The Nursery School Brookland

Inclusion: Strong standard

Staff responsible for making referrals are well trained and experienced. They provide excellent support for children with special educational needs and/or disabilities. They work closely with parents and carers to accurately identify children's needs at the earliest possible opportunity. Staff eagerly embrace their role as part of a wider team of professionals who work together to support children. Staff have strong links with the local authority inclusion officers, health visitors and specialist teaching services. Together, they provide incredibly meaningful and impactful interventions that help children to thrive.

Staff have extremely clear learning intentions tailored to each individual child's unique interests and preferred learning styles. This helps children when working towards meeting their individual milestones. Furthermore, children display extremely positive attitudes to their learning.

Leaders and staff go above and beyond to provide tailored support, guidance and advice to parents. Leaders proactively seek funding to enhance provision further and provide specific adaptations to meet children's individual needs, where required. They recognise and value the fundamental role they play in families' lives and the impact this has on children. Parents speak highly of staff and note the excellent progress their children make.

Curriculum and teaching: Expected standard

Leaders plan the curriculum around what children need to learn next, supporting their progress through child-led play. Staff sequence the curriculum so that children can explore, practise and learn new skills. They encourage children to recall previous learning experiences, and they check children's understanding. For instance, children share their existing knowledge about diggers and tractors as they transport materials in the play tray. Staff introduce new words, such as 'accelerate' and 'revving', into children's play experiences to enhance their vocabulary and learning. However, staff do not consistently support children to develop and build on their use of number, shape and measure during their play.

Staff place a strong emphasis on developing children's communication and language skills. They provide a running commentary during children's play and respond positively to children's attempts at communication. Staff encourage children to listen when others speak, such as when taking turns in play. This helps children to become confident communicators and to respect their peers.

Staff understand the value of outdoor play experiences and include activities to extend children's physical skills and development in their planning. For instance, children use climbing equipment safely to build their core strength and ride on two-wheeled bicycles to practise their balancing.

Achievement: Expected standard

Children enjoy the nutritious snack times. They are eager to join the snack table, as this is a lovely social occasion. Children learn how to safely cut up fruit, using child-friendly knives. They competently prepare themselves for snack-time routines, washing their hands and finding their own water bottles. Children gain independence in preparation for their next stage of learning.

Children and staff have conversations that enable children to learn new concepts, such as talking about mountains and volcanoes. Staff adapt all activities to ensure children with limited verbal communication are included and able to express themselves. For example, staff use gesture to demonstrate the peak of the mountain, helping children to make links between the words and their meaning. However, children have fewer opportunities to explore and learn mathematics within their play and exploration.

Children benefit from teachers visiting before they start at the school. They have many opportunities to visit the school for special events and become familiar with the school environment prior to starting.

Behaviour, attitudes and establishing routines: Strong standard

Staff are excellent role models for children. They are skilled at supporting children who may need additional assistance in managing their behaviour. Children learn to express themselves in positive ways. For example, they consistently learn to use a sand timer for sharing and turn-taking. They encourage children to consider the feelings of others to ensure that everyone is happy. Children can be heard reminding others that 'sharing is caring'.

Staff have extremely high ambitions for what all children can achieve. Staff adapt strategies skilfully to help children at different developmental stages learn safe and positive behaviour. Equally, staff view children as competent and capable. They demonstrate respect for the children, and this is reciprocated. They allow them the freedom to test out their own ideas, try new things and explore with confidence. For example, children work together to retract a much-loved toy from over the garden fence, using guttering long enough to reach.

Staff consistently communicate positive messages about the importance of punctuality and attendance. They provide individual support and go above and beyond to ensure that children's attendance is consistent.

Children's welfare and wellbeing: Expected standard

Staff place children's welfare as a high priority. Staff ensure that children's individual needs are met through information shared with parents and carers when children first start and on an ongoing basis. Mealtimes are constantly reviewed and improved. Leaders and staff provide children with a nutritious snack and engage children in discussions to help them identify 'healthy food'. Staff ensure that they supervise children closely at snack times and mealtimes. These routines help to promote children's safety and welfare.

Staff adapt the learning environment to promote children's safety and promptly contact parents to check on children's wellbeing when they are absent. Staff fully understand the importance of ensuring that children feel emotionally secure at nursery. They maintain a strong key-person system and support children to recognise and manage their feelings. For instance, children link their feelings to colours and use a well-loved story to express their emotions.

Leadership and governance: Expected standard

Leaders keep children at the heart of everything they do and lead by example. They demonstrate a strong understanding of the community they serve. Leaders have clear ambitions for the future. For example, a three-stage development plan is well underway. This has already seen vast improvements to the inviting indoor environment and the safety of the outdoor space.

Leaders are committed to supporting staff's progression and are passionate about the work they do. This helps to ensure that the quality of care and education is of a high standard. Staff speak positively about the support they receive for their work and wellbeing. They find that leaders are approachable and encourage them to pursue higher qualifications in early years education. Leaders provide personalised training to support staff's professional growth and positive interactions.

Leaders work highly effectively with schools, the local authority and external agencies to ensure targeted plans are in place for all children to support their individual learning and transitions to their next stages. Staff pass on information to support children to continue making progress when they move on to school.