Starlings Nursery

Inclusion: Expected standard

Leaders and staff have high expectations for every child. They work closely with families to understand children's individual needs and provide appropriate support. Regular assessment enables staff to identify children's emerging needs at an early stage and implement appropriate additional support. Staff support children with special educational needs and/or disabilities (SEND) carefully during transitions, such as accompanying them on school visits. They work with families and schools to prepare children for their next stage. Leaders also work with external agencies to secure additional support and funding where needed. Leaders use additional funding according to children's individual needs. For example, they purchase large garden equipment to develop children's physical skills.

Children who speak English as an additional language receive appropriate support. Staff use effective strategies to develop children's understanding and communication. They use simple sentences, repetition and key words from children's home languages. Staff adapt routines and approaches to meet individual needs. They adjust supervision and provide additional support for children with SEND. These strategies help children to access learning and take part in nursery life. However, staff do not consistently use additional strategies to support children's understanding. For example, they do not consistently use visual prompts to help children understand what is expected of them. As a result, some children do not consistently access the full range of curriculum and social experiences.

Curriculum and teaching: Expected standard

Leaders implement a curriculum that focuses on the key skills and knowledge children need for their next stage of learning. Staff use this to inform their weekly planning. However, planning does not yet consistently reflect children's individual targets. At times, activities are not sufficiently matched to children's age and stage of development. For example, staff expect young children to hold a pencil correctly before they have fully developed the fine motor skills needed to do this.

Staff use effective teaching strategies and interactions across the day. They narrate children's play, extend conversations and introduce new vocabulary. Communication and language are key priorities. Children enjoy a rich range of books and stories, which foster a love of reading and develop their vocabulary and listening skills. Staff build on children's interests and adapt their approach in the moment. For example, they turn a pretend tea party into a picnic. Children choose a doll and count how many they need. This develops their language and mathematical understanding through play.

Staff reinforce key knowledge and skills throughout the day, making the most of everyday experiences and interactions to extend children's learning. Staff promote diversity by celebrating children's home backgrounds. They create a respectful and tolerant environment where children learn about, and value, differences. Personal, social and emotional development remains a key focus. Staff help children to feel happy, safe and well cared for. They also prioritise children's physical development through regular opportunities outdoors. Children develop their physical skills and confidence through active play.

Achievement: Expected standard

Children and babies sustain focus for long periods and engage well in their play. Children from different starting points generally make effective progress in their communication and language. They develop the skills and knowledge they need for their next stage of learning. Children develop mathematical understanding through engaging play. They use mathematical language naturally as they sort and group teddies by colour. Children develop a love of books and stories. Babies and young children enjoy taking on the role of the teacher and retelling familiar stories to adults. They imitate page turning and use familiar language from the stories.

Children who face barriers to learning typically receive the support they need to work towards their individual goals. However, some children do not benefit from the use of additional strategies to help them engage in all aspects of the day. As a result, these children do not always access the full range of learning and social experiences. This limits opportunities for children to develop the skills and confidence they need for their next stage of learning.

Behaviour, attitudes and establishing routines: Strong standard

Leaders embed a harmonious and respectful culture. They set high expectations for children's behaviour, manners and relationships. Staff model kindness and respect consistently, and children respond positively. Children play cooperatively, show care for one another and form warm relationships with staff. Children feel safe and valued. They confidently seek out staff to share their achievements and enjoy receiving praise from them.

Staff remain calm and softly spoken throughout the day. This creates a settled and positive atmosphere. Children understand daily routines and respond well to them. Staff give children clear notice of what will happen next and adapt routines to meet children's individual needs. As a result, children sustain their focus for long periods and become deeply engaged in their play and learning.

Staff manage children's behaviour appropriately and maintain high expectations for every child. They provide additional support for children who need help to manage their behaviour. Leaders work with families to promote regular attendance and punctuality. This helps children to access the full range of learning and social opportunities available to them. Children demonstrate confidence, kindness and respect in their interactions. They build positive relationships with adults and peers and participate enthusiastically in daily activities. Their positive attitudes and behaviours help them to develop the skills and confidence they need for their next stage of learning.

Children's welfare and wellbeing: Strong standard

Leaders implement highly effective systems that support children's welfare and wellbeing. Tailored settling-in sessions ensure that children settle quickly and form highly secure relationships with staff. Children run to staff to give goodbye hugs and seek them out when they need reassurance. Some simply sit close to their key persons or rest a hand on their shoulder. Staff respond with warmth and sensitivity, creating a deeply nurturing environment where children feel secure, valued and emotionally supported.

Staff are highly responsive to children's individual needs and adapt routines thoughtfully. They help children to recognise, name and manage their feelings. Staff give children time and space when they need it and provide sensitive reassurance when required. Group sessions reinforce these approaches and give children regular opportunities to explore emotions and develop skills to regulate their feelings. These strategies are fully embedded and have a significant impact on children's emotional wellbeing.

Children have daily access to outdoor play and learn about the importance of exercise and fresh air. Staff promote healthy habits through everyday routines and conversations. Children enjoy calm and sociable mealtimes where staff promote positive manners and implement safe eating practices. Staff follow safe sleep practices and supervise babies appropriately. Highly effective hygiene practices are fully embedded, creating clean and welcoming spaces. Children develop independence in their personal care from an early age, confidently managing tasks such as wiping their noses and disposing of tissues.

Leadership and governance: Expected standard

Leaders understand the setting well and have identified appropriate areas for improvement. Regular communication between staff keeps everyone informed and contributes to a cohesive team. Staff work very well together and appreciate the kind and supportive culture. Leaders consider staff's workload carefully and respond to the needs of their team. Regular supervision sessions give staff opportunities to discuss their work, share feedback and raise concerns. Leaders use these discussions to promote staff's emotional wellbeing and respond to individual needs. Staff feel valued and enjoy their roles.

Parents and carers comment that staff listen to their views and keep them well informed about their child's journey. They appreciate the kind and approachable team and the way staff involve them in their child's learning and development. Leaders ensure that staff complete mandatory training and provide opportunities for further training. Although staff have access to continuing professional development, this is not yet consistently matched to individual staff's needs. As a result, these opportunities do not yet have a consistent impact on practice and the quality of provision. Leaders encourage staff to contribute ideas and provide feedback. This helps to maintain a positive working environment where staff feel able to share their views and contribute to ongoing improvement.