The Nest

Inclusion: Expected standard

Overall, leaders and staff have an appropriate understanding of how best to support individual children who face barriers to their learning. They have the experience and knowledge of how to work closely with external professionals. This means there are early steps taken when needed, to narrow any gaps and reduce barriers in children's learning.

Staff work hard to ensure that the youngest of children are successfully supported in their transitions, particularly between the babies and toddler provision and with the nearby pre-school. As children grow and develop, staff are able to identify where they may need to apply more focused support for individual children and their families. For example, when new siblings have joined a child's family or there is exposure to other languages in the home. Staff regularly observe and assess children to establish what support children need to further reduce gaps in learning.

Leaders give staff opportunities to undertake additional training based on the needs of the children. For example, a training programme has been made available for those staff who have shown an interest in assisting the special educational needs coordinator.

Curriculum and teaching: Expected standard

Staff implement a broad and balanced curriculum which covers all areas of learning. Leaders and staff have a particularly strong focus on children's social, physical and communication skills. However, there are occasions when staff do not consistently consider the age and stage of development of the children. For example, books are occasionally pitched too high for children's understanding, and this can limit the possibility for children to understand and absorb the information effectively. However, all children develop a love of books as staff share stories with expression and enthusiasm.

Staff interactions typically support children's developing knowledge in mathematics, which is often woven into daily routines, such as counting fruit pieces at snack time. They model the use of fingers to calculate amounts for the children, and this supports their early counting skills. Staff are aware that some adaptations are needed in their teaching methods to support the understanding of children who may have barriers to their learning, such as children who have English as an additional language and those children who need more support with developing their vocabulary.

Observation and assessment is used effectively to establish children's existing knowledge and the areas they may need to be learning next. This information is shared with parents so that they can support children's learning at home. The environment is thoughtfully planned by staff to give children the best support for their physical development. There is ample space for children to run around and negotiate obstacles. Babies are able to pull themselves up and build on their core strength in preparation for walking.

Achievement: Expected standard

Typically, children make expected progress from their starting points, including those who face barriers to their learning. Children develop growing knowledge and confidence through their interactions, exploration and play. For example, older babies climb steps which helps to develop the muscles used for walking. Younger babies sprinkle sand onto their legs and splash in water with their hands, which helps to strengthen their arm and hand muscles. Everyday routines, such as mealtimes, help develop children's increasing independence skills as they persevere and master how to use a spoon to feed themselves with.

Children are gaining the skills needed to become confident communicators. They are given time to respond with their own thoughts which helps them to feel valued. However, children do not always make the best possible progress in their communication and language development. For example, they do not consistently hear new words during play and activities to extend their vocabulary. However, children are exposed to language through their enjoyment of stories, songs and rhymes and through this, they develop the skills needed for their next stage in their learning.

Behaviour, attitudes and establishing routines: Strong standard

Children demonstrate high curiosity and excellent attitudes to their own learning, including those children who face barriers to their learning. They show confidence, independence and a willingness to try new experiences and activities. This helps to prepare children to be curious learners and be ready for the next stage in their education, such as moving on to pre-school.

Staff are excellent role models. They are loving, gentle and respectful which positively impacts on the way children treat each other, the resources and the environment. Staff embed and implement highly effective routines which support children to understand what is expected of them. For example, staff respectfully ask children if they are ready to have a nappy change and wait for a short time if children are engaged in activities. This supports children's body autonomy and establishes mutual respect between staff and children. Overall, children move with ease between activities and are beginning to develop an understanding of what will be happening next.

Staff respond quickly to children's needs. They provide a loving and responsive environment where children learn about 'gentle hands' and kindness. Leaders work with parents to suggest ways to remove barriers to regular and timely attendance. As a result, children attend regularly and on time.

Children's welfare and wellbeing: Strong standard

Leaders put children's wellbeing at the centre of all that they do. Their policies and practices ensure children's welfare is always promoted. As part of the setting's curriculum, staff teach children how to stay healthy and safe. They use routines, such as snack and mealtimes, to help children to understand how to make healthy choices. Staff teach children independence skills, including wiping their hands and faces and feeding themselves at lunch times.

There is a strong, clear focus on supporting children's emotional health. Leaders work with families to gather detailed information about children's backgrounds and experiences, and they provide highly individualised support for children's health and wellbeing. For example, staff are fully aware of the different weaning stages of babies and how to safely manage children's dietary and medical needs. They are scrupulous in their approach to safer eating and sleeping practices.

Staff are very responsive to all children, including those who face barriers to their learning. They build loving and secure attachments with children, which contributes to children's high sense of belonging and strong self-esteem.

Staff successfully manage transitions, both into the setting and into the nearby pre-school. With great care, they provide a very personalised and flexible approach. Children demonstrate that they are very happy and content. They reach out their arms to the staff, who respond with love. The sound of laughter echoes throughout the nursery as the children enjoy their physical play and being close to the staff.

Leadership and governance: Expected standard

Overall, leaders show a clear understanding of the setting's strengths and areas for improvement. For example, they are currently developing a larger room to further support children's enjoyment and engagement in messy play activities. In addition, they have recognised that some of the story books need adapting to meet children's age and stage of development more effectively. This has been identified but plans to replace them have yet to be fully embedded.

Staff say they feel valued and listened to, and that the nursery is a wonderful place to work. They appreciate the kindness of leaders and the 'hands on' approach that they provide in the nursery. Leaders give careful consideration for staff's wellbeing. Staff are provided with continuous opportunities for professional development.

Leaders work collaboratively with external professionals, such as the local authority's early years advisers and staff from other nurseries which children may also attend. They believe that partnership working has a profound effect on children and families. Typically, leaders prioritise decisions that are in the best interests of all children, including those who face barriers to their learning.

Parents' comments state that children make progress particularly in the areas of independence, confidence and curiosity. They value the effective communication from staff and state that their children are extremely happy and enjoy attending the nursery, mentioning that staff are warm and nurturing.