The Friary Nursery School Ltd

Inclusion: Expected standard

Leaders have created a culture where all children and families feel they belong and are valued. They work closely with families, other professionals, and external agencies to keep children safe and ensure support, opportunities and experiences target children's individual needs. Leaders are quick to assess and identify children's individual learning and development needs. They actively address and remove barriers to ensure children with special education needs and/or disabilities, and those who have other barriers to their learning make positive progress. For instance, additional funding is used effectively to provide one-to-one support to help children fully participate in learning experiences.

Visual aids help children who struggle to communicate verbally or have English as a second language. The outdoor area has been improved with new resources and a focus on promoting children's independence and social skills. Staff set up activities that allow children of all abilities to participate together. For example, children build on their physical skills and demonstrate some mathematical knowledge when they use large wheels to make patterns using paint. They enjoy activities that celebrate diversity and begin to understand and appreciate differences through stories and discussions.

Curriculum and teaching: Expected standard

Leaders plan a broad curriculum that in the main, promotes children good progress in all aspects of learning and development. A focus on communication and language means children are building their vocabulary and becoming confident communicators. Staff promote children's social and emotional development. Children begin to manage their emotions and behaviour and build secure relationships with staff and their peers. Leaders and staff make effective adaptations to ensure children with special educational needs and/or disabilities, and those who have barriers to their learning can participate. 'Circle time' activities have been split into two groups, which enables children to listen and concentrate better.

Staff assess children's progress and work in partnership with parents, carers and other professionals to identify children's next steps. However, they do not consistently use these next steps to precisely tailor learning to individual needs. For example, children confidently identify basic shapes and colours but are not consistently supported to explore more complex shapes or the properties of shapes to deepen their understanding. In addition, staff do not consistently support children to make meaningful connections in their learning. For instance, when children use shaving foam as 'cement' while building houses with blocks, staff do not always prompt them to link this play to the related story they are reading.

Achievement: Expected standard

Children are meeting their expected targets. Those with lower starting points when they enter the nursery, catch up during their time in the setting. Children with special educational needs and/or disabilities participate in all aspects of the curriculum and learning, which helps them make secure progress. Children are prepared for their next stage of learning, including the move to school. They become independent in personal care routines and understand why good hygiene and a healthy diet is important. They take responsibility for tidying their toys away before going to play outside. During imaginative play, children learn to use tools safely when cutting vegetables. They build communication and language skills when they engage in conversation, share ideas and listen to their peers. Children practice new words to extend their vocabulary, such as cauliflower and broccoli. They develop their understanding of the world when they think about where vegetables grow. They learn which foods need to be cooked and which can be eaten raw, and think about how food is cooked in their home.

Behaviour, attitudes and establishing routines: Expected standard

Leader's work with parents and carers to ensure punctuality and children's regular attendance. Children are keen to come to the nursery. They build secure bonds with their key person and settle quickly. Leaders have created a positive, welcoming environment where children understand the expectations for their behaviour. Staff manage any unwanted behaviour with gentle reminders and age-appropriate explanations of why some behaviour is not acceptable. Children begin to understand the impact their actions have on others, which helps them maintain secure friendships. They treat each other and staff with kindness, care and respect. For instance, children help each other across an obstacle course. They check wooden beams to make sure they are secure before other children cross them.

Children benefit from well-organised, structured routines. Leaders make effective adjustments for children who struggle during transitions or when the nursery is very busy. For example, snack times and 'circle time' activities have been split into two smaller groups. This ensures a calmer, quieter environment where children can communicate and regulate themselves more easily. When children come inside for lunch, they enter the room using a small slide. Staff help children to listen and follow instructions. This makes the transition fun and keeps it orderly.

Children's welfare and wellbeing: Expected standard

Leaders provide an inclusive environment, where high expectations for children's welfare and well-being are clearly communicated. They work in partnership with parents and carers to implement effective care practices that meet children's individual needs. Leaders work closely with other professionals and outside agencies to support children with special educational needs and/or disabilities and share relevant information to keep children safe.

Staff understand the risks of using digital technology and how to keep children safe online. They work with parents and carers to ensure children's access to media and electronic devices are age appropriate. Children develop their understanding of how to keep themselves safe. For example, they build their physical skills and assess risks when they use slides and negotiate obstacle courses safely. They learn to look for traffic and cross the road safely during trips in the local community.

Children establish secure relationships with staff and their peers. They talk about their home, who lives there and any pets they have. Staff help children begin to understand their feelings and manage their emotions. They use praise and encouragement to build children's confidence and self-esteem. This means children are confident to initiate play, engage with others and persevere with tasks. For instance, children work cooperatively to build towers using large blocks.

Leadership and governance: Expected standard

Leaders work closely with other professionals and outside agencies to ensure children are kept safe and have any additional support they need. They make effective adjustments to the environment and routines to support children with special educational needs and/or disabilities, and children who have other barriers to their learning. Parents comment that the nursery has a 'lovely team'. They say staff are inclusive, warm, encouraging and supportive towards the whole family.

Leaders consider staff's well-being and staff feel they are supported well. In general, leaders evaluate their practice to identify strengths and any areas where improvements need to be made, such as changes to the environment, resources or routines. Inexperienced and new staff have support from a mentor to ensure they undertake relevant training and understand their role and responsibilities. However, leaders do not complete targeted evaluations of individual staff practice consistently. This means that gaps in staff's knowledge and understanding are not always identified. As a result, their professional development is not sharply focused on their individual learning needs to raise teaching standards further.