University Nursery Edwinstowe Close

Inclusion: Strong standard

The needs of children with special educational needs and/or disabilities (SEND) or other barriers to learning are rapidly identified at the start of their nursery journey. Staff work extremely closely with parents and carers from their initial meetings to establish any extra support required. Precise monitoring and assessment helps children to reach targets, which are reviewed frequently. This means that they make swift progress from their starting points. Staff use a range of interventions to ensure that children with SEND access the same learning as their peers. For example, distraction techniques, visual support, such as symbols or extra staff support, help to promote learning very well.

Leaders and staff fully support children with SEND and their families. Parents speak glowingly of the dedication of staff and leaders to ensuring children feel heard, supported and valued. Staff work with parents to ensure children receive the same high level of support when transitioning to school. They work with outside agencies and the local authority when necessary. The nursery uses extra funding extremely well. For instance, children with SEND have one-to-one support, when needed, and resources that ensure they have they same opportunities as their peers. Staff access training to support children with SEND, which has a highly positive impact on their practice and on outcomes for children.

Curriculum and teaching: Strong standard

Staff have a secure understanding about what they want children to learn, reflected in the highly ambitious curriculum. Learning is incredibly well sequenced so that new knowledge builds on previous learning. Each room has clear intents for learning and an inspirational word. For example, pre-school children are learning about personal boundaries and social skills, and their inspirational word is 'community'. This is reviewed on a regular basis by leaders and staff. Changes are made to reflect the needs of children attending and their interests.

Staff use every interaction as a teaching opportunity. High priority is placed on developing children's language and communication skills, supported further by using sign language. Children who speak English as an additional language particularly benefit from this and quickly develop their communication skills. Children build independence skills through consistent routines that are well sequenced. Consequently, older children are completely independent in hygiene and mealtime routines. Children develop a firm understanding of early mathematical skills, such as around shape and number. Children have continual access to outdoor areas for physical play. Older children take part in programmes to help them to learn to ride bicycles safely.

Achievement: Strong standard

Children develop a deep sense of belonging and feel very secure. Consequently, they learn, develop and achieve very well. Babies learn and practise focus during activities. For example, they put items into a pot and take them out again repeatedly, reflecting their vocabulary focus 'in' and 'out'. Older children are expressive with impressive language skills. They use contextually appropriate language to describe and differentiate between different birds. They enjoy stories and ask question about what they are listening to. Children concentrate and listen carefully to adults giving guidance, then return to their tasks to follow the instructions.

Children, including those with special educational needs and/or disabilities or other barriers to learning, make rapid progress from their starting points. All children are very well prepared for the next stage of learning, whether that is transition to another room or school. They are confident to ask for help and demonstrate independence skills appropriate to their age and stage of development.

Behaviour, attitudes and establishing routines: Strong standard

Leaders and staff have created a nurturing and respectful environment, where children feel safe to try new things and to play with others. They model gentleness, kindness and enthusiasm for learning. Children respond positively to this and are keen to enjoy all the exciting opportunities available. Behaviour throughout is generally exemplary. Activities are engaging, interesting and children have access to the outdoors throughout the day. When staff do need to step in they are gentle and kind, using distraction techniques and giving children time to reflect on their behaviours. They work closely with parents and carers to ensure a consistent approach. Children build extremely positive relationships with their key staff, who are supportive and nurturing, adapting to each child's individual needs. Key staff know children and their family circumstances extremely well.

Children are encouraged to play collaboratively and are explicitly taught how to respect each other. For example, the intent of the pre-school room is to learn about personal boundaries and space and to develop social skills. Children are kind to each other and respectful of space, particularly at mealtimes. Leaders closely monitor attendance and swiftly implement procedures to address any absences.

Children's welfare and wellbeing: Strong standard

Children's welfare and wellbeing is of the highest priority for leaders and staff. Staff know children and family circumstances very well. Parents and carers of children with special educational needs and/or disabilities are fully involved in decisions about care and shared strategies. Staff ensure that all children fully access routines by adapting resources. For example, secure chairs and monitoring through careful observations help all children to stay safe and included. This also helps children understand how to keep themselves, and their friends with different needs, safe. Staff are skilled at building secure and positive relationships with their key children and are sensitive to their unique characteristics.

Leaders and staff work tirelessly to ensure that children's emotional and physical health is developed extremely well. All rooms have family books and photos to help support a genuine sense of belonging. Children can play outdoors whenever they choose. A highlight of the setting are the mealtime routines that ensure transitions between activities are seamless and disruption to children's play is minimal. Staff are knowledgeable about the benefits of the nutritious food on offer. They talk to children about how it helps their bodies grow, stay strong and healthy. Uncooked versions of the vegetables in the meals are displayed so staff can show children what the food they are eating looks like before preparation. Staff follow families' routines for sleeping and weaning, supporting consistency for children.

Leadership and governance: Strong standard

The highly reflective leadership team have a detailed knowledge of the strengths of the setting and a continual programme for improvement. For example, they have recently introduced a rolling meal system and built up the links to home in all rooms to create a sense of belonging. Decisions are always made with children's welfare at heart. Seamless transitions ensure that children with special educational needs and/or disabilities are always well supported. Expectations that leaders place on themselves and for staff are extremely high. The nursery has a high retention rate for staff, with many gaining qualifications through purposeful training and becoming team leaders, for instance. Staff development and wellbeing is paramount, and staff feel well supported and value the many benefits and training opportunities offered to them. They visit other nurseries in the local area to develop their practice. Leaders frequently reflect on the quality of teaching through supervisions and observations. They have regular meetings with staff to ensure there is continual improvement in practice. Leaders work extremely closely with parents and carers, who are full of praise for the nursery as they see their children make excellent progress.