The Battersea Nursery And Pre-School Academy

Inclusion: Expected standard

Leaders and staff have effective systems in place to reduce any barriers that children may face in relation to their learning and wellbeing. Staff engage with parents and other professionals to ensure that all children's individual needs are met. For example, for children who speak English as an additional language, staff collect words from parents, use visual aids and learn home languages to support children's communication skills.

Staff effectively monitor children's development through regular observations and monitoring tools, enabling them to quickly identify any gaps in children's learning. They work closely with other agencies to support children's needs. As a result, all children make progress from their starting points. Skilled practitioners have attended relevant training and support staff if they have any concerns about a child's development. The nursery currently does not have any children on roll in receipt of additional funding. However, they do share information with parents about how to access this. Leaders and staff have a good understanding of how they would support children with additional needs and are fully prepared for when they do.

Curriculum and teaching: Expected standard

In general, leaders and staff have an understanding of the curriculum and ensure that it is embedded across the nursery. Staff confidently describe what they want children to learn and how they will support them, including adapting their teaching to support children with special educational needs and/or disabilities. The curriculum is typically taught well and children develop across all areas of learning. Staff complete regular observations and closely monitor children's development. Children develop effective physical skills. For example, young children learn to crawl through tummy time and pull themselves up on furniture as they learn to walk. Older children learn fine motor skills as they learn effective pencil control and give meanings to their marks. Staff support children's early mathematical knowledge well. For instance, young children are encouraged to use number language through play or daily routines. They also explore a range of puzzles as they learn to fit different shapes together. Throughout all activities, staff provide lots of praise and encouragement, supporting children's self-esteem and confidence.

All children are settled and enjoy being at the nursery. Overall, staff support children's communication and language well. Staff are engaging and provide a variety of opportunities for children to share their views and express their ideas. Staff have recently completed training around their curriculum, which has supported them in understanding how children learn and how they can support this. This has had a positive impact on children's development. Children gain confidence in group participation, develop social skills and are encouraged to express themselves.

At times, the quality of teaching is not consistently strong. Sometimes, staff lack confidence when supporting children's communication skills, or do not allow children to try things for themselves during activities to support their fine motor skills.

Achievement: Expected standard

Children develop well from their starting points and are well prepared to move on to their different stages of their learning, such as school. They gain a wide range of skills across all areas of the curriculum and develop a positive attitude towards learning.

Children confidently communicate with staff and their peers and develop positive relationships. They learn to talk about their feelings and the impact they have on others. As a result, they are thoughtful and kind to each other. Children develop strong physical skills. For example, young babies enjoy tummy time as they are encouraged to reach for different toys. Older children explore a range of dance and sports sessions, developing their coordination.

Behaviour, attitudes and establishing routines: Expected standard

Staff are positive role models and have high expectations for children. As a result, children learn to be kind and gentle to their friends, and staff encourage children to think about their feelings and the impact on others. Staff provide a range of opportunities to teach children how to share and take turns through games and daily activities. For example, older children enjoy helping to set the table at mealtimes and giving food out to their friends.

Children have secure relationships with staff, babies enjoy cuddles and seek staff out for comfort. Older children enjoy sharing their news and ideas with the staff who listen well, building children's confidence. Staff know the children very well and consider their individual needs and circumstances when supporting them to meet expectations. Staff follow effective transition processes and spend time getting to know the children and parents before they start the nursery and when children move rooms.

Leaders and staff implement an effective attendance policy and regularly monitor children's attendance, working with parents and other professionals if needed. At times, transitions between activities are not organised as effectively as possible. Children become distracted, lose interest quickly and can be disruptive.

Children's welfare and wellbeing: Expected standard

Leaders and staff implement effective care practices to meet children's individual needs. They adapt these when needed to ensure that all those who face barriers to their learning are included and can thrive. The relationships between staff and children are very positive. Children are encouraged to explore the environment and are given gentle reminders about how to keep themselves safe. They are eager to be in the outdoor area and access a range of equipment and experiences that promote their physical health and wellbeing.

Staff follow effective hygiene procedures and encourage children to learn these as well. Children learn to wash their hands and the importance of this. They also learn about oral hygiene and older children manage self-care routines well. Staff encourage children to be independent. For example, babies learn to feed themselves and older children learn to serve themselves during snack times and pour their own water. Staff implement effective procedures to support children's dietary requirements and talk to children about healthy eating, supporting their understanding of healthy lifestyles.

Staff place a strong focus on supporting children's emotions and encourage children to talk about how they feel. For instance, older children look at different facial expressions and talk about how they feel. As a result, children learn to express their feelings confidently. Staff collect a variety of information, including children's likes and dislikes and other agencies involved in children's learning, to ensure that all children make progress and feel safe and settled in the nursery.

Leadership and governance: Expected standard

The new leadership team has had a positive impact on the setting. They regularly reflect on their practice and identify areas of strength and what else they can do to develop the nursery further. Staff are well supported in their roles and feel valued by the new leadership team, who are mindful of the staff's workload. They have access to a range of schemes to support their health and wellbeing outside of the nursery. Leaders also encourage staff to complete a variety of training, with a keen focus on the curriculum, which has supported staff's understanding of how children learn. However, this could be development further. Leaders also complete regular supervisions and observations, providing feedback to staff to develop their practice and improve outcomes for children.

Although the setting currently does not have any children with special educational needs and/or disabilities attending, leaders and staff have the knowledge and skills needed to support children with additional needs, including working closely with other professionals.

Leaders and staff work closely with parents and involve them in their children's learning. Parents have access to an online application where they can view photographs and progress reports. They attend regular events, such as parents' evenings and celebrations. Staff share a wealth of information to support families at home, such as information about weaning, toileting and sleep routines. However, staff do not consistently provide parents with information about how they can support their children's learning at home.