Ashridge Nursery

Inclusion: Strong standard

Inclusion is a well-established part of practice. Leaders and staff know children and their families considerably well. They swiftly and accurately identify any potential barriers to learning and participation. Staff use their knowledge of children's individual circumstances to make appropriate adaptations or one-to-one interventions and ensure that children can access the curriculum alongside their peers. For example, children's targets are broken down into small, achievable steps, including for children with special educational needs and/or disabilities and those who speak English as an additional language. This enables staff to recognise progress and provide support that is closely matched to children's individual needs.

Leaders take effective action to support children who may be disadvantaged or vulnerable. They ensure any additional funding is used purposefully to enhance children's experiences and learning, including extra sports coaching, animal organisations visits to the setting and additional resources where required. Staff also make thoughtful adaptations for children with physical or additional needs, enabling them to participate fully while developing their independence.

Parents and carers are valued and are encouraged to share information about their children, cultures and family experiences. Leaders work effectively with external professionals, including speech and language therapists and local schools to ensure support is coordinated and responsive. As a result, children experience a welcoming and respectful environment where differences are valued. They are supported to overcome barriers, participate fully in the life of the nursery and develop a positive sense of belonging.

Curriculum and teaching: Expected standard

Leaders and the staff team have designed and introduced a new curriculum this term that is suitably sequenced, enabling children to revisit and practise key knowledge and skills across the areas of learning. Staff understand children's individual needs and use their knowledge of children's interests and starting points when planning activities.

Overall, teaching is generally purposeful, with staff providing sensitive support that helps children to become engaged and develop their learning. Staff are knowledgeable about children's progress, the next steps in their learning and use this information to inform their planning. They support language development through everyday interactions and activities.

The curriculum is in the early stages of fruition, and staff talk positively about how they are noticing that this is beginning to have a positive impact on the teaching and learning, but it is not yet fully embedded. At times, staff skilfully extend children's thinking and language by responding to their ideas and misconceptions. However, there are occasions when valuable opportunities to develop children's knowledge and mathematical thinking are not fully extended. Appropriate adaptations are made for children with special educational needs and/or disabilities and those who may have potential barriers to their learning, helping them participate and make progress from their starting points.

Achievement: Expected standard

Children progress well from their individual starting points. Children who have special educational needs and/or disabilities or face other barriers to learning are identified early and supported through appropriate adaptations and targeted support.

Children gain the necessary skills in relation to their personal, social and emotional development. For instance, they develop confidence in making friends and show enthusiasm for trying new things. Older children persist for extended periods and discuss their intentions when particular activities grasp their attention. Children also learn to take turns and develop early negotiation skills that are helpful for future collaborative play and learning. Generally, children have opportunities to explore mathematical concepts through planned activities and experiences.

Children show an interest in books, in particular familiar stories being read to them. They also enjoy acting out familiar routines when playing in the role play area and pretending to make dinner. Children typically develop their communication and language skills, with many becoming increasingly confident in expressing their needs, sharing ideas and talking with familiar adults and other children.

Overall, children develop a range of skills that prepare them for their next stage of learning. For example, they build confidence in communicating, develop independence in everyday routines and learn to persevere when faced with challenges.

Behaviour, attitudes and establishing routines: Expected standard

Leaders support staff to establish a positive and inclusive environment where children are learning to understand the expectations for behaviour, attitudes and routines. Children behave well and typically engage in activities. They show positive attitudes to learning, particularly when activities reflect their interests and developmental stage. However, on occasions the overall approach to reinforcing boundaries and expectations are not yet consistently applied by all staff, particularly during energetic transitions and outdoor play. This does not help children to fully understand what is expected of them.

A visual timetable and daily routines help children understand what happens next. Staff recognise that children are at different stages of development and adapt expectations appropriately, including for younger children, new starters and children who may become overwhelmed. During group times, children who are not yet ready to remain for the whole session are supported to access learning in ways that meet their needs.

Children develop warm and trusting relationships with their key person, who knows them well. This helps children to manage their feelings and supports their emotional wellbeing. Staff work closely with parents and carers to promote regular attendance. Leaders have effective arrangements to rigorously monitor attendance and follow up any unexpected absences.

Children's welfare and wellbeing: Expected standard

Leaders have established a nurturing and inclusive environment where children's welfare, wellbeing and individual needs are prioritised. Staff know the children well and understand their interests, personalities and individual circumstances. The key person arrangements are effective to provide children with familiar adults who offer reassurance and support, helping them to feel secure and valued. New children are given appropriate support to settle and develop trusting relationships with staff.

Staff respond sensitively to children's emotional needs and provide reassurance when they seek support. Children are encouraged to recognise and express their feelings and are supported to develop confidence and positive relationships with others. Furthermore, leaders help staff to identify any barriers to children's learning and wellbeing at an early stage and provide additional support or adaptations where needed. This includes appropriate targeted support for children with special educational needs and/or disabilities.

Children have regular opportunities to develop their physical skills through active play and they enjoy spending time outdoors, developing their strength, coordination and balance. Staff promote children's understanding of healthy choices, hygiene and emotional wellbeing through everyday routines and experiences. Overall, children form secure friendships and engage positively in collaborative and independent play. They feel safe, ready to learn and enjoy their time at the setting.

Leadership and governance: Expected standard

Leaders understand the setting's strengths and areas for development and are taking appropriate action to improve the quality of provision. The new management team has brought a positive focus to the setting and is working collaboratively to establish a settled and supportive staff team. Leaders recognise the impact these changes have had and are working closely with staff to ensure they feel valued and supported.

Leaders have high expectations for children and involve staff in decisions about changes to practice. They have worked collectively with the team to review and rewrite the curriculum and have identified priorities for further improvement. Leaders understand how they can support staff's teaching practice. There is scope to enhance this, to help staff to extend children's knowledge and skills further as they play.

Staff feel supported and their professional development is valued. Staff access mandatory and personalised training, including opportunities in special educational needs and /or disabilities, speech and language and other areas linked to their interests and development. Leaders support staff to undertake higher-level qualifications and provide opportunities to develop career pathways within the setting.

Leaders work positively with parents and external professionals. Families are encouraged to share information about their children and contribute their cultures and experiences to the setting. Leaders and staff communicate regularly with parents both verbally and using an online app. They provide ideas on how parents can continue their child's learning at home. Parents speak positively about the provision and care their children receive. Parents value the partnerships with staff, effective communication, and the nurturing environment.