Stoke Newington Nursery and Pre-school

Inclusion: Expected standard

Leaders create an inclusive culture, where children's individual needs are identified and understood. They gather detailed information from families when children start. Staff work closely with external professionals, including health visitors and local authority services, to assess children's development and identify any barriers to their learning and wellbeing. Leaders also liaise with social workers and carers to support children who are known to children's social care to transition into the setting. This ensures that support is in place for children from the start.

Leaders take purposeful action to reduce barriers to children's learning. For example, they adapt children's attendance patterns to increase access to learning experiences. Staff provide targeted resources and activities to support children's confidence, communication and physical development. Leaders use early years pupil premium funding thoughtfully. For example, they provide opportunities for children to take part in group activities and access resources that support their development. Staff monitor children's progress regularly through assessment and review the impact of support in partnership with families and professionals.

Staff receive guidance and training to support children with special educational needs and/or disabilities. Leaders work closely with families and professionals to shape support and ensure children are included in daily experiences. However, agreed approaches to supporting children with special educational needs and/or disabilities are not implemented consistently by all staff. As a result, some children are not always supported as effectively to understand routines, communicate their needs and engage fully in the provision.

Curriculum and teaching: Expected standard

Leaders have designed a broad and balanced curriculum that reflects the needs and interests of the children attending. They prioritise children's communication and language, personal, social and emotional development and physical development. For example, staff encourage babies' early movement as they begin to stand, cruise and explore. Older children take part in outdoor activities that support their physical development, such as climbing, balancing and ball play. Leaders regularly review the curriculum and use assessment information to identify areas for development and adapt provision accordingly.

Staff use their knowledge of children's interests and stages of development to shape teaching. For example, children develop early mathematical understanding as they count during outdoor play and explore capacity when pouring water. Staff introduce new vocabulary during activities. For example, they describe how ingredients 'blend' during cooking or discussing textures when children explore natural materials. In the baby room, staff use songs, props and repetition to support children's early communication and engagement. Staff adapt their teaching to support children who face barriers to learning, helping them to access experiences alongside their peers.

Staff use assessment to understand what children know and can do. They use this information to plan children's next steps in learning. However, staff do not consistently support older children's listening, attention and communication during some group times. As a result, at these times, teaching does not consistently build on what children already know and can do or engage all children fully in learning.

Achievement: Expected standard

Children make progress from their starting points across the areas of learning. Babies develop increasing confidence as they explore their environment. They begin to communicate through sounds, gestures and early words, and gain control of their movements. Toddlers develop their understanding of routines, join in with familiar songs and stories. They begin to use a growing range of words to express their needs and interests. Older children build knowledge and skills through activities that reflect their interests. For example, they extend construction play and engage in creative and physical experiences.

Children who face barriers to their learning and wellbeing, including those who receive additional support, make progress from their starting points. Disadvantaged children benefit from targeted use of funding, which helps them to develop confidence and participate more fully in daily experiences.

Children develop skills that support their next stage of learning, including increasing independence, communication and social interaction. However, due to some variations in teaching during group times, older children do not consistently deepen their communication and language and build securely on what they know and can do.

Behaviour, attitudes and establishing routines: Expected standard

Leaders have established a caring environment where positive relationships between staff and children are evident. Children are generally settled and demonstrate a sense of belonging. Staff support children to develop early social skills. They encourage children to share and taking turns, for example, when using outdoor equipment or engaging in small-group activities. Children begin to recognise and express their feelings, such as during daily routines where they identify how they feel and talk about their experiences.

Leaders promote the importance of attendance and punctuality effectively. Staff follow up unexplained absences promptly and maintain regular communication with families. This supports children to attend consistently and helps establish secure routines. Staff consider children's ages and stages of development when supporting their behaviour. In many parts of the setting, particularly in the baby and toddler rooms, staff generally reinforce expectations clearly and help children to remain engaged. For example, younger children children receive support to listen and respond during story times.

However, the expectations for children's behaviour and daily routines are not yet securely and consistently embedded across all areas of the provision, particularly for older children. During some group times and transitions, staff do not consistently reinforce expectations or support children to listen, take turns and remain purposefully engaged. As a result, some children do not consistently demonstrate positive attitudes to learning or fully participate in routines.

Children's welfare and wellbeing: Expected standard

Leaders prioritise children's welfare and wellbeing and ensure that care practices meet children's individual needs. Overall, staff know children well and respond sensitively to their routines and preferences. For example, they manage babies' sleep arrangements carefully, with regular checks to ensure their comfort and safety. Younger children receive support during nappy changing in a calm and respectful manner. These approaches help children to feel secure and develop trusting relationships with staff.

Children form positive attachments with staff, who provide reassurance and support throughout the day. Staff help children to develop healthy habits. For example, they encourage to wash their hands before meals and drink water regularly, explaining that it is important to stay hydrated. Children benefit from experiences that promote their physical development, such as exploring different outdoor equipment. They also begin to understand healthy choices through activities, such as preparing and tasting fresh foods.

Staff support children to recognise and express their emotions. For example, they encourage children to talk about how they feel and support them to manage their emotions appropriately. Overall, care practices are particularly effective for babies and younger children.

However, some daily routines for older children are not yet as consistently purposeful. At times, staff do not consistently support children to remain engaged during routines. This means opportunities to further promote children's emotional wellbeing, independence and positive engagement are not consistent.

Leadership and governance: Expected standard

Leaders have a clear understanding of the setting's strengths and the needs of the community it serves. They have established priorities, including strengthening communication, independence and inclusive practice. Leaders make decisions in the best interests of children, particularly those who face barriers to their learning and wellbeing. They work in partnership with families, social care professionals and other agencies to support children's development.

Leaders support staff effectively. Staff report that they feel valued and benefit from ongoing professional development. They benefit from training, regular meetings and guidance from managers and pedagogy coaches. Leaders consider staff wellbeing and workload in their decision-making and provide opportunities for staff to reflect on practice. Leaders also monitor key aspects of provision, such as attendance, accidents and risk assessments, to maintain oversight of children's experiences.

Leaders have identified areas for improvement and have taken action. This includes providing training and introducing agreed approaches to support children's communication, behaviour and inclusion. However, these priorities are not yet securely and consistently embedded across daily practice. As a result, there is variation in how effectively staff implement agreed approaches to support children's engagement, routines and participation.