Acorn to Oak Nursery Ltd

Inclusion: Expected standard

Leaders create an inclusive culture by ensuring staff gather clear starting points from parents when children begin, and use ongoing assessment to identify and meet individual needs. This includes children with special educational needs and/or disabilities, disadvantaged children and those known to social care. Leaders and staff regularly check children's progress and review the support in place, making changes where needed so children continue to make steady progress. Staff adapt activities well to suit children's abilities, helping to remove barriers and ensure all children can take part. For example, they use visual aids to support children's understanding.

Leaders work with families and other professionals to make sure children receive the right support. They have responded positively to recent staff changes by providing training and seeking external support to maintain consistency. However, further professional development and time to embed this practice are needed to strengthen staff confidence and ensure a consistent approach to responding to children's emerging needs. Leaders use additional funding appropriately, for example on training and resources, which supports improved engagement and progress, particularly for disadvantaged children and those known to social care.

Curriculum and teaching: Expected standard

Leaders have designed an engaging curriculum that sparks children's curiosity and reflects a secure understanding of how children learn. They use observations and assessments to identify what children know and can do. They use this information to plan next steps that support progress across all areas of the curriculum. Activities support children's physical, personal, social and emotional development well. For example, babies who are beginning to walk are given opportunities to strengthen their muscles through cruising and supported movement. Older children develop confidence and creativity through independent activities, such as designing Easter crafts, using a range of resources that engage the children well. They show pride in their work, and staff raise children's self-esteem with praise and encouragement.

Staff support children's communication and language as they narrate children's play and ask open-ended questions. This helps to build children's vocabulary. They also promote early mathematical development through everyday interactions. For example, staff count with children during construction play, introduce numbers and quantity, and support children to explore shape and patterns. Staff do not consistently extend children's mathematical thinking beyond these interactions to deepen their learning. The quality of teaching is not yet consistent. Further support and training for staff would help embed a consistent approach across the team, particularly in strengthening understanding of how children learn and extending learning.

Staff generally adapt activities to meet the needs of different groups of children, including those with special educational needs and/or disabilities and those who face barriers to learning. Transition arrangements support continuity in learning, as staff share information about children's development and interests between rooms.

Achievement: Expected standard

Children make steady progress across all areas of the curriculum from their starting points, particularly in communication and language. They build vocabulary and confidence as they sing, listen and respond to open-ended questions, increasingly expressing their ideas and engaging in conversations during play and daily routines. Disadvantaged children, those with special educational needs and/or disabilities and those known to children's social care achieve well from their starting points. They access learning opportunities that help overcome barriers, including experiences they may not have at home, such as planting seeds and growing fruit. As a result, they develop alongside their peers and take part fully in the curriculum. Children demonstrate growing independence, curiosity and self-esteem, which supports their overall development across the 7 areas of learning. They are well prepared for their next stage, confidently managing routines, making choices and showing the skills needed for a smooth transition, including readiness for school where appropriate.

Behaviour, attitudes and establishing routines: Expected standard

Leaders promote a welcoming environment, and children develop a sense of belonging and are keen to learn. Children are beginning to understand expectations for behaviour and generally follow instructions and routines well. Staff use some positive strategies, such as reminding children about 'kind hands', to promote acceptable behaviour and encourage more positive relationships between children. Staff build warm relationships with children, offering comfort when they are upset and supporting them to settle into routines. Approaches to behaviour management are not yet consistent across the setting. While staff sometimes intervene or redirect unwanted behaviour, this is not always applied effectively, which can lead to some children becoming disengaged. Strategies to support children's understanding of their emotions are not fully developed. For example, when children become upset, staff provide reassurance but do not consistently help them name or understand their feelings and manage them effectively.

Staff take account of children's age and stage of development in their responses. Further training is needed to help staff have consistency in teaching across the setting. Leaders discuss the importance of regular attendance and punctuality with parents and follow up on any concerns.

Children's welfare and wellbeing: Expected standard

Children show a strong sense of wellbeing as they form secure attachments with familiar adults and respond positively to consistent care. Babies build trusting relationships during settling-in sessions, seeking comfort and reassurance when needed. They show enjoyment as they join in singing activities, such as anticipating 'what's in the box?', and copying actions. They develop confidence to explore, using physical skills outdoors as they run, climb and investigate sensory experiences, such as planting herbs and flowers.

Children's individual needs are reflected in daily routines. Babies follow personalised feeding and weaning routines and increasingly feed themselves, developing coordination and independence. Across the setting, children eat well, manage their own water bottles and follow familiar sleep routines. This supports their health and wellbeing.

Children begin to recognise and express their emotions through interactions and behaviour and, at times, show emerging understanding. They do not always receive consistent support to fully explore and manage these feelings. Children demonstrate growing independence and awareness of routines, helping them to feel secure. All children, including those facing additional barriers, access care that supports their wellbeing and development.

Leadership and governance: Expected standard

Leaders have experienced recent changes in management, which have strengthened the day-to-day running of the setting. They have introduced clear systems and procedures and are taking effective steps to embed these into practice. Leaders understand the setting's strengths, including strong partnerships with parents and a supportive, committed staff team. They also identify key priorities for improvement, including increasing consistency in practice and raising the quality of teaching. Staff do not yet receive consistent support to develop their knowledge and skills required for their specific roles. This limits continuity in practice across the setting.

Leaders make informed decisions that prioritise children's best interests, including those who are disadvantaged, children with special educational needs and/or disabilities, or those who face additional barriers. They work in close partnership with parents and external professionals to ensure children receive appropriate support and make progress from their starting points.

Leaders promote a positive working culture. They support staff well-being through regular check-ins, an open-door approach and opportunities for team development. This contributes to a cohesive and supportive staff team. Leaders provide ongoing professional development opportunities.