The Mulberry Bush Waterlooville

Inclusion: Expected standard

Overall, leaders and staff have created an environment that is inclusive where children, including those with special educational needs and/or disabilities needs (SEND), and their families are welcomed and feel valued. Typically, staff and leaders know children well and identify children's needs swiftly. They use their professional judgement to assess children's learning and development to ensure no emerging or changing needs are overlooked. Staff work with parents and other professionals to create specialised plans with targeted support that helps children make the progress they are capable of.

Staff use a range of strategies. For instance, they use signs, visual cues and routines to help all children, including those with SEND, or those who face barriers to their learning or wellbeing, participate in daily routines and learning. Additionally, the recent Makaton training that staff have attended has a positive impact on reducing communication barriers. Children begin to use signing independently, which gives them confidence and supports their emerging speech.

Generally, leaders and staff recognise the importance of working in partnership with other professionals to seek further guidance and advice. Leaders use additional funding precisely to benefit outcomes for individual children. This helps children build on their skills and prepares them for future learning.

Curriculum and teaching: Expected standard

On the whole, the curriculum in place is well-thought-out and considers helping children develop their skills as they transition through the rooms. As such, children typically build on their knowledge, supporting their individual next steps and developmental needs. Mostly, staff understand what they are teaching children and why it is important. However, some staff's knowledge is not secure, which can impact the delivery of intended learning. At these times, children's learning is not supported as well.

Typically, staff know children well and plan activities that they know they will enjoy that support their individual learning. However, there are times when some staff members do not always recognise teaching opportunities to pursue children's interests. This can impact children's motivation and engagement in learning experiences. Despite this, children are curious, inquisitive and seek to find out more by asking questions.

Staff carefully interweave mathematics into children's experiences through planned activities and their interactions. For instance, staff build towers with children and encourage them to count the bricks, notice patterns and talk about sizes. Children make predictions as they anticipate when the tower becomes too high and it will fall down. This helps children explore relationships between numbers and objects.

Achievement: Expected standard

Generally, children, including those who face barriers to their learning, make progress in all areas of learning and development. Children develop socially and emotionally as they play and learn together. They feel secure, safe and are confident in their environment. This supports them as they investigate and explore. For instance, children use their senses to examine sunflowers as they play in the mud kitchen area. They compare the prickly stem to stinging nettles and talk about different textures. Children begin to make sense of the world around them.

Children show increasing skills in carrying out tasks for themselves. For example, they learn to use the toilet independently, put on their hats to protect them from the sun and self-serve at mealtimes. This prepares them well for their next stage of learning, including going to school.

Behaviour, attitudes and establishing routines: Expected standard

Overall, leaders and staff have high expectations of children's behaviour. Children are given clear and appropriate messages about rules and boundaries, which helps them understand what is expected of them. Typically, staff promptly identify times when children need additional support to help them manage their emotions effectively. Positive behaviour strategies, such as, using the dark tent, sensory lights and story sacks, help children, including those who face barriers to their learning, regulate their emotions. This helps children develop the skills they need to become confident learners.

Leaders and staff are reflective and seek to continually enhance the learning environment for children. For instance, new approaches, such as smaller key groups, have effectively supported children's behaviour and improved children's focus and attention in learning. These strategies have a positive impact on children's behaviour and are on their way to becoming fully embedded in children's daily routines.

Generally, staff support children's personal, social and emotional development well. They help children recognise their emotions by labelling their feelings. Staff read stories to children, which helps them develop their emotional literacy, empathy and understanding of how others may feel. Staff develop secure attachments with children and help them feel safe, valued and cared for.

Children's welfare and wellbeing: Expected standard

On the whole, policies and procedures to support children's health and wellbeing are generally understood and implemented well across the setting. Children play, explore and learn in an environment that is safe and promotes healthy lifestyles and routines. For example, children take part in daily yoga sessions where they learn to control their breathing and stretch their arms and legs. This supports their emotional health and promotes positive awareness of physical activity and rest. In addition, children are given ample opportunities to learn about healthy foods and the positive effects that eating well has on their bodies. For example, they grow their own vegetables in the nursery allotments and staff talk to them about healthy choices while they eat. Children learn how eating and drinking well supports their growth, wellbeing and give them energy.

The key-person arrangements help children build positive relationships and trust in those who care for them. Staff are kind, caring and have established genuine bonds with children and their families. Staff recognise the importance of parental partnerships and ensure effective communication to keep them updated with changes in routines, such as sleeping, weaning and development. This ensures continuity in care and learning.

Leadership and governance: Expected standard

Overall, senior leaders have effectively managed recent changes to the leadership team with minimal impact on the day-to-day running of the nursery. However, policies and procedures were not robustly followed, leading to breaches of requirements regarding supporting children with known allergies. Leaders have since reviewed their policies and implemented additional processes to ensure children are not given food or drink that they cannot have. The improved arrangements have strengthened practice and ensure children's needs are effectively met. Leaders are reflective and passionate about making the necessary changes to further improve outcomes for children.

Leaders value their staff team and help them grow within the company. Staff report high morale and feel well supported by those in charge. Leaders offer bespoke training that helps staff enhance their skills. Staff share how recent training, such as emotional literacy support assistance, has helped them support children's emotional needs. This has a positive impact on children's emotional wellbeing, resilience and self-regulation.

Leaders and staff work with local schools to ensure transitions are smooth. They put in place additional support for children who face barriers to their learning. Additionally, leaders and staff organise parent meetings to help parents navigate and support children through this transition. This helps prepare children and their families for the future.