The Winning Child Nursery

Inclusion: Expected standard

Leaders generally provide a welcoming and inclusive setting and support for all families. Children with special educational needs and/or disabilities and those who face barriers to learning receive effective support. For example, leaders access support from their local authority to help staff to understand children's specific needs. Staff know their key children well and understand their interests and next steps in learning. Leaders typically identify and assess children's needs quickly and liaise with other professionals to help families, where needed. Staff work with parents and carers to identify children's needs at the outset, and use this information to put in place personalised plans. Leaders review support regularly and adapt it, as necessary.

Leaders use funding to provide children with specialist resources and one-to-one support. Staff use visual cues and sign language to help children communicate. They hold regular review meetings with parents to ensure the support is having a positive impact on children's progress. Leaders support families with their children's regular attendance. For example, they offer flexible start times to ensure all children attend regularly and to reduce barriers to learning. Children are typically supported with their transition on to school.

Curriculum and teaching: Needs attention

The quality of teaching is not yet consistent. Children are not always provided with opportunities to extend their skills and knowledge. For example, staff do not always identify how they can support children's independence skills appropriately. They do not always extend learning for children during activities, specifically to support children's mathematical understanding. This means that children do not consistently benefit from quality teaching to help them make the best possible progress. Leaders have identified some inconsistencies in the quality of teaching and recognise the need to support staff's skills and confidence further. While they have plans to train staff to support their teaching of mathematics, this has not yet begun.

Staff do, however, plan a curriculum which prioritises children's physical and communication skills. Children who were not confident communicators, now speak in sentences. Babies join in with rhymes, explore books with interest and staff support them with new vocabulary and words. Staff use a range of assessment tools to identify children's individual needs and put targeted support in place to help those with special educational needs and/or disabilities make positive progress from their starting points.

Achievement: Expected standard

Overall, all children generally develop appropriate knowledge and skills, ready for their next stage of education. Children with special educational needs and/or disabilities (SEND) make positive progress from their starting points. Children with SEND, and those who face barriers to learning access individualised support, helping to bridge gaps in development. Specialist resources interest and motivate them. For example, children spend a long time identifying different shapes in a puzzle toy, developing concentration skills. Other children are encouraged to join in with sensory activities, such as play dough, supporting their coordination and control. Children are generally ready to transition on to school. Where leaders have identified inconsistencies in teaching and support, these do not adversely impact children's progress and achievement.

Behaviour, attitudes and establishing routines: Needs attention

Mealtime routines do not support children's engagement sufficiently and, at times, their focus and behaviour. For instance, children wait for long periods at lunchtime as staff organise food and equipment for them. While staff encourage some children to serve themselves, older children, who sit at large tables, have to wait for their food. This results in children becoming restless and unsettled. Leaders understand that staff need support to develop their confidence in adapting routines to meet individual needs during these times. However, this is yet to be embedded.

Children demonstrate that they understand some routines. They follow instructions from staff and help with tasks, when asked. For example, some children scrape their plates when they have finished. Young children know to wash their hands before eating and wait patiently for staff to help them. Children who are new to the setting, settle well and demonstrate that they feel comfortable. Staff create a welcoming environment and are generally positive role models. They encourage children to use manners and offer praise. Leaders work with parents and carers to support regular attendance and provide flexible sessions to help with punctuality.

Children's welfare and wellbeing: Needs attention

Staff do not consistently explain to older children the impact of their behaviour, to support their understanding well. This means that although children learn about different emotions, they do not always understand the impact that their behaviour and responses may have on their friends. Children do develop friendships and generally play collaboratively with their peers.

Babies develop secure attachments and benefit from appropriate routines for weaning, sleeping and feeding, helping them to become settled and happy. Children develop positive relationships with staff. Babies are cuddled and comforted regularly, supporting their self-esteem and wellbeing. Older children develop positive self-care routines. For example, they know to wash their hands before eating and learn to go to the toilet independently. This means they develop skills in readiness for school. Children are provided with healthy and nutritious meals and are generally supported to make healthy choices. Staff prioritise children's physical development and promote the importance of being outside. This helps children learn to keep themselves healthy. Children with special educational needs and/or disabilities, and those who face barriers to learning, are provided with quiet spaces to relax and retreat to, helping them to feel secure and safe.

Leadership and governance: Needs attention

Leaders understand that they have work to do to support staff's confidence and ensure consistency in teaching, particularly in extending children's learning further. Although leaders have plans to improve these elements of provision, these are not yet securely in place with demonstrable impact. Leaders have focused on improving elements of provision following previous actions set. Safeguarding procedures are now securely in place.

Leaders seek support from their local authority to develop staff's skills in meeting the needs of children with special educational needs and/or disabilities. Leaders work with other professional partners to ensure they access support for families where needed. They understand families' changing circumstances and provide advice and support, to help.

Staff report that they enjoy their roles and can approach leaders for support. Staff receive regular opportunities for discussion with leaders and attend staff meetings to develop their understanding in some areas. Staff are encouraged to complete additional qualifications to support their professional development. Parents and carers report effective communication and appreciate the flexible sessions offered to support their working patterns. Leaders have positive relationships with parents and other professionals to support children and families.