St Joseph's Preschool Nursery

Inclusion: Expected standard

Leaders have created an inclusive and welcoming setting. Staff have high expectations for all children, including those who may be at any disadvantage to their peers. Leaders use additional funding well. Staff's knowledge of child development enables them to make accurate assessments of children's learning. Leaders have accessed a wide range of training to enable them to identify and support children with special educational needs and/or disabilities and those who are known to or previously known to social care. Positive relationships with external agencies ensure that expert support for children's individual needs can be utilised. Leaders support families to access additional support outside of the setting, such as speech and language support. Leaders put into place adaptations and strategies to support individual children's learning. For example, staff gather key words in children's home language for children who speak English as an additional language. They have visual aids to support children's understanding and communication. However, leaders have not ensured that all staff understand and implement these strategies consistently. At times, children do not have access to these adaptations to support them in their learning consistently.

Curriculum and teaching: Expected standard

Leaders know the nursery context well. They have used this knowledge to develop an ambitious curriculum with a clear focus on developing the skills that children need in readiness for school. Leaders have a clear vision of what they want children to know and do and generally, this is implemented well. Parents and carers receive regular updates about their children's progress. They value the ideas that they receive on how to support their children's learning at home.

Staff complete frequent assessments to determine children's progress in their speech and language development. Children make their own play choices and are keen to play and explore. Overall, staff support children to build on their communication and language skills. They use clear language and introduce new vocabulary as they play alongside the children. Children show a real love of stories as they ask staff for more as one story ends. Staff use these times well to pause and allow children to join in with the words that they know. Staff's positive interactions extend children's language in play. For example, as children wash dolls, they show an interest in bubbles. Staff spontaneously sing a song about bubbles that children enjoy and join in with. They use books well to extend children's knowledge. As children show an interest in animals, staff gather books and discuss animal facts. However, leaders have identified that there are some inconsistencies in staff practice. For example, there is room to improve the consistency of some staff interactions with children so they consistently extend children's thinking skills to help all children excel. Leaders have clear plans and support in place to address these minor inconsistencies through targeted training and coaching.

Achievement: Expected standard

All children, including those with special educational needs and/or disabilities, make expected progress from their starting points. Children show impressive physical skills as they lift and carry objects outside. They climb competently and use their strength to transport pebbles in wheelbarrows. They show perseverance when pebbles fall out and try again to balance them. Children develop the required muscles and hand-eye coordination needed for later writing. They squeeze sponges as they clean baby dolls, pour and scoop water and have lots of opportunities to make marks in the environment.

Children confidently put on and zip up their own coats, showing pride as they state, 'I can do it.' Parents and carers say that their children enjoy sharing their learning at home, such as new songs that they have learned. Children confidently use their knowledge in play. As staff read books aloud, children count up to 19 items on the page. Children make 'tea' for the staff in the role-play kitchen and explain that it will be 5 minutes before it is ready. Children develop a number of important skills in readiness for the next stage of their education, including school.

Behaviour, attitudes and establishing routines: Strong standard

Leaders understand the importance of regular attendance and the impact this has on children's development, particularly for disadvantaged children. They work closely with families and other agencies to support all children to attend regularly. Robust multi-agency links enable them to secure additional funding for children that would benefit from additional sessions. These embedded systems ensure that every child makes the most out of their attendance at the setting.

Children benefit from extremely well thought-through, calm routines. Staff have extremely high expectations for children and understand how to support children's emotional needs effectively. Children have frequent opportunities to be calm. Children relax as they explore sensory lights and bubbles. They eagerly call out the colours that they see. Older children learn how to practise yoga. Staff promote a sense of calmness throughout the setting, where children are settled and motivated to learn. Parents and carers have seen particular progress in their children's personal, emotional and social development since they started attending. Staff share ideas to support parents in how to help their children's behaviour at home, and they comment that this has had a positive impact on the whole family.

Children's welfare and wellbeing: Strong standard

Leaders have created a calm, nurturing environment where children's welfare and wellbeing are consistently given the highest priority. Staff know the children extremely well and key persons use this knowledge to effectively tailor the care practices for each child. For example, as babies wake from a sleep, they beam happily as they see their key person. Staff sit and cuddle them until they are ready to transition to the lunch table. Children are not hurried and are given the time to feel emotionally ready for what will happen next. Staff show respect as they ask permission to change children's nappies. These caring relationships value children's emotions and help all children to feel secure and ready to learn.

Children develop an understanding of the importance of making healthy choices. Staff work closely with families to ensure that children are provided with healthy lunch boxes, and they promote good oral health. Children make their own healthy choices as they ask for their favourite fruits at snack time and independently pour their own drinks and spread cheese onto crackers. Children follow robust hygiene procedures. They independently access the 'nose wiping station' and then wash their hands. Children talk confidently about the importance of good handwashing as 'they could have germs on their hands'.

Leadership and governance: Strong standard

The established and experienced leadership team strives to continually improve the setting. Leaders demonstrate a deep understanding of the setting's strengths and know how to address any areas for development. They actively seek feedback from parents, carers, children, staff and other agencies to influence further improvements. This helps them to continually support the children and their families that they serve.

There is a real commitment to continuous improvement, with a focus on staff wellbeing. Leaders provide regular training and support for staff that helps to build on their knowledge and skills over time. They have a focus on ensuring that all children receive quality learning opportunities and consistent care. Clear plans are in place for future improvements. These plans are well thought out and focus on the needs of the children and staff. This has a positive impact on the quality of care that children receive and creates a positive working environment. As a result, staff are happy, feel supported and have progressed in their roles. Staff are highly motivated to upskill their knowledge. They describe the leaders as 'inspiring!'

Engagement with parents and the wider community is a notable strength. Leaders seek specialist advice and support to ensure that staff are well trained to support all children and families. Strategic oversight of the use of additional funding ensures that this has the desired impact on children's outcomes. Parents appreciate the support, advice and guidance that they receive. They talk of how their children enjoy attending and of the progress that their children have made since starting.