Audlen House Day Nursery

Inclusion: Strong standard

Children benefit from a deeply embedded culture of inclusion, where staff know children well and adapt provision to meet their individual needs. Leaders identify barriers to children's learning and wellbeing and work closely with families and relevant professionals to secure support. Staff make thoughtful adaptations to activities, routines and the environment so that children with special educational needs and/or disabilities are included and can participate fully alongside their peers.

Children who experience disadvantage or other barriers to learning benefit from targeted support that is responsive to their circumstances. Leaders work closely with social care and other agencies when needed and make flexible arrangements to maintain children's relationships, attendance and emotional stability.

Children see their families, cultures and experiences reflected positively in the setting. Staff invite parents to share celebrations, traditions, occupations, languages and skills, helping children develop respect for differences and an understanding of the wider community. Resources, books and experiences are thoughtfully adapted to ensure children have equal opportunities to participate and succeed. As a result, children feel valued, included and able to participate fully. They develop confidence, positive relationships and a positive sense of belonging, regardless of their individual circumstances or starting points.

Curriculum and teaching: Strong standard

Leaders have established a well-sequenced, ambitious curriculum that builds securely on what children already know and can do. Staff have a secure understanding of children's individual learning needs, interests and starting points and use this knowledge effectively to plan meaningful learning opportunities. Teaching is consistently purposeful, with experienced staff skilfully building on children's knowledge, introducing rich vocabulary and supporting children to make meaningful connections across all areas of learning.

Staff use high-quality interactions to extend children's thinking and deepen their learning. They show genuine curiosity about children's ideas, ask purposeful questions and respond effectively to children's emerging interests and understanding. Staff adapt their teaching in the moment so that children can explore ideas further, solve problems and apply what they know. For example, during a treasure hunt activity, staff supported children to develop language, mathematical thinking and problem-solving as they counted, compared and made predictions about their findings. Staff adopt a clear focus on communication and language, alongside opportunities to develop independence, self-regulation and positive attitudes to learning. Staff explicitly teach skills children need to become confident and resilient learners. The curriculum is inclusive and staff adapt activities and environments effectively to reduce barriers to learning. Consequently, children are highly engaged, make sustained progress from their starting points and develop the knowledge, skills and confidence needed for their transition to school and future learning

Achievement: Strong standard

Children make notable progress from their individual starting points and develop the knowledge, skills and confidence they need for their future learning. Older children confidently use language to express their ideas and develop the independence needed to engage successfully in learning. Toddlers learn new vocabulary, and develop social skills as they respond to familiar songs, make sounds using kitchen pans and utensils, and engage in imaginative play with staff. Babies demonstrate secure attachments, eagerly explore their environment with curiosity and particularly show clear progress in their communication and physical skills.

Children develop particularly well in communication and language, independence and physical development. They confidently use language to express their ideas, communicate with others and develop their thinking through play. Children delight in regular opportunities for physical activity, including yoga and sports sessions, which build their strength, coordination and confidence in movement. Children apply their developing mathematical knowledge in meaningful contexts, such as counting, comparing and problem-solving during activities.

Children with special educational needs and/or disabilities and those who face barriers to learning receive attentive support and adaptations, enabling them to participate fully and make progress. As a result, children flourish, make meaningful connections in their learning and leave the setting well prepared for their next steps of their education.

Behaviour, attitudes and establishing routines: Strong standard

Leaders have embedded a harmonious and respectful culture. Children show consistently positive behaviour and motivated attitudes to learning. They understand the familiar expectations, boundaries and routines and respond confidently to these, helping them to feel secure and engage purposefully throughout the day. Staff model respectful behaviour and provide clear, consistent expectations, helping children understand how to treat others with kindness and empathy.

Children are quickly and effectively supported to manage their feelings and behaviour. Staff use calm, consistent approaches and explicitly teach children how to regulate their emotions, cooperate with others and resolve difficulties. As a result, children behave well, show consideration for others and develop social skills through collaborative play and shared activities. Children develop positive attitudes to learning and demonstrate high levels of confidence, independence and sustained engagement. They readily choose activities and persevere with their interests, while staff respond to children's ideas and support them to become increasingly motivated learners.

Leaders promote the importance of regular attendance and maintain robust systems to monitor children's attendance and follow up concerns where necessary. Staff reinforce best possible behaviour through highly impactful teaching of behaviour and routines. Staff adapt their approach appropriately to meet individual needs, ensuring that all children are included and able to participate successfully. Consequently, children are calm, cooperative, enjoy their time at the setting and develop the attitudes and behaviours that support successful learning and positive relationships.

Children's welfare and wellbeing: Strong standard

Children's welfare and wellbeing are promoted very well. Children experience warm, nurturing and caring relationships with staff, which give them a real sense of belonging and help them feel safe, secure and valued. Children arrive happily, separate from their parents confidently and engage enthusiastically in their chosen activities. Staff have a secure knowledge of the children, they understand their individual interests, needs and emotional cues, and adapt interactions, routines and activities so that children can participate fully and thrive.

Children are supported to develop confidence, independence and positive relationships with others. Staff calmly and sensitively help children to manage their feelings and behaviour, consistently modelling kindness, care and respect. Clear, familiar routines help children feel secure, settle quickly and develop positive attitudes towards learning and each other.

Leaders and staff work closely with parents and carers, maintaining effective communication through various sources such as daily handovers, newsletters and an online platform. Parents report that their children feel safe and valued and have developed confidence, social skills, and communication. Staff also promote healthy lifestyles through nutritious meals, physical activity, and conversations about health and safety. Overall, children are happy, secure and emotionally supported, enabling them to flourish throughout their time at the nursery.

Leadership and governance: Strong standard

Leaders provide clear, ambitious and purposeful leadership, with a clear commitment to high-quality provision and consistently positive outcomes for children. They have a secure understanding of their strengths and vision and use effective monitoring, evaluation and reflective practice to identify any areas for improvement. Leaders act decisively to improve provision, including responding to updated guidance and progressing refurbishment projects to enhance children's experiences, safety and wellbeing.

Leaders promote a positive culture of inclusion and continuous improvement. Leaders have effective systems for identifying vulnerabilities, monitoring attendance and working with external agencies to ensure children and families receive the necessary support. Inclusive practice is deeply embedded, with leaders adapting provision to reduce barriers to learning and ensure all children can thrive. Staff speak confidently about children's progress, needs and next steps.

Leaders value and invest in their staff. Regular supervision, team meetings, safeguarding discussions and mandatory training ensure staff maintain and develop their professional knowledge. Leaders provide personalised opportunities for professional development that build on staff strengths and identified areas for development. This includes enabling staff to achieve higher-level qualification opportunities to strengthen the quality of practice and progress in their career pathways.

Leaders have established positive partnerships with parents and the wider community. Parents' views and suggestions are welcomed and acted upon where appropriate. Families are actively involved in the life of the nursery, including celebrations, cultural experiences and community links.