Yellow Penguin

Inclusion: Strong standard

Staff very swiftly identify children's barriers to learning. They act promptly to help children catch up in their development. Leaders and those responsible for supporting children with special educational needs and/or disabilities (SEND) liaise effectively with external agencies at the earliest opportunity. This ensures that children have the support they need.

Leaders use additional funding to have a positive impact on children and ensure that they make rapid progress in the skills they need to learn. Staff's relationships with leaders ensure that they know how to implement effective targeted plans. Staff review plans regularly and update them to reflect the emerging and developing needs of children. They consult with expert professionals, where children struggle to make the progress expected, so that targets can be adjusted to meet their needs more effectively. Leaders and staff engage in specific SEND training so that the approaches they use to support children have a significant impact on the progress they make. For example, children who struggled to regulate their emotions when they first started, now do this successfully. This means they are now able to form friendships with their peers.

Children make excellent progress as a result of the consistency between home and the nursery. Staff include parents and carers in children's plans. They ensure that any strategies being used at home are implemented in the nursery. Leaders are perceptive to children and families who face economic barriers. They act swiftly to provide experiences tailored to the specific needs of these children so that they are able to broaden their knowledge and skills in areas of development where they may be lacking. For example, leaders have introduced extra-curricular activities that support the development of children's physical skills further. Leaders' excellent knowledge of families' environmental factors, coupled with their knowledge of children's days and times of attendance, mean that all children have the same opportunity to participate in these activities.

Curriculum and teaching: Expected standard

Leaders have created a new curriculum that reflects the skills and knowledge they want children to learn at each stage of their development. The curriculum is sequenced so that it suitably builds on what children already know and can do. For example, babies start to explore activities using cups as tools, younger children learn to use these cups for drinking and by the time children reach pre-school age, they can confidently pour their own drinks. This enables children to practise the skills they are learning so that they are able to master them as they progress through the nursery.

Staff understand each child's individual needs and interests and plan these into the activities they provide. They interact with children during their play, focusing on developing children's communication and language. For example, as children play with a fishing game, staff name the sea creatures that children then copy. Children learn about killer whales and are able to extend their range of vocabulary. Children benefit from daily opportunities to play outdoors. They play team games and learn new skills that enhance their physical development. Leaders provide further opportunities for physical activity through external providers. As a result, children are calmer when playing indoors, and benefit from improved sleep routines at home. Staff thread mathematics through the activities they plan for children. Children have opportunities to learn about colour, number and volume as they fill different-sized containers with sand.

There are times, however, when some staff do not always pitch their learning intentions for children at the most suitable level or plan activities that match the stage of development children are at. This means that sometimes children do not gain the learning that is intended for them. That said, children show enjoyment in their play. They invite their friends to play with them and learn to form relationships with each other.

Staff understand that some children require additional support to help them engage in activities and benefit from the opportunities on offer. For example, they simplify their interactions at times to encourage all children to join in and gain valuable learning experiences.

Achievement: Expected standard

Children make noticeable progress from their starting points. They become familiar with the environment. This helps children to develop the confidence and security to explore the learning opportunities available to them. Children particularly make positive progress in their communication and language. They develop a love of books and often choose books to read independently. Children explore what is happening in stories and offer their own ideas. They learn that stories have a beginning, middle and an end. Children who face barriers to their learning, gain the knowledge and skills they need to prepare them for the next stage in their education. For example, they learn to develop their understanding of social interactions so that they can make friendships at nursery.

Behaviour, attitudes and establishing routines: Expected standard

Staff implement well-established routines in the nursery. Children demonstrate that they are familiar with these routines and understand what is expected of them. For example, before lunch children know to go and wash their hands and then sit down to eat. These familiar routines help children to feel confident and safe. Children show that they have close relationships with their key person as they seek them out for reassurance and help. When children play well with others, staff praise them and reinforce this behaviour. As a result, children learn to regulate their own emotions and show empathy towards others. For some children who struggle to manage their own emotions, staff stay close by and implement specific strategies that are tailored to their individual needs. This supports children to make the progress they need in this area.

Children generally show positive attitudes to their learning. They are often engaged in activities and when they lose interest, go to find something else to do. However, some staff do not show a complete understanding of maintaining children's motivation to learn. Therefore, opportunities to extend learning opportunities for children even further are not consistent. This sometimes contributes to children veering away from the expectations set by staff, as they take some time to re-engage in learning activities.

Leaders understand the importance of children regularly attending the nursery. They follow robust procedures for addressing weaknesses in attendance and follow these up with parents and carers. Leaders help parents to understand the importance of children attending and the impact this has on the progress they make.

Children's welfare and wellbeing: Expected standard

Children's wellbeing is a priority across the nursery. The affectionate and caring nature of staff directly impacts on the safe and trusting relationships children form with them. Children develop a positive sense of themselves. Their smiles and enthusiasm demonstrate their enjoyment and happiness at being at nursery. Staff understand the individual routines of each child, particularly of babies. They know their specific sleep routines and what comforts them when they become upset. As a result, children develop emotional security. Staff remind children about what is expected of them. Children learn how to be respectful to one another and empathise with their friends.

Children are becoming increasingly independent. They learn to use cutlery, pour drinks and tidy away after themselves. Pre-school children learn to dress themselves ready to spend time outdoors. This helps them to prepare for their move on to school.

Leaders are knowledgeable about their families and local community. They gather information from external agencies about the local area so that they can support the families who attend in the most appropriate way. For example, they have reviewed their food menus to ensure that children receive the correct nutrition daily, and help children to practise brushing their teeth. Staff help children to learn about keeping themselves healthy, explaining to them what food is healthy and what might contribute to having dental decay.

Leadership and governance: Expected standard

Leaders are passionate and proactive. They understand children, families and staff well. Leaders are reflective and committed to providing a high-quality learning environment for children. They meet regularly to discuss where improvements can be made within the nursery. Leaders produce informative action plans for themselves and staff so that everybody works towards a shared vision for the nursery. The improvements they make are based on what they know about children. They are also focused on what will make the biggest difference to children's care and education.

Leaders are supportive of staff. They pay attention to staff's wellbeing, implementing flexible working patterns and reducing workloads where required. They ensure all mandatory training is up to date and seek out further training that will help improve staff's knowledge and skills to meet the needs of the children they work with. However, the impact of this training is not always evident in staff teaching across the nursery.

Leaders create a fully inclusive environment for all children. They work closely with other professionals to review their own practice within the nursery so that they can be assured that what they are doing for children meets their needs to the fullest extent. Leaders place a high value on parental partnerships. They work closely with families and other professionals to provide consistency of care for children. Staff often adopt strategies used at home to support those children who require extra support. This is demonstrated in the complimentary words echoed by parents and carers.