Apple Tree Day Nursery & Preschool

Inclusion: Strong standard

Leaders and staff consistently prioritise inclusivity and all children's emotional security. They form warm and secure bonds with all children and get to know them and their individual needs quickly, forming trusting relationships with their families. The 2-way communication is extremely effective and ensures that parents and carers have a detailed understanding of the support available and in place, and how they can help at home. Ongoing conversations and progress reviews between parents and key staff outline children's achievements and any issues or emerging concerns. This approach ensures that children's individual needs are identified and assessed quickly and swiftly supported.

Leaders and staff have very high expectations for and of all children, including those with special educational needs and/or disabilities (SEND). They make sure that any children with SEND receive a targeted approach and appropriate monitoring as their needs change. Staff rigorously monitor children's progress and successfully work with families and external agencies to address and reduce any barriers to learning. Leaders use additional funding to help support children's ongoing development. For example, they provide one-to-one support and specialist resources. Well-embedded strategies and considered adaptations to teaching, such as using sensory resources and visual cues, help all children to fully participate and achieve well in their learning.

Curriculum and teaching: Expected standard

Leaders plan a typically broad and balanced curriculum that supports children's development, and assessments establish children's existing knowledge. Overall, staff tailor teaching to suit children's needs, interests and abilities. Children who face barriers to their learning benefit from learning in smaller groups, which supports their development and learning well. Staff ensure that children's emotional needs are met during daily routines and activities.

All children have access to outside play and enjoy experiences that they may not have previously had. Children demonstrate engagement in their play and learning, and staff ensure that children are safe, secure and happy, which supports their learning. Children have opportunities to build on their physical skills. They are encouraged to be active indoors and outdoors. For example, babies enjoy the freedom to negotiate space as they crawl and toddle. They build strength in their fingers as they pick oats from a tray. Staff use every opportunity to help develop children's mathematical knowledge. They play alongside children with water and discuss concepts such as volume. Staff encourage children to count as they jump in and out of hoops in the garden. Staff use repetition, song and stories to support children's language development. Children enjoy looking at books together and acting out stories, such as 'Goldilocks and the Three Bears'. Staff use these opportunities to discuss the concept of size, with language such as 'small', 'medium' and 'large'.

Leaders are still developing how they support less experienced and less confident staff to implement the curriculum. This can occasionally mean that teaching is inconsistent for different groups of children as staff are not always aware of how to extend children's learning.

Achievement: Expected standard

Children generally make steady progress in their communication and language development. Babies make sounds as they join in with nursery rhymes. Older children discuss their experiences and gain confidence in expressing themselves, sharing their thoughts and opinions. These skills support children in readiness for the next stage of their education, such as for school and for future life.

Children confidently move through the nursery towards the next stage in their development. Children develop secure emotional wellbeing and build resilience and social skills through play. They develop problem-solving skills and independence through everyday routines, such as putting on coats and serving themselves at mealtimes. Children with special educational needs and/or disabilities make secure progress in their learning and achieve well.

Behaviour, attitudes and establishing routines: Strong standard

Staff establish clear routines and consistent boundaries that effectively support children to understand what is expected of them and ensure that they successfully transition between activities. This support considers the emotional needs and age and stage of development of all children, including children with special educational needs and/or disabilities. Staff set targets to encourage children's best behaviour, and children are praised for being thoughtful and kind. Children behave extremely well and are very motivated in their learning. They are busy in their learning, acting out stories with their friends or playing alongside adults who challenge them in their thinking. The setting is very calm, and children and babies are relaxed and content. Children are well supported by staff who are compassionate, kind and excellent role models. Staff teach children how to notice and name their emotions, and they understand that some children need more emotional support. Staff respond to children's cues, such as moving them away from a busy place or giving them a cuddle with their key person when they need it.

Leaders consistently monitor attendance and swiftly follow up any concerns. All parents and carers are encouraged to bring their children regularly and on time. This is supported through close professional relationships between families and staff. Consequently, children benefit from a maximum amount of learning, which positively impacts on their future outcomes.

Children's welfare and wellbeing: Strong standard

All children, including those with special educational needs and/or disabilities, benefit very well from the sensitive, caring and trusting relationship that they have with their key staff. The curriculum and the daily routines allow for staff and children to spend time together. Children's emotional wellbeing is consistently and thoroughly supported.

Staff are sensitive to children's developing independence during toileting. Privacy is always thoughtfully considered, and staff are always available for support when required. Children are provided with a range of healthy and nutritious meals, which they thoroughly enjoy. Information is given to parents and carers on healthy eating, which supports children and families well when they bring in food from home. Leaders share information on lunch-box ideas to help parents make well-informed decisions. Leaders and staff follow clear procedures and work in collaboration with parents to ensure that children with allergies and medical needs are kept safe.

Children and babies delight in teeth-brushing time, where staff teach them to take care of their teeth and why this is important. Staff rigorously monitor children as they sleep and face children as they eat. Children know that they must sit still when eating, and staff teach children how to keep themselves safe by walking calmly when inside.

Leadership and governance: Expected standard

Leaders are committed to providing highly inclusive education and care for children and families. Parents and carers feed back that they are grateful for the support with using funding and how this enables their children to attend more sessions. They comment on the caring attitude of staff and leaders, and say this contributed to them choosing the nursery for their children.

Leaders are reflective of the provision. They are aware that there are still some improvements to be made and that staff may benefit from additional training and coaching on how to extend children's learning and be more specific in planning for children's goals. Staff say that they feel valued and well supported in their roles and that their workload is well considered. They have access to some training and meet regularly with leaders to discuss their professional development and wellbeing.

Leaders work alongside external agencies to provide targeted support for children and families. They work hard with families and children who face barriers to their learning to help them achieve well and close gaps in their experiences and learning. Teachers from local schools are consulted in preparation for school readiness and support children, including those with special educational needs and/or disabilities, to ensure a successful and smooth transition to school.