mathematical language to compare size and quantity as they play in the water tray. There is generally an inclusive approach to supporting children with special educational needs and/or disabilities. However, when engaging with children outside, staff do not give consistent support to all children. This means, at times, some children, including those who have barriers to their learning, do not benefit from consistently high-quality interactions to achieve the best possible outcomes.

Achievement: Expected standard

All children typically make progress from their starting points and are supported to develop the skills they need to succeed as they move on to the next stage in their learning. Children are increasingly independent in their self-care skills. Babies learn to feed themselves, while older children pour drinks and serve their own food. Children are confident communicators and enjoy initiating conversations with staff and each other. Children with language delays express their thoughts and needs through sounds and gesture. Makaton signing is being introduced to give children with special educational needs and/or disabilities further strategies to enhance their communication skills.

Overall, children are eager and enthusiastic to take part in activities. Babies develop strength and stamina as they pull themselves up and hold on to furniture as they learn to walk. Toddlers develop their coordination as they learn to use cutlery at mealtimes to cut and scoop their food. Pre-school children demonstrate their spatial awareness as they navigate wheeled toys around a marked track.

Behaviour, attitudes and establishing routines: Expected standard

Children develop positive relationships with each other and staff. Staff generally support children effectively during activities so they learn to play cooperatively and take turns with resources. Children understand the expectations for their behaviour as staff establish clear boundaries. Staff praise children for being kind and helpful. They help children to learn about the need for rules to keep themselves, and others, safe. For example, staff explain that children should not climb on furniture in case they fall off and hurt themselves or their friends. Staff typically encourage children with special educational needs and/or disabilities to express their emotions, by modelling different strategies with them. For example, children use gestures and sounds to indicate when they feel happy. They lead their key person to the sensory room door when they start to feel agitated or frustrated.

Overall, staff support children to understand the daily routines so they feel calm and settled. Children are given gentle reminders when it is time to tidy away the toys. Older children know that they get ready for lunch by visiting the toilet and washing their hands. Leaders work closely with parents and carers to share their expectations for children's attendance and to make adjustments when needed. This helps to establish regular attendance so all children benefit from the early education they are entitled to.

Children's welfare and wellbeing: Expected standard

Staff build warm and caring bonds with the children they care for. Children are happy and typically explore the learning environments with confidence. Staff working with the youngest children generally respond appropriately to their changing needs. When children become upset, staff soothe and cuddle them and engage them in activities that they enjoy. However, occasionally, staff do not react quickly enough when children become visibly tired, for example at lunchtime. This leads to children becoming unsettled before their sleep. Staff carefully consider arrangements to ensure children remain safe while sleeping.

Children enjoy the nutritious meals that are provided. They show an increasing awareness that some foods support our bodies and show interest in the food they are eating. For example, children comment that broccoli 'looks like a little tree'. High regard is given to catering for children's individual dietary needs, and careful checks are completed in each room before food is served. Staff provide useful guidance to parents and carers to support them in choosing healthy options to bring for packed lunches. Staff ensure that children with special educational needs and/or disabilities are fully included at mealtimes and sit alongside their peers.

Leaders understand the importance of giving children regular opportunities to go outside for fresh air and to engage in physical activities. This is an area that leaders have focused on improving since the last inspection. Older children enjoy taking part in weekly athletics sessions, and younger children benefit from having space to practise skills such as running and climbing. However, staff interactions outside are not yet consistent for all children.

Leadership and governance: Expected standard

Leaders generally demonstrate commitment to continually developing the provision to provide all children with high-quality care and education. They strive to provide an inclusive setting where all children can thrive and experience a positive start in life. Leaders work effectively with other professionals, including teachers and support staff at local schools. This close partnership working helps children to experience smooth transitions into school.

Leaders give priority to promoting the wellbeing of staff. Staff feel well supported and enjoy their work. Regular appraisals and supervisions generally help staff to reflect on their practice and quality of teaching, with leaders. Staff have access to appropriate support and further training to help them build on their existing skills. Leaders understand there is scope to further support staff to enhance all children's learning and experiences.

Leaders have established positive partnerships with parents and carers. Parents comment that staff provide nurturing care and that regular updates help them to understand what children are learning and how they can support this at home. Leaders ensure parents are fully involved in decision-making, such as on the use of additional funding and the engagement of other professionals. This helps children with special educational needs and/or disabilities and disadvantaged children to make typical progress.