Strong Tower Around The Clock Nursery

Inclusion: Expected standard

Leaders know children well. They work closely with parents and carers from the start to identify children's backgrounds, interests, family circumstances and individual needs. Staff gather information through the settling-in period, discussions with parents and observations and assessments. This helps leaders and staff to identify children's strengths and any areas where they may need more support. Staff use this information to adapt their approach and plan appropriate next steps for children that reflect children's individual needs.

Where children need additional support, leaders and staff work in partnership with parents, and where appropriate, other professionals, including children's social care. This helps to reduce barriers to children's learning and wellbeing. Staff typically adapt their interactions to children's needs using appropriate communication strategies, including simple language, repetition, gestures and one-to-one support. This encourages children's understanding and participation in activities. Children generally receive support that reflects their needs and enables them to participate alongside their peers. Leaders continue to improve staff practice so that this support is consistently delivered across the setting.

Leaders monitor children's development and adapt support as needed. This helps to reduce barriers and gives opportunities for children to participate in the daily routines and activities within the nursery. Leaders work in partnership with parents when identifying and supporting children's individual needs.

Curriculum and teaching: Needs attention

Staff do not implement the planned curriculum well enough to extend children's learning. Although appropriate activities and resources are available, staff do not use high-quality interactions effectively to extend children's communication and language or build on what they already know. For example, during an activity with rice, staff do not consistently use opportunities to extend children's communication and language. This causes children to move away and not develop their learning further.

Children enjoy songs and stories linked to themes, such as 'We're Going on a Bear Hunt'. Staff use repeated sounds, such as 'swish swish' and 'squelch squelch', relating to the story. Older children enjoy mark making and using their fingers to count numbers, while babies enjoy 'mess-free paint' and exploring treasure basket activities. However, not all staff sustain children's engagement throughout activities.

Staff adapt activities to meet individual children's identified needs. However, the quality of teaching does not maximise learning opportunities for the wider group of children. Leaders recognise the importance of improving the implementation of the curriculum. They are working to support staff to strengthen their practice. However, these improvements are not yet fully embedded. As a result, teaching does not maximise children's learning across the curriculum.

Achievement: Needs attention

Children's achievement is not fully maximised. Some children move on from activities before their learning is developed. As a result, children do not always build securely on what they already know. This limits the progress they make through the curriculum.

Children enjoy joining in with stories, songs, sensory and mark-making activities. Babies explore sensory resources while older children practise counting, shapes and mark-making activities. Children develop increasing independence through everyday routines. They learn to use the toilet independently, wash their hands, serve themselves and use cutlery during mealtimes. They also take turns during snack times. However, children do not always benefit from learning experiences that support their knowledge and understanding across the curriculum. Children have opportunities to develop physical skills through indoor climbing, soft play and regular outings to the local park.

Behaviour, attitudes and establishing routines: Expected standard

Children generally behave well. They respond to the clear routines and expectations established by leaders and staff. Children follow familiar routines throughout the day. For example, they line up to leave the activity room to wash their hands before mealtimes and sit together for group times. Staff use calm and consistent strategies to support children's behaviour, taking account of children's individual needs. For example, they respond patiently when children need support to follow a familiar routine. Staff give children time and offer reassurance to help them to meet the expectations of the setting.

Children form close relationships with staff. They approach them for comfort and support. Children generally play well together and receive support to wait patiently and take turns during routines. For example, during snack time, children wait for their turn to choose fruit from a serving plate. This helps them to develop patience and consideration for others. Children generally apply what they learn during everyday routines. For example, children understand sharing, demonstrating kindness and consideration for others when they eat.

Leaders promote the importance of attendance. They monitor children's attendance and know which children are expected each day. Leaders promptly follow up on any unexplained absences with parents. This helps to promote children's safety and wellbeing.

Children's welfare and wellbeing: Expected standard

Children develop warm and secure relationships with staff, who know them well and respond to their individual needs. Children generally appear settled, happy and emotionally secure. Staff use calm and consistent strategies to support children's emotional wellbeing. They help children to recognise and manage their emotions during everyday routines. For example, staff gently encourage children to follow familiar routines and use their individual interests, such as their favourite songs to redirect them to activities.

Children also receive support to develop an understanding of their health and wellbeing. For example, they have circle-time discussions about keeping safe in the sun, including the importance of wearing hats, applying sun cream and drinking water. Staff promote children's independence through everyday routines, including handwashing, toileting, serving food and using cutlery during mealtimes. Leaders and staff work with parents and carers and external professionals, including children's social care, to meet children's individual needs and reduce barriers to their wellbeing. Parents generally speak positively about the care their children receive, including flexible settling-in periods and advice and support, such as introducing solid foods. Leaders and staff provide parents with regular feedback both verbally and through electronic communication.

Staff follow appropriate hygiene procedures, including cleaning tables before meals, wearing gloves during personal care and cleaning nappy changing areas. They encourage children to wash their hands throughout the day. Staff use songs and model positive manners to help support positive mealtime routines. They support children's sleep routines in line with safer sleep guidance. Staff monitor, record and share information about sleep times with parents. Children enjoy healthy and nutritious meals that meet their dietary preferences. They have daily opportunities for physical play to support their health and physical wellbeing.

Leadership and governance: Expected standard

Leaders have identified the need to improve the implementation of the curriculum and the quality of teaching across the staff team. They are supporting staff through room observations, discussions and modelling practice. However, these actions have not yet been fully embedded to have an impact on the quality of teaching provided across the staff team.

Leaders demonstrate a clear understanding of the setting's strengths and areas requiring further development. Leaders have identified strengths, such as partnerships with parents and carers and positive relationships between children and staff, as well as areas for development. Leaders use a development plan to identify priorities for improvement and monitor progress.

Staff report that leaders are approachable and they can seek support whenever needed. Leaders use regular supervision sessions to discuss practice, any concerns staff may have and any changes leaders need to be made aware of. They also discuss staff wellbeing and any support they may need.

Leaders and staff have built positive relationships with parents. Staff provide daily feedback, photos and updates shared online. Parents appreciate these because they are kept up to date with what their children are doing at nursery. Parents speak positively about the setting and the care children receive. Staff also work with professionals to support children with their needs, including those who are known to children's social care.