Winterborne Stickland Nursery School CIO

Inclusion: Expected standard

Leaders have created a welcoming environment where children, including those with special educational needs and/or disabilities and those who face other barriers to learning and/or wellbeing, feel valued. They work closely with parents from the outset, which helps them understand each child's individual needs and starting point and identify factors that could affect their learning or wellbeing. As a result, staff provide the right support from an early stage, ensuring all children are supported promptly.

Leaders work closely with staff, parents and other professionals to plan, implement and review support for children, ensuring that it is responsive to their changing needs. They actively seek and implement advice from relevant specialists and external partners when required. For example, leaders work effectively with the health visiting team and speech and language therapists to develop strategies that support children's learning and development.

A whole-setting approach to sign language supports children's communication and language development. For example, babies and younger children use simple signs to communicate their wants and needs. Leaders have also introduced visual supports, such as 'Now and Next boards', to help children understand routines and anticipate what will happen next.

Leaders and staff use additional funding effectively. Children benefit from targeted resources, interventions and strategies that help them feel secure, engage in learning and participate fully in nursery life. For example, children take part in tailored interventions, which support their listening and attention skills.

Curriculum and teaching: Expected standard

Leaders have developed an ambitious curriculum across all 7 areas of learning. The curriculum is generally sequenced well across the setting, enabling all children, including children with special educational needs and/or disabilities and those who face barriers to learning and/or wellbeing, to progressively build the skills they need for their next steps in learning. Leaders review the curriculum regularly and support staff to develop their teaching skills.

Staff use assessment information to identify children's starting points and next steps. Communication and language development are prioritised throughout the setting. Staff use signing, songs, stories and regular interactions to help children develop their understanding and express their wants and needs.

Staff promote a love of reading throughout the setting. Babies and toddlers listen attentively to stories and enjoy revisiting familiar books, such as interactive peekaboo stories. These experiences support their early attention skills and communication. Older children listen carefully during group story sessions. Staff encourage the children to think about what might happen next, supporting their understanding of stories and helping them to remain engaged in shared reading activities.

Staff typically provide opportunities for children to develop their mathematical learning. For example, babies begin to develop their early counting skills as staff encourage them to count when taking turns on the slide. Older children develop their mathematical skills as they chop apples into smaller pieces during imaginative play, discussing concepts such as size while pretending to make an apple pie.

Achievement: Expected standard

Children typically make progress from their individual starting points across all areas of learning and development. They are confident and curious learners who explore activities independently and remain engaged for sustained periods. For example, children investigate the texture of wet sand, using a variety of tools, small-world animals and vehicles as they experiment with the different marks and patterns they can create.

Children build on their knowledge and experiences as they investigate, solve problems and work collaboratively. For instance, they use blocks of different sizes to create their own structures. They think carefully about which blocks they need next and where to place them, demonstrating problem-solving skills as they adapt and extend their ideas during play.

Babies develop their early communication skills as they name familiar farm animals, imitate animal sounds and join in with familiar songs. They use their imagination during play, helping to build their vocabulary and understanding of the world.

Behaviour, attitudes and establishing routines: Expected standard

Leaders have established a positive environment where expectations for behaviour are generally well understood and reinforced. For example, when babies and toddlers display unwanted behaviours, staff gently remind them about using 'kind hands' and model positive behaviour. Older children communicate kindly with one another, taking turns with resources and encouraging their peers to join in activities, promoting positive relationships and cooperation.

Leaders and staff typically take an inclusive approach to supporting and understanding children's behaviour and establishing routines. They consider children's individual needs and stages of development. For example, children who experience barriers to their learning are supported appropriately through the use of visual prompts, such as 'Now and Next boards', alongside clear, simple language and repetition. This helps children understand what will happen next and supports participation in daily routines.

Leaders' approach to attendance is clear, and parents show they understand their responsibilities. Leaders show they can identify patterns of poor attendance and engage with parents to ensure that attendance is a priority. Parents say that they have positive relationships with staff and can share any concerns they may have.

Children's welfare and wellbeing: Needs attention

Leaders do not ensure that statutory safer eating guidance is consistently implemented across the setting. Some staff, who supervise children during mealtimes, do not have the required training, such as food hygiene, to promote safe eating practices and understand food handling processes. This does not keep children consistently safe during mealtimes.

Settling-in arrangements are tailored to children's individual needs. Staff work closely with parents to gather detailed information about children's interests, allergies, dietary requirements and care needs, enabling them to adapt care and learning experiences appropriately. This supports children and families to build positive relationships with staff from the outset.

Staff provide nurturing care that supports children's emotional wellbeing. They use familiar nursery rhymes during care routines to help children feel secure and engaged. Children form positive bonds with staff and seek reassurance when needed. Staff act as positive role models, helping children to develop good hygiene practices. For example, children are supported to wash their hands before meals and after using the toilet. Staff also have a clear understanding of safe sleep practices. This means children are supported to rest safely, promoting their overall wellbeing throughout the day.

Staff support all children to become increasingly independent in managing their personal needs. For example, babies and toddlers are encouraged to remove their shoes after outdoor play. Older children are supported to make healthy choices and are encouraged to peel their own fruit. These opportunities help children to develop independence and self-care skills.

Leadership and governance: Needs attention

Leaders have not fully met their statutory responsibilities to ensure that staff receive the required training to fulfil their roles when children are eating, such as food hygiene. Furthermore, leaders fail to show a clear understanding of safe eating practices, as they do not identify when staff without the required training supervise mealtimes and complete food handling processes. This puts children at risk during mealtimes.

Leaders work closely with families and other professionals to support children's wellbeing, learning and development. They have a good understanding of how to access specialist advice and services to help meet the needs of all children, including children with special educational needs and/or disabilities and those who face other barriers to learning and/or wellbeing. Positive communication between home and the setting is promoted through regular exchanges of information at drop-off and collection times, alongside the use of an online communication system. Leaders have identified the need to strengthen this further by sharing children's next steps in learning and how parents can support these at home.

Staff value the support they receive from leaders. They report that they feel appreciated in their roles and that their workloads are manageable. Leaders demonstrate a clear understanding of safer recruitment practices and provide effective inductions for new staff.