The Nest Nursery

Inclusion: Needs attention

Weaknesses in the curriculum, routines and staff interactions have an impact on children who require additional support. Staff are not always well equipped to adapt experiences to help children take part in activities, particularly when children play outside. Although leaders have recently introduced training and additional management support, these actions are in their infancy and their impact on improving outcomes for children is not yet evident. This means that children do not develop the skills and knowledge they need for later learning.

Leaders demonstrate a commitment to inclusion. They are beginning to strengthen systems to identify children who may require additional support. Leaders work with parents and carers and seek advice from other professionals. However, these systems are not yet embedded or consistently effective in ensuring that children receive timely and appropriate support to meet their individual needs. Communication between leaders, managers and staff is not always effective. Information relating to children's individual needs, health care plans and support strategies is not consistently shared or understood by managers. This means that children do not always benefit from a coordinated approach to meeting their needs.

Curriculum and teaching: Needs attention

Leaders do not have an accurate enough understanding of the weaknesses in the curriculum and the quality of teaching across the nursery. Although leaders have recently identified areas for improvement, these plans are at an early stage and are not yet having a consistent impact on children's learning and development. As a result, the curriculum is not implemented effectively across all rooms, in particular the baby room.

Although staff use some observations of children's learning to inform their teaching, this is not effective. For example, younger toddlers sit and watch staff as they write 'A, B, C' on a blackboard. They spend periods looking around rather than engaging in the planned learning. This is because the activities are too hard for children. The curriculum does not consistently reflect children's age, stage of development or individual learning needs. This means children do not build their knowledge and skills over time.

Staff are variable in their interactions with children. This means that they do not consistently promote children's communication and language and early mathematical development. Some older children show a keen interest in stories and songs, which helps them to develop their vocabulary. However, these strengths are not consistently embedded across the nursery. Consequently, all children, including those with special educational needs and/or disabilities, do not consistently benefit from a well-sequenced curriculum that helps children to make progress from their starting points.

Achievement: Needs attention

Children's achievement is not consistent because of weaknesses in the curriculum and the quality of teaching. As a result, some children do not develop the knowledge and skills they need for their next stage of learning. Young children lose focus on the planned activities. This is because they are not sufficiently matched to their age and stage of development. Although some older children show a keen interest in stories, younger children do not consistently benefit from an environment rich in language. This means children do not develop their early vocabulary to support their communication and language skills. Older children learn the daily routines in their room. They sing as they transition between activities, such as tidying up to go outside. Younger children are frequently unsettled due to weaknesses in the daily routines. Younger children do not develop an understanding of early mathematics due to weaknesses in the curriculum and teaching. Children develop their large muscles as they climb apparatus.

Behaviour, attitudes and establishing routines: Needs attention

Children's behaviour, attitudes and understanding of routines are not consistently well supported, in particular in the baby room. Children generally respond positively to familiar adults and show an interest in their surroundings. Weaknesses in the daily routines mean that children do not always experience a calm and purposeful learning environment. Younger children are frequently unsettled during transitions, mealtimes and periods of free play. Staff do not consistently prepare children for changes in routines or support them to understand what will happen next. As a result, some children become upset and are unsure what is expected of them.

Staff interactions are not consistently purposeful to promote children's engagement and positive attitudes to learning. For example, younger children spend prolonged periods waiting or observing play rather than actively participating in meaningful experiences.

Opportunities for children to develop independence are not consistent. Staff tend to carry children a lot, which reduces opportunities to develop their physical skills. Staff wipe children's hands and faces with little interaction or encouragement for children to develop their own self-care skills. This limits children's confidence and ability to develop self-help skills. Older children listen well to staff as they wash their hands before mealtimes. Leaders have systems in place to monitor children's attendance. This helps to keep children safe.

Children's welfare and wellbeing: Needs attention

Leaders do not consistently promote children's welfare and wellbeing. Although they recognise the weaknesses in daily routines and staff practice, particularly in the baby room, they have not taken timely, sufficient actions to improve these identified priorities. This means that some children do not always receive the responsive care they need. Although staff are kind and caring, they report on the lack of support to develop their practice. This means that staff's interactions are not always purposeful to support children's emotional security and engagement. As a result, some children are frequently unsettled and spend periods of time waiting without meaningful interaction from their key person. This does not support children's emotional wellbeing.

Children's independence skills are not consistently embedded within daily routines. Staff physically move children, rather than encouraging them to make choices and explore independently. Care routines, including mealtimes and transitions, are disorganised. This means that young children become increasingly upset. Communication between leaders and staff is not always effective in ensuring that information about children's individual needs, including children with special educational needs and/or disabilities, is consistently understood and implemented. Children do not always benefit from the high-quality care and wellbeing support they need to fully thrive.

Leadership and governance: Needs attention

Leaders have not acted swiftly enough to address known weaknesses in the quality of provision. As a result, weaknesses in the curriculum, teaching, children's wellbeing and daily routines have persisted over time and continue to impact on children's learning and development. Leaders have identified some of the priorities for development and have taken some actions. However, these have not been effective in raising the quality of staff's practice to improve the experiences for the children who attend. As a result, children do not make consistent progress in their learning and development.

Leaders do not have a clear oversight of how to support staff's wellbeing. Staff report that concerns about practice and the organisation of the nursery have been previously raised, but have not always been responded to effectively. Consequently, staff have felt unsupported in their roles and workloads have been difficult to manage. This has had a negative impact on staff wellbeing and the quality of experiences provided for children.

Communication between senior leaders within the nursery and the management team is not effective. Information about children's individual needs and health care plans is not consistently shared, resulting in inconsistencies in practice. While leaders have recently strengthened monitoring, supervision sessions and coaching arrangements, these systems are in their infancy and are not yet having a consistent impact on improving outcomes for children. Nevertheless, leaders are passionate about and demonstrate a commitment to improving the nursery for all children who attend. They have started to implement support plans, training and additional management oversight to address the identified weaknesses across the nursery.

Partnerships with parents are effective. Leaders have developed relationships with the families of children who attend. Parents say that they typically receive regular communication from staff. This helps them to support their children's development at home.