Summerfields Nursery

Inclusion: Expected standard

When needed, leaders engage effectively with families, the local authority and external agencies, to monitor individual children. This means that personalised plans are put in place for individual children who need them. Staff are trained in using different strategies to communicate with children who are not yet able to communicate fluently by speaking. Pictures help children understand what is happening next, so that children who struggle with changes in the routine are prepared well.

Leaders adapt the curriculum to make sure it is fully inclusive to every child. All children participate in outings and regular trips in the local area, such as to the supermarket and library. Staffing ratios are adapted to ensure that each child receives the level of support they need to benefit fully.

Leaders use funding wisely to enhance staff training, and make sure that staff have the skills they need to support every child. Additional staff are employed so that children who require extra support benefit from plenty of individual attention.

The curriculum is regularly reviewed by leaders to make sure that it reflects the cohort of children attending and the local community. Parents who speak other languages are invited in to the nursery to read stories to the children in their home language. This helps children to learn about the needs and lifestyles of others, and broadens their understanding of the importance of inclusion.

Curriculum and teaching: Expected standard

Leaders have created a curriculum that enables children, including those with special educational needs and/or disabilities, and those who face other barriers to their learning, to develop their interests and curiosity. Much time is spent outside, as leaders know that this is how many children prefer to learn.

Staff quickly identify any gaps in children's development and adapt their teaching to address these. For instance, they know that some children need extra help with their language skills. Many activities are carefully planned to introduce children to new words. Small-group activities enable children to hear new words clearly and use them in their conversations.

Leaders prioritise children's mathematical skills. Staff encourage children to count and work out simple problems as part of their play. For instance, when playing with water, staff encourage children to consider whether items will float or sink. Children delight in predicting what will happen each time, reflecting their positive dispositions to learning.

Most aspects of the nursery routine are used well to support learning. However, the current arrangements for snack time mean that children are unable to be independent and practise skills they can manage easily. For instance, staff pour their drinks and prepare food for them. Leaders recognise this is an area that they can develop further.

Achievement: Expected standard

All children, including those with special educational needs and/or disabilities, develop a range of skills and knowledge that helps them become ready for starting school. There is a particularly strong focus on building children's social skills and helping them to become confident communicators. Children demonstrate kindness and respect for others. They take turns during activities and share resources well. For instance, in the mud kitchen, children choose their favourite containers to fill and create their own recipes. They talk to each other about what they are doing and what they are making. Children play together happily. This contributes fully towards the happy and homely atmosphere that is evident in the nursery.

Children develop good concentration skills. They show sustained interest in their favourite activities. They are curious to find out more and explore other ways of doing things. For instance, when children roll cars down drainpipe tubes, they recognise that changing the angle of the slope makes the cars go faster or slower. Children show fascination for this, and demonstrate a real interest in learning.

Behaviour, attitudes and establishing routines: Expected standard

Children build warm relationships with their friends. Staff model expected behaviour levels, and children are encouraged to be kind, respectful and caring towards others. Children talk about their friends happily and older children resolve minor differences easily.

Children develop good levels of independence. They confidently find their name when they arrive, and understand they must self-register for snack time. They choose their own activities and are confident in asking for help from staff, if needed. Children wash their hands after toileting and understand why this is important. Children manage these simple tasks competently. Although they show increasing levels of independence, staff do not always use opportunities in the daily routine to help children practise these. For instance, at snack time, staff do things for children that they are capable of managing themselves. For example, this includes pouring drinks and preparing foods to eat.

Attendance is rigorously monitored. Leaders promote punctuality and regular attendance to help families establish good habits that support children's learning. Leaders know when parents may need some extra support, and offer useful advice to help.

Children's welfare and wellbeing: Expected standard

Staff build trusting relationships with parents and carers. Any concerns about a child's welfare are quickly identified and addressed. Staff work sensitively with parents to refer them to relevant family support services, if needed. This means that any family facing crisis or disadvantage receives help promptly.

Staff know their key children well. They gather detailed information from parents and carers to learn about children's individual needs. This approach helps children to feel safe and emotionally secure. It also enables staff to reduce barriers to children's learning, such as by understanding any emotional challenges that children may be facing at home.

There are opportunities for children to learn how to manage their emotions. Staff talk to children about how they are feeling, and how this impacts on their behaviour. Children learn from a young age how to explain their emotions so that staff can help them. These strategies quickly help children to regulate their feelings and help to modify their behaviour.

Children learn about the importance of staying healthy. They benefit from regular physical activity in the garden, where they can climb, balance and move in a variety of ways. Although they are introduced to healthy eating initiatives, the lunch provision and some of the drinks children have do not reinforce these messages.

Leadership and governance: Expected standard

Leaders understand the positive difference they make to children and families who may be more disadvantaged than others. They recognise the issues affecting local families, and work hard to build trusting and supportive relationships with all parents and carers. This helps to create an inclusive community, and one where every child's needs are given high priority.

Leaders work with staff to continually review the quality of provision and identify further ways to improve. Recent investment has been made in the garden, which has significantly enhanced the provision for outdoor learning. Leaders accurately recognise where further developments can be made to the delivery of the curriculum, and how children's learning is planned for during routine activities.

Leaders use funding particularly well. Each term, they carefully assess the needs of individual children and use funding to purchase new resources, provide new experiences for children, and offer an increased number of staffing. These measures support the positive levels of progress that children make; particularly those with special educational needs and/or disabilities, and those who face other barriers to their learning. Staff confirm that high priority is given towards ensuring their wellbeing.

Leaders have made significant improvements in building positive relationships with parents and carers. Information is shared easily, and parents are invited to regular social events. Leaders recognise that this partnership can be developed further, particularly in helping parents become involved in children's learning at home.