St. Peter's Nursery School

Inclusion: Expected standard

Leaders and staff take time to get to know each child and their family. They work with parents and carers from the outset. This helps staff to identify any gaps in children's learning or those children with special educational needs and/or disabilities early on. Leaders work in partnership with external professionals. This two-way approach helps children to typically progress in their learning and development.

Leaders have improved support for children who speak English as an additional language. Staff have completed training to support these children. For example, staff use visual prompts and simplify language for children. This is effective in helping children to develop their language skills and their confidence in forming relationships with their peers.

Staff provide focused interventions that support children to develop their language, as well as their ability to communicate through other methods. This promotes children's confidence and ability to make friends. However, leaders do not recognise when staff need support to ensure that transitions are adapted to support children's individual needs. This means children do not benefit from these times to further their learning and development.

Curriculum and teaching: Expected standard

Since the last inspection, leaders have improved the curriculum. They are clear about the curriculum design and how this supports children with special educational needs and/or disabilities and children who may face barriers to their learning. Leaders use regular supervision sessions and their observations to develop the skills staff need to adapt their teaching and extend children's learning as they play.

Staff plan and deliver activities where children learn and practise age-appropriate skills and knowledge. They support children who speak English as an additional language. For instance, they plan small-group times and use stories with props. This helps all children to develop their communication and language.

Staff plan ample opportunities for children to develop their physical strength and coordination. Children explore and move in a variety of ways, such as climbing, balancing and running. Staff use these experiences to strengthen children's large-muscle skills, balance and coordination. For instance, children scoop sand as they search for dinosaurs and recall the names. Younger children are curious as they learn how to use a water fountain while they explore the role-play lily pads and frogs. Staff count alongside children, supporting their early mathematical knowledge.

Staff sensitively consider the needs of children who have been identified as requiring additional support. However, transitions are not yet effective and are unorganised at times. Staff try to manage too many children at once while they wash their hands, use the bathroom and move between the garden and indoors. This means that children do not benefit from learning through the routines of the nursery.

Achievement: Expected standard

Children are developing their language and communication skills. They engage in group activities that focus on supporting their speech and language skills. Children recall new vocabulary, such as 'jellyfish', as they revisit familiar stories. Children take turns as they create structures with blocks. Children count in their play and use language such as 'big' and 'small' as they compare the sizes of dinosaurs. Children develop their independence as they learn to use cutlery at mealtimes.

Overall, children achieve well from their starting points and gain skills that prepare them for their move on to school. Children do not benefit from learning through the routines of the nursery and become distracted due to the lack of organisation at these times.

Behaviour, attitudes and establishing routines: Needs attention

Overall, children enjoy attending the nursery and generally engage well with the activities available. However, leaders do not ensure that staff support children effectively at times of transition. Although children know the routines, staff do not manage these effectively. Staff do not support children with clear instructions. This causes children to tend to run and push each other. Staff do not consider how to support children with their self-care, as they take too many children at one time to the toilet. This means children are not sure what is expected of them and run around, pulling tissue from the hand dryer. Furthermore, as children line up and move between the indoor and outdoor environments, they tend to push their peers in front. This means children do not learn from the intended learning opportunities at these times, including children with special educational needs and/or disabilities.

Leaders have improved group times. Children listen well to the attentive staff, who deploy themselves effectively. However, leaders have not recognised transitions as an area for development or how to improve staff's approach to supporting children's behaviour. Leaders promote the importance of children's regular attendance. They monitor attendance patterns and work with families to support children's consistent routines. This helps to promote a positive attitude towards future attendance at school.

Children's welfare and wellbeing: Expected standard

Leaders and staff prioritise the wellbeing and welfare of all children, including those who are disadvantaged and those with special educational needs and/or disabilities. Staff develop positive relationships with children. Children leave their parents and carers with ease and settle quickly. Staff are warm and caring, which helps children to feel safe and secure. They plan engaging learning environments and follow children's interests. Staff ensure that children spend time outdoors every day.

Children learn the benefits of healthy foods as they grow fruits such as strawberries. Furthermore, during mealtimes, staff talk to children about healthy foods and encourage them to make choices that support their growth and development. Generally, children learn to be kind to one another and share resources. They play cooperatively with their friends. Typically, staff implement suitable hygiene practices to help children develop healthy habits for the future. However, some of these times are disorderly, and staff do not support children's engagement.

Leadership and governance: Needs attention

Although leaders are able to identify areas of improvement, they have not ensured that there is a named deputy manager in place. This is a breach of requirements. This means they have not identified an appropriate person to manage in their absence with the relevant support and coaching.

Since the last inspection, leaders have focused on targeted teaching in group times to support children's communication and language. Staff report they are well supported. They comment on the training they have received to implement strategies to support children who speak English as an additional language. However, leaders do not recognise the impact of planned transitions and how they can manage these effectively to support children's behaviour and learning.

Leaders have established positive relationships with parents and carers. They use a variety of ways to engage parents in supporting their children's next steps and to understand their child's developmental stage. For instance, leaders invite parents into the nursery for play sessions. This helps staff to strengthen their relationships with parents even more.

Leaders work with external professionals so children, including those with special educational needs and/or disabilities and those who face other barriers to their learning, receive appropriate and targeted support. This two-way approach helps children make typical progress in their learning and development.