Wild Monkeys Nursery

Inclusion: Expected standard

Every child is valued, and their unique qualities are celebrated. Staff recognise each child's preferences and learning styles and generally plan for these well. Leaders work closely with parents to understand any circumstances that may make a child more vulnerable.

Support for children with special educational needs and/or disabilities (SEND) is effective. Leaders and staff adapt activities to take account of what children with SEND need. Staff have attended relevant training with other professionals and help children feel included. For example, staff use signing to support children who need extra help with their communication. This also helps children learning English as an additional language to feel included and understood.

Leaders aim to ensure that every child can access all activities. Visits to the beach and nearby Tye to see the animals are varied weekly to make sure every child is involved. Most activities are adapted appropriately to ensure that every child can take part. Leaders continue to monitor the curriculum to make sure it is inclusive and accessible to every child.

Staff closely monitor the progress children make. They check what children know and can do and ensure that each child makes progress from their individual starting points. Any gaps in children's learning close. Leaders use extra funding wisely to support staff training and to offer individual support for children who need it most.

Curriculum and teaching: Expected standard

Leaders have thoroughly reviewed the quality of teaching over the last year and made some significant improvements. Overall, teaching is effective in meeting every child's needs. The support for children's learning is now more focused and matched precisely to what individual children need. Staff deployment is effective, and children receive high levels of individual attention. Most staff are responsive to children's needs and are clear about what children need to learn during planned activities. However, occasionally, some staff are less confident in using unplanned opportunities to enrich children's learning.

Staff know that some children learn better outside and have less time to do this away from nursery. Leaders have effective plans in place to develop the garden area further. At present, older children have opportunities to climb and practise a range of movements, and plans are in place to provide a specific area for the younger children. However, at present, babies and younger children do still have daily opportunities to benefit from fresh air and well-planned physical play activities.

Staff use a range of activities to promote children's language and mathematical development. They regularly read stories and practise counting as children join in with number rhymes. Children learn new words as they explore different topics. Staff use activities to extend the range of words that children hear and learn. Children use numbers as they play. For instance, they count out items and begin to recognise simple number values.

Achievement: Expected standard

Overall, children develop a range of skills that equip them well for future learning. They make independent choices and use their developing language skills to talk about their thoughts. Children share ideas as they play. Older children understand the importance of respecting others and showing kindness to younger friends. They use their words to engage in conversation and manage any minor disputes.

Children enjoy their learning and become naturally curious. They are fascinated to see the bubbles they create with soapy water and chase them round the garden. Children visit the beach and become interested in the natural environment.

Children benefit from practical experiences to enrich their learning, for instance, through visits from the fire service and police. They remember these visits and talk about them confidently. Children with special educational needs and/or disabilities achieve well.

Behaviour, attitudes and establishing routines: Expected standard

Children's behaviour has significantly improved. Staff help children understand why some behaviours are not welcome and do this in an age-appropriate, respectful way. Leaders have improved the organisation of the daily routine. Sessions run more smoothly, with fewer interruptions to children's play and learning. This helps children to remain interested in their chosen activities for longer.

Children learn to share, take turns and form friendships with others. Staff model positive behaviour in their interactions with children. This helps children learn to be respectful with others. For instance, children say 'please' and 'thank you' and demonstrate kindness as they play. Staff teach them how to look after resources and to help with tidy-up routines in a positive way.

Leaders continue to make positive changes to the learning environment. They carefully consider what children need and what works best for the children attending each day. Staff have realistic expectations of children. They help younger children learn how to play and begin to cooperate with others. Any minor disagreements between children are managed calmly.

Leaders have worked closely with parents to help improve children's regular attendance at nursery. This helps children develop the skills they need for starting school.

Children's welfare and wellbeing: Expected standard

Staff work hard to ensure that children feel safe and secure. Routines are carefully planned to meet children's emotional needs. For instance, babies benefit from consistent staff to help them feel settled. Staff work closely with parents to agree individual routines, such as how babies like to be soothed to sleep. This means babies benefit from routines that are consistent with those at home.

Staff recognise when some children may be facing new experiences, such as the birth of a sibling, and how this may impact on them. Staff enable children to use their comforters, when needed, and make sure children can reach these easily.

Leaders support families in promoting healthy eating. They use local initiatives to help parents take free fruit and extra food produce home if they need it. Staff provide guidance for parents to help them prepare a healthy lunch box for children. During lunchtime, children talk about the food they eat. Staff use the opportunity to help children understand why healthy eating is important.

Children learn the importance of oral health. Staff recognise this is a priority for some children and help parents to access local dentists. Children learn through practical activities why brushing teeth is essential for good health.

Leadership and governance: Expected standard

Considerable action has been taken since the last inspection to make continued improvements. The leadership team has been restructured, and there is a shared ambition to provide a service that meets local families' needs. Leaders understand the local community well.

Staff wellbeing is given high priority. Senior leaders monitor this closely, and staff confirm how valued they feel. Staff say they feel listened to. They talk to leaders easily and reflect on what they do well. All staff have access to professional training opportunities to develop their practice. Unqualified staff are fully supported by leaders to gain a qualification.

Leaders review the quality of provision consistently well. They are reflective in their approach and identify accurately what is working well. They know where further developments are needed and understand how to make the necessary changes.

The needs of children and families are always prioritised. Leaders are sensitive in engaging with more vulnerable parents. Parents say they appreciate the support they receive. They like the information they regularly receive about what children are doing at nursery and about the progress they are making. Parents can see the many improvements that have been made since the last inspection and the positive impact of the new management team.