Andi's Nursery

Inclusion: Expected standard

Managers and staff meet the needs of all children, including those with special educational needs and/or disabilities and those known to social care. They provide high levels of care and attention. This helps children to develop and learn essential skills. Staff adapt activities and provide support to meet children's individual needs. For example, staff offer children wobble cushions to assist them with sitting during circle time, and staff position themselves appropriately to help children to focus. They plan carefully to identify and close gaps in learning. As a result, children make progress from their starting points.

Leaders have introduced a large visual timetable on the wall. Staff also carry matching timetables on their lanyards. When staff use these well, children understand what will happen next. They use these visual prompts to help children to regulate their emotions. However, not all staff are using these consistently yet. Leaders and staff hold high expectations for children's learning and outcomes. Staff receive regular training and supervision sessions. Leaders attend training and share this learning with the team. Staff apply this training consistently in the learning environment. Leaders and staff work closely with parents and carers and other professionals to meet all children's needs.

Curriculum and teaching: Strong standard

Leaders and staff have created a carefully structured and ambitious curriculum that supports the needs of all children, including those who experience barriers to their wellbeing and learning. Planning is tailored to each child, ensuring activities are adapted so everyone can participate successfully. Resources are selected thoughtfully to promote inclusion and enhance learning opportunities.

Staff interact skilfully with children during play. They accurately narrate what children are doing and allow time for children to pause, think and respond. Staff join in sensitively and recognise when to step back, helping children to build confidence and independence. These interactions also enable staff to assess children's understanding and adapt learning experiences accordingly. Age-appropriate language is consistently modelled in both child-initiated and adult-led activities, supporting the development of communication and language skills.

Children in both rooms regularly develop their fine motor skills. In the pre-school room, children make purposeful marks, hold pencils correctly and demonstrate good control. Staff place an emphasis on personal, social, emotional and physical development. The outdoor environment enhances the curriculum, such as when children explore polar animals by investigating ice and using tools to free frozen objects.

Achievement: Strong standard

Children are exceptionally well prepared for their next stage of learning, including readiness for school. Children's free play is narrated, and well-timed comments and questions extend their communication and language. Children in both rooms explore early mathematics through purposeful activities such as shape puzzles, board games, dice and number play.

All children, including those with special educational needs and/or disabilities or who experience barriers to learning or wellbeing, fully engage in play and sustain high levels of concentration. Older children confidently access the curriculum through stories, nursery rhymes and meaningful real-life experiences. Children who speak English as an additional language receive effective support to enable them to make rapid progress. For example, pre-school children confidently named Arctic animals after targeted teaching during circle time.

Behaviour, attitudes and establishing routines: Strong standard

Leaders and staff set high expectations for behaviour. Staff build warm and trusting relationships with children. These relationships help children feel a deep sense of belonging. Children show confidence and thrive during the nursery day. Staff model positive behaviour through a kind and gentle approach. Children reflect this behaviour in their own interactions. Staff consider each child's age and stage of development and offer support when required. For example, they ask children to assist with a longer activity to continue their positive engagement. The nursery feels calm and cohesive during the day, which assists children in developing excellent behaviour patterns.

This calm atmosphere is especially evident at lunchtime and during garden time. Staff encourage children to take appropriate risks. They support children to share and develop positive eating habits. For example, staff help children to take turns during board games. Children practise patience and resilience while waiting for turns on climbing frames and rope swings. Children show positive attitudes towards one another. Staff offer support when needed.

During circle time, children take turns to speak. They wait patiently to share their name or answer questions. Staff encourage and support this process. They ensure that every child's voice is heard. Leaders work closely with parents and carers to promote regular and punctual attendance. Staff understand attendance patterns, including quieter days during Shabbat. They adjust activities and timetables to reflect the needs of the community.

Children's welfare and wellbeing: Expected standard

Children feel safe, happy and settled. Staff know each child well. They understand children's needs, interests and preferences. This helps children to feel secure and confident. Children receive support to flourish.

Staff carefully support children with barriers to learning or wellbeing. Leaders adapt the provision to meet children's individual needs. Staff make thoughtful adjustments so all children can succeed. For example, they direct questions to specific children to help them to reengage in the learning.

Mealtimes feel calm and relaxed. Staff create a harmonious atmosphere. Children talk excitedly with their peers and key persons. In the toddler room, staff encourage children to feed themselves. Children practise using cutlery and build independence.

Staff position themselves well indoors and outdoors. They supervise effectively during free play. Staff reduce risk while still extending children's independence. In the toddler and pre-school rooms, children use indoor climbing equipment. Staff encourage children to climb safely and confidently.

Staff support children to recognise and share their emotions. They use colours and feelings to help children communicate. Key persons guide children with care and sensitivity. Sleep routines work well and run smoothly. Younger children rest peacefully. Older children continue to explore and learn in other rooms. This organisation supports children's development at every stage.

Leadership and governance: Expected standard

Leaders understand the nursery's context well. They are clear about their ambition for children to achieve. They place children's learning and development at the centre of their work. Leaders ensure staff receive high-quality training. They give careful consideration to staff workload and wellbeing. The nursery has fixed closure periods. These allow staff to rest and recharge before each new term.

Leaders promote a culture of continuous improvement. Leaders provide staff with a wide range of internal and external training. This training strengthens their knowledge, skills and confidence. Leaders and staff build respectful relationships with parents and carers. They work closely with families and the wider community. Leaders value parents' views and use them to support children's learning and care. Parents speak positively about the nursery. They value the high level of care their children receive. They appreciate the curriculum-linked trips and visits. Parents report that their children have grown in confidence and development since starting at the nursery.

Leaders should consider ways to increase the security of the premises even further. Occasionally, the door that leads to the grounds where the premises are located is left open. Although this means that potentially an unauthorised person could enter the grounds, this does not pose a significant risk to children, as access to the nursery is through further locked doors.