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The start of the day is calm and productive. Dedicated staff make the nursery an inviting place. They do this through warm greetings and through setting out interesting activities for children to get stuck into.
There are familiar routines, for example the 'story bell' that tells children a story time is about to happen. Children like knowing what is going to happen next as it makes them settled and secure.
Children learn how to be polite because staff model kindness and friendly behaviour such as turn taking and sharing.
Staff use their expertise in child development to notice when children need extra ...help with communication or being able to concentrate. Staff make sure that children are always safe and well cared for.
The outdoor space provides opportunities for children to explore imaginary worlds while developing their strength and sense of balance.
The school's curriculum helps children to appreciate different cultures. This is brought to life through learning about different kinds of traditional dances and festival foods.
What does the school do well and what does it need to do better?
Since the previous inspection, leaders have set about developing the curriculum.
This work is yet to be fully completed. This means, occasionally, some activities do not always build on what children already know and can do. In most learning areas, leaders have identified key knowledge and skills that children need to learn and have set this out in a logical order.
This improvement work has already led to positive changes in the nursery. For example, the way that children learn how to dance and move their bodies is now broken down into smaller steps. This means that children are better at successfully learning these new skills.
Staff have received training in how to develop children's language and communication skills. Staff introduce children to new words and teach them how to use new words in sentences. This helps children to understand and talk about the world around them.
Leaders make sure that reading plays a big part in children's school lives. Staff use story books to help children make connections with something they have learned recently. For example, when reading 'Jasper's Beanstalk', children make connections with their outdoor learning about planting seeds in their nature area.
Staff use props, animated language and actions to bring stories to life. Leaders encourage parents to take part in the nursery's 'Big Rhyme' and family story events. Children who have English as an additional language receive extra teaching using bi-lingual story books.
The school quickly identifies children's needs. Home visits and insightful staff knowledge of the children help leaders to create bespoke learning plans for children with special educational needs and/or disabilities (SEND). The school helps parents to engage with specialist services.
The school provides specialist in-house speech, language and communication interventions. These have a positive impact on children's language development and ability to concentrate.
The school has high expectations for children's behaviour and attitudes.
Staff act in a calm and collected way, which children emulate. If a child struggles to regulate their behaviour, staff seek to understand the cause of this. They then provide tailored support to help children learn more self-control.
School routines bring order and structure to the day. However, the design of some routines does not always help all children to be productive and patient. As a result, some children become more distracted while waiting for the next activity.
Outdoor learning complements the school's curriculum for personal development. Experiences include building a teepee. These opportunities promote children's social development and encourage teamwork.
Staff work sensitively to broaden children's diet, for example encouraging children to try salad at lunchtime. The school provides 'touch and taste' sessions to help children overcome difficulties with eating.
Leaders, including governors, know that this school provides a vital service to the local community.
They are committed to providing the best education and care for children. Collaboration between the federation's nursery schools provides opportunities to share expertise. This also supports staff workload and well-being.
Parents appreciate staff's availability to discuss their child's development with them.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• In some learning areas, leaders are still identifying the key knowledge they want children to know.
This means that, occasionally, activities do not sufficiently build on what children have learned already or need to know next. The school should continue to explicitly lay out the exact knowledge to be taught so that staff can plan better activities for all children. ? Some daily routines to support children's focus are not designed as well as they could be.
As a result, some children become easily distracted while waiting for an activity to start. Leaders should adapt the school's routines to ensure they always engage children in purposeful activities. This will help children to develop their patience and independence.
