Apple Tree Nursery (Castle Vale)

Inclusion: Strong standard

Leaders create a robust culture of inclusion that supports every child. They expertly and promptly identify children's individual needs through clear assessment systems. These include baseline checks, screening tools and detailed support plans. Staff review these plans with parents and external professionals so that support stays focused.

Leaders use funding in thoughtful and purposeful ways to remove barriers to children's learning. For example, they enhance outdoor learning opportunities for children who may otherwise have limited daily access to outdoor play. They also provide additional adult support for children with special educational needs and/or disabilities (SEND). Leaders act as soon as concerns arise about children's learning. They introduce approaches such as using sign language and targeted programmes to successfully strengthen communication and early language.

Staff receive regular training on how to implement agreed strategies to support children with SEND. They very effectively apply their learning in daily practice. Staff know each child's targets well and adapt activities so that children can take part and succeed. Leaders include parents well in planning for, and reviewing, children's progress. This builds trust and shared understanding.

Weekly professional development and reflective supervision sessions help to ensure that staff apply strategies consistently. Leaders work closely with families and relevant professionals to offer practical support. Children show clear progress in communication, emotional development and independence, reflecting the impact of this inclusive approach.

Curriculum and teaching: Expected standard

Leaders design an ambitious, inclusive curriculum that gives children the knowledge and skills they need for their next stage of development. They are currently supporting staff well to implement this consistently. Leaders structure learning around clear developmental milestones for younger and older children, ensuring progression from early communication and physical skills to confidence with routines and problem-solving. This planned sequence helps children build knowledge step by step.

Overall, staff teach with purpose and adapt in the moment to meet children's needs. Leaders step in to model this to staff when needed. They prioritise communication and language in every activity, introducing new words and using gestures to support understanding. Staff strengthen mathematical learning through practical experiences that make abstract ideas concrete. For example, during a counting activity, children select boxes and trays to sort and count everyday objects. Staff introduce mathematical vocabulary such as 'more', 'less' and 'subitise', and support counting one item at a time. They encourage turn-taking and problem-solving. When children show curiosity or need help, staff adjust the level of challenge so everyone can take part successfully.

Leaders use baseline checks and observations to plan children's next steps in learning. They act promptly when gaps in learning appear, ensuring all children make meaningful progress.

Achievement: Expected standard

Children secure the key knowledge and skills they need as they move through the curriculum. They build early communication, number awareness, physical skills and confidence at a steady pace. Regular checks help staff spot what each child knows and what they need next, so teaching builds learning in clear steps.

Children who face barriers to their learning, including those with special educational needs and/or disabilities, make impressive progress from their starting points. They benefit from the adaptions made to activities, enabling them to take part, practise skills and gain independence. Children use new words, joining in with others and staying focused for longer.

As children grow, they develop routines, listening skills and early vocabulary that prepare them for their next stage, including school. They show curiosity, take turns and keep trying with tasks. These foundations help them move into future learning with confidence and readiness.

Behaviour, attitudes and establishing routines: Expected standard

Children develop a sense of security because staff follow calm, predictable routines from arrival to home time. Transitions within the routine are relaxed and staff use simple phrases such as, 'After snack, we'll go outside.' Rules are displayed as pictures, helping children understand expectations and develop self-control.

Staff model kindness and respect by talking about feelings during play. For example, they say, 'I can see you both want that bucket. Let's find another one.' This supports sharing and problem-solving. When emotions rise, staff respond calmly, lower themselves to the child's level, and offer comfort before guiding the group back to play. However, staff are sometimes reliant on prompts from leaders to support them in providing high-quality interactions and calm routines throughout the day.

Leaders monitor attendance and work with families to improve punctuality. Parents value practical tips for home routines, creating consistency and confidence.

Children's welfare and wellbeing: Strong standard

Children's welfare and wellbeing are at the heart of daily practice. Children build secure attachments with familiar adults. This helps babies and toddlers to feel safe and confident. Routines for sleeping, feeding and weaning follow national guidance. Staff adapt routines to meet the unique needs of each child. For example, staff respond quickly when a child shows tiredness. They create a calm sleep space and talk through each step of the routine to reassure the child.

Allergy systems are clear and visible. Staff meticulously manage food adaptations, including processes for milk allergies. Healthy habits are promoted through balanced menus and hygiene routines. Staff model handwashing and explain the steps to follow so that children learn independence.

Leaders support families to access practical help. They provide families support with behaviour, toileting and healthy eating. Leaders plan for transitions, so that they are calm and support children to settle quickly. They support staff to develop effective relationships with children and parents. Leaders ensure their key-person approach is fully embedded. Staff know the children extremely well. Leaders use their thorough knowledge to help them to manage children's feelings and build their resilience. This enables children to thrive in a safe, nurturing environment.

Leadership and governance: Strong standard

Leaders have a clear and accurate understanding of the setting's strengths and priorities for improvement. This is achieved through rigorous monitoring and highly effective supervision. They act promptly and decisively when needed. For example, leaders are currently targeting support to ensure the quality of interactions and curriculum delivery is consistently strong.

Leaders work closely with staff to secure high-quality care and learning for every child. They regularly observe practice and provide precise feedback that enables staff to improve immediately. In addition, leaders coach staff 'in the moment', modelling strategies and asking open-ended questions that encourage reflection and self-evaluation, strengthening confidence and consistency.

Curriculum planning is carefully considered and its impact checked regularly. When introducing research-informed programmes, leaders ensure this addresses identified priorities. For example, a recent initiative focused on early mathematical development to close gaps in counting skills. Leaders explained the rationale clearly, organised training and supported staff to embed new techniques. They continue to monitor progress and share ideas to sustain improvement.

Crucially, leaders consider staff wellbeing and workload in all decisions. Training is scheduled at manageable times, resources reduce preparation demands, and expectations are adapted during change. This ensures improvements are sustainable without placing undue pressure on staff.