Thorney Island Nursery

Inclusion: Strong standard

Leaders routinely break down barriers that children face in relation to their learning and wellbeing. Children with special educational needs and/or disabilities (SEND) thrive. Staff rapidly identify any additional needs children have and put appropriate strategies in place to support them so that they make progress. Their progress is rigorously monitored by staff and leaders. Staff ensure that children's individual next steps in learning are appropriate and achievable. They adapt the provision to ensure all children can participate. For example, the good use of adaptable equipment means children can reach activities at different heights and join in with their peers.

Leaders ensure that staff receive regular, high-quality training to ensure they are confident in assessing the needs of children with SEND and in how to plan to meet their needs. They are also confident in reviewing their approach and making any changes needed. This ensures that children with SEND receive high-quality care that fully promotes their learning and development.

Staff make a sustainable difference to the lives of children who are considered to be disadvantaged. Leaders ensure that they spend additional funding appropriately. For example, they have purchased resources that support children's sensory needs. Leaders work in partnership with external agencies to ensure that children receive the support they need. In addition, they have developed strong partnerships with parents, and together develop children's individual learning plans.

Staff empower children by providing them with a range of different ways to communicate. For example, staff teach children who are nonverbal to use picture cards to communicate. Children beam when they successfully use the cards to communicate they would like to listen to a story.

Curriculum and teaching: Expected standard

The curriculum is tailored to meet the needs of the children. Staff use assessment well to identify where there are gaps in children's learning and development and, therefore, what their curriculum needs to focus on. For example, there is currently a key focus on children's personal, social and emotional development. Staff have identified that there needs to be a key focus on children feeling safe and secure at the setting as many families are in the military and children often have parents who have been deployed away from home. Staff use photo boards, maps and clocks to talk to children about where their parents are and what fun activities they might be doing, such as visiting the penguins.

Leaders have a good understanding of the quality of teaching and the effectiveness of the curriculum. They are able to identify key areas for development, such as strengthening staff's understanding of the curriculum. Staff develop children's language skills through a variety of ways, including modelling vocabulary to children as they play. They sing regularly with children, and younger children enjoy choosing their favourite nursery rhymes to sing from the song basket.

Staff and leaders have a secure understanding of children who face barriers to their learning. They ensure they adapt practices and resources so that all children can participate. For example, children use different types of scissors to cut out their paper crowns depending on their level of development. Staff teach mathematics across the nursery. However, staff's understanding and implementation of early mathematics for the youngest children are not as consistent as they are for the older children.

Achievement: Expected standard

Children, in particular those who face barriers to their learning, make progress from their starting points. Children receive the support they need to close the gaps in their learning. This helps to prepare them for their next stage of learning, such as school. There is a key focus on developing children's communication and language skills. Children take part in small-group activities designed to boost their communication skills further. They eagerly take turns posting coins through the slot as they communicate with their peers. In addition, children frequently and eagerly sing nursery rhymes, which supports their language development. Children develop their self-esteem and confidence as their achievements are celebrated regularly. Children develop a love of learning and are keen to learn about the world around them. They love stories and looking at books both independently and with staff. This helps to develop their literacy skills.

Behaviour, attitudes and establishing routines: Expected standard

Relationships between staff and children are warm and kind. There are clear, strong attachments between children and their key person. Staff's and leaders' expectations for children are appropriate to their age and stage of development. This includes making adaptations for children who face barriers to their learning, where necessary. For example, staff skilfully know how far to extend each child's learning. There are clear expectations for children's behaviour and children understand these.

Leaders work with families to ensure children regularly attend, to establish routines that develop children's positive attitudes towards their learning. Children are keen to learn. Staff teach them to become increasingly independent in managing their personal needs. For example, children learn how to wash their hands independently. Children play collaboratively with their peers and are keen to involve each other in their play. For example, they eagerly work together to post discs into a toy to make it dance. They giggle in delight when they succeed.

Children's welfare and wellbeing: Expected standard

Leaders create a safe and welcoming space. Children are warmly greeted by caring staff, who know children's individual circumstances and when they may need further support. For example, when parents are on deployment, staff know which children may struggle with coming into nursery. They deploy effective strategies to meet the needs of these children. Care practices are designed to meet children's individual needs and put their welfare first. For example, staff adapt and modify sleep routines in the baby room so they are unique for each child's needs.

Staff support children's emotional wellbeing effectively. They validate children's emotions and help them to express and manage these positively. Staff teach children about healthy habits at mealtimes, as well as supporting children to develop good manners. Children learn healthy eating habits and learn about how food keeps them healthy and strong as they talk with staff over lunch. Staff work in partnership with parents to help develop healthy eating habits. Children develop their physical skills through a range of activities, indoors and outdoors. For example, children develop their fine motor skills as they tip and pour sand between containers. Opportunities for children to explore and climb outside also teach children how to keep themselves safe as they take age-appropriate risks.

Leadership and governance: Expected standard

Leaders have an understanding of the provision's strengths and areas for development. They constantly strive to develop the provision further and to enhance the quality of education. For example, leaders role model the high-quality practice they want to see in staff's interactions with children. Leaders manage staff's workloads well and take the time to make sure staff feel valued. They understand that staff are the provision's strongest asset and that this should be regularly recognised.

Staff are supported to attend training to develop their skills and practice. Leaders review what they have learned and explore with them how they will put their learning into practice. This ensures that staff have understood the training and are able to put this in practice. Leaders help staff break down barriers that children may face in their learning and help them to overcome these. They ensure that additional funding is used appropriately to meet each child's needs.