Wren House Nursery School

Inclusion: Strong standard

Leaders prioritise an inclusive learning environment that supports all children to thrive. Children who are disadvantaged and those who have special educational needs and/or disabilities are quickly identified and supported to minimise gaps in their learning and development. Leaders and practitioners work closely with parents and outside specialists to make sure that adaptations and interventions needed are in place. They regularly review this practice to achieve the best outcomes for children.

Consequently, children of all ages are progressing well from their different starting points and are well supported, which makes a highly impactful difference to their experiences. Additional funding is precisely used to support those in need to reduce barriers. Parents have a good understanding of how the setting supports their child and how additional funding is spent.

There is consistency in the swift response to children's needs, and staff are well trained in how to support children to ensure that they reach the best outcomes. Leaders ensure that the impact of support for all children is reviewed and that any adjustments are made. Staff show a good understanding of this, and, consequently, children typically thrive.

Curriculum and teaching: Expected standard

Children are given multiple opportunities throughout the day to practise using their fine motor skills through pinching and squeezing, and they practise balancing, stepping, jumping and spatial awareness in a large complex obstacle course outside. Staff are reflective about what is on offer to ensure that children are inspired and challenged to complete the course.

Leaders have a good understanding of what children already know and can do. They use this as a basis for setting their curriculum priorities. The curriculum is typically well designed and meets the requirements of the early years foundation stage as well as the needs of all the children. Staff know how to support children who need extra support, and, subsequently, all children are progressing well. Independence and a sense of belonging are prioritised. Staff support children's language well with purposeful interactions throughout their routines and activities.

Staff are reflective about how to change the provision to support children's positive behaviour. For example, staff extend an obstacle course in the garden to ensure that children do not have to wait in line for their turn. This has a positive effect on their behaviour. Children happily learn to balance, step, run and jump as they navigate the course. They also practise their language skills and their social skills as they negotiate taking turns.

Staff provide regular opportunities in the expressive arts and design curriculum to use different materials and practise different skills. However, staff do not take all opportunities for children to express themselves freely and creatively, which is not prioritised as well as in other areas of learning.

Achievement: Expected standard

Children are well prepared for their next stage of learning. They learn independence skills, fine motor skills and language skills. Pre-school children are enthusiastic and motivated learners who achieve well in all areas of the curriculum. There is particular focus on teaching children skills in relation to self-care and independence, which prepares them for when they go to school. For example, children are encouraged to bring their own water bottle into nursery and to self-select at the mark-making area.

Children's speech and language is well supported throughout the nursery through songs, rhymes, stories and quality staff interactions throughout activities and routines. Children use their language skills to talk to their friends and express their views.

Children are typically achieving well from their different starting points. Staff recognise when children are achieving very well and put in place some extensions. However, this is not consistent, and some children could be further challenged.

Behaviour, attitudes and establishing routines: Strong standard

Leaders have established a consistently positive environment to promote high expectations for behaviour and attitudes. Children show secure understanding of the expectations of the nursery. Children have secure attachments with their key worker, and practitioners confidently support children to navigate their feelings throughout the day.

Children's behaviour and attitudes are positive. Children have noticeably high levels of respect for staff, each other and resources. Staff swiftly remind children to be kind to each other when disagreements arise and put strategies in place to support collaboration.

At snack time, children are encouraged to further build their independence skills and use tongs to help themselves to food. They do this happily and with pride and practise their small-muscle skills.

Leaders and practitioners take warm, proactive action to support families who face barriers to nursery attendance. This has a positive impact on children's punctuality and attendance at nursery, which helps families to establish good routines.

All staff model positive attitudes to children and each other at all times, which further enhances the warm environment.

Children's welfare and wellbeing: Expected standard

Leaders ensure that the environment and atmosphere is positive and safe for children to learn. Staff know children very well, and they are swiftly supported to settle and access activities as they arrive. Consequently, children enjoy playing and learning at this welcoming nursery.

Leaders prioritise health and teach children about the importance of healthy eating and exercise. The nursery provides healthy snacks daily, and families are given a weekly menu to show what is on offer. Parents are also well supported to understand how to support children's health, including their dental hygiene. Staff specifically teach children about safety messages, including for internet safety, which helps children to understand how to keep themselves safe online.

All staff are responsive to children's varying needs and support them to develop from their starting points. This includes supporting children to understand and manage their own feelings. Staff swiftly notice and respond to children who become upset. They take time to nurture children when they become upset and support them understand other children's emotions too.

Leadership and governance: Expected standard

Leaders show that they understand the setting's context very well. They are ambitious for children and know what curriculum priorities they want to focus on. Staff take appropriate action to support all children and ensure that any barriers to learning are reduced. Typically, this results in children developing well from their starting points. Leaders prioritise staff wellbeing and ensure that staff workloads are manageable. Staff feel well supported and access regular training opportunities to support their work with children. Leaders have regular strategies in place to ensure that staff are equipped to carry out their roles and responsibilities effectively. Consequently, staff have the knowledge and skills to support children's learning well.

Leaders have a clear view of the nursery's strengths and areas for development. Partnerships with parents are fully embedded. Parents feel supported and well informed about their children's learning, care and routines. Two-way communication between families and staff ensures that children's care is consistent.

Leaders ensure that safer recruitment procedures are followed and that staff complete paediatric first-aid qualifications. There are robust systems in place to monitor this, and, consequently, children's health and safety is prioritised. Leaders and practitioners have made close links with local schools to make sure that children's transition to school is smooth and effective.