The Alphabet House Nursery School

Inclusion: Expected standard

Leaders and staff demonstrate inclusive practice to ensure that all children, including those with special educational needs and/or disabilities (SEND) or those who may face barriers to learning, are able to participate in all that the nursery provides. Staff are supported by experienced colleagues who are qualified in SEND. This ensures that staff provide precise targets which are unique to individual children. Staff understand their key children well and use a range of different ways to support them throughout their day. Staff build trusting relationships with families to help personalise opportunities and experiences for children. This helps children to feel valued, understood and supports consistency between nursery and home.

Leaders understand how to use additional funding effectively. They work alongside parents and carers and staff to enhance children's experiences and engagement in learning. Staff use observations and adapt provision and routines so that children can thrive. For example, leaders have developed two sensory spaces within the nursery rooms to support children's emotional development and sensory experiences. All children have access and can freely use this space at any time, independently or with support from staff.

Curriculum and teaching: Expected standard

Leaders identify the quality of staff's teaching and curriculum delivery swiftly. Leaders have put in place well-considered plans for improvement, such as around supporting staff's work with children. Staff plan learning opportunities well, both inside and outside, to support all children across the age ranges, adapting teaching where needed. For example, when in the nursery garden, staff encourage children's social skills through teamwork and turn taking with others. Children initiate play with a parachute, and staff encourage teamwork to make the parachute move.

Staff support children's understanding of the world around them. For instance, staff skilfully engage children in play with toy insects. When children discover a real spider, staff help children to investigate, for example, under a microscope. This creates exciting opportunities for children to explore a spider close up, and to develop their curiosity through hands-on discovery. Staff build on children's previous learning well, through stories, songs and counting. Staff support children's communication and language skills through their interactions effectively.

Staff make careful use of their observations and assessments to check what children know. They use this information to tailor their interactions to support children's development. For instance, staff generally adapt routines and teaching to provide extra support for children with special educational needs and/or disabilities, such as by following children's lead in play. Staff make thoughtful decisions responsively, focusing on different ways to support individual children.

Achievement: Expected standard

Children learn well. They take part in a range of learning activities, which they can independently access, to support all areas of their learning. Children show independence as they attempt tasks, such as filling their own water cups or cutting and serving their own snack. These opportunities support their confidence in managing everyday routines. When they need support from staff, they receive positive encouragement to have a go at tricky tasks for themselves.

Children make steady progress from their starting points. Children with special educational needs and/or disabilities or those facing other barriers to learning receive enhanced support. This enables children to take part in all learning opportunities. Children are suitably prepared for transition to school. They learn about real-life scenarios about moving on to school, through listening to staff's carefully chosen animated stories, using children's own photos and experiences.

Behaviour, attitudes and establishing routines: Expected standard

Children generally behave well. Staff carefully consider children's age and stage of development when adapting teaching. Children listen well and are supported by staff to build their emotional security, such as by having cuddles where needed. Staff often use well-considered techniques, such as 'hands on' massage, to support children with their emotions. Staff demonstrate to children how to use pressure and gentle touching of hands, such as gently placing their hand on their own chest and practising deep breathing together. This helps children to understand and manage their emotions generally well.

Leaders have recently placed more emphasis on establishing routines and understanding children's behaviour. However, leaders recognise that this is not consistently embedded across the setting. For example, although staff are calm in their approach, they do not fully explain to children the impact of unwanted behaviour. They do not follow up with clear explanations to ensure that children fully understand how and why to behave well. At these times, some children are unclear on how to manage their behaviour. Leaders work with staff to build consistency with children regarding daily routines. However, at times, transitions can become disorganised and do not support children's understanding of what is happening now or what is coming next.

Children's welfare and wellbeing: Expected standard

Staff are considerate and polite, respecting children's wishes, and they have established caring bonds to ensure that children feel safe. For instance, staff use familiar objects to build children's understanding of care routines. For example, when it is time for nappy changing, staff bring a nappy to show to children and explain carefully what is happening next. Staff thoughtfully promote children's independence, understanding the need for keeping clean, staying healthy and keeping themselves safe. Staff understand the importance of safety during routines, such as when children are eating or sleeping. They follow children's own routines from home, such as sleeping, by working with parents and carers about how to comfort their child to sleep. This supports the emotional needs of all children and provides opportunities for them to express themselves confidently.

Staff generally have strong bonds with children. Staff typically support children to develop an understanding of wellbeing. Children show kindness. For instance, children show care and compassion when playing with dolls and cleaning them up affectionately. Staff provide generally high-quality interactions as they have fun and work collaboratively with children in supporting their understanding of consideration and kindness to the dolls.

Leadership and governance: Expected standard

A recent change to leadership has allowed the setting to review the quality of staff's practice and reflect on areas for improvement. Leaders have taken steps to strengthen the quality of interactions between staff and children, nursery environments and establishing routines. They recognise that these changes will further support children's learning and demonstrate a commitment to ongoing development. Leaders have an appropriate plan for improvement, but further precision is required. Leaders are visibly in the nursery rooms and work alongside staff to model positive practice and interactions, making their own connections with children.

Staff engage in training provided by leaders who monitor this through meetings and supervisions with staff. Staff report feeling well supported by leaders and to enhance their practice through ongoing training. Staff speak highly of the professional learning and development opportunities provided by leaders who support them well. For instance, apprentices value the mentoring and flexibility provided by leaders to support them when needed.

Leaders and staff generally maintain positive relationships with parents and carers and the wider community. Parents typically speak positively about their children's relationship with staff and how children have settled into the setting well. Children benefit from leaders' well-considered gradual approach to joining the setting, and parents take their time when leaving their children with staff. This supports children to feel safe and secure.