Beyond The Nest LTD

Inclusion: Strong standard

Leaders have established an inclusive culture where all children are valued and supported to access the curriculum. They identify children's individual needs effectively through careful assessment of children's starting points, ongoing observation and close communication with parents and carers. This enables staff to recognise children's emerging needs early and take timely action to reduce barriers to learning. For example, staff use visual prompts, such as 'now and next' boards, and structured routines to help children understand expectations and manage transitions. They adapt activities so that all children can take part, including those with special educational needs and/or disabilities (SEND) and those who speak English as an additional language. These approaches help children to engage alongside their peers and build confidence. Staff benefit from ongoing training and guidance, which develops their understanding of how support can be structured for children with SEND.

Leaders monitor children's progress closely and review the impact of support regularly. Case sampling and discussions with staff show that children, including those known (or previously known) to children's social care, are engaging confidently and making clear progress from their starting points.

Leaders work effectively with families and external professionals, including speech and language therapists and multi-agency teams. Support to access funding is provided and leaders maintain regular communication with professionals to ensure children's communication and emotional development. Leaders have clear plans in place to reduce barriers and improve outcomes. As a result, children feel valued and thrive.

Curriculum and teaching: Strong standard

Leaders have created a well-sequenced and engaging 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. Assessment is continuous and sharply focused. Staff carefully consider and prioritise the skills they want children to learn, based on their needs and abilities. Children gain fundamental skills in preparation for their future learning. These include confidence, resilience and being able to form and maintain relationships. Age-appropriate language is consistently modelled in both child-initiated and adult-led activities, supporting the development of communication and language skills. Resources are selected thoughtfully to promote inclusion and enhance learning opportunities and experiences accordingly.

Staff place an emphasis on children's personal, social, emotional and physical development. The indoor and outdoor environment enhances mathematical development, such as when younger children eagerly count out the number of scoops needed to fill pots with sand and water. Teaching is purposeful, consistent, exciting and impactful. Consequently, all children make sustained progress across all areas of learning. Children in all rooms regularly develop fine and gross motor skills. Older children make purposeful marks, hold pencils correctly and demonstrate good control when they paint pictures inspired by famous artists, such as Kandinsky and Van Gogh.

Achievement: Strong standard

Children are very well prepared for their next stage of learning, including readiness for school. Children's communication and language develop extremely well. They use an increasingly rich vocabulary, engage in meaningful conversations and respond confidently to prompts and questions. Children and babies develop a love of books and explore early mathematics through purposeful activities, such as opportunities to measure, identify colours and daily 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. For example, in a focused activity, pre-school children use body percussion and different musical instruments to keep a steady beat. They explore this further in their own play by making sound patterns, recalling the names of the instruments and reflecting on how the music makes them feel. Children who speak English as an additional language receive effective support to enable them to make rapid progress.

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 their 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 use the sensory room for targeted work with children, delivering bespoke interventions to build skills which strengthen children's positive engagement. The provision feels calm and cohesive during the day, which assists children in developing excellent behaviour patterns.

The calm atmosphere is especially evident at lunchtime and during outdoor play. Staff encourage children to take appropriate risks. They support children to share and develop positive eating habits. For example, staff use visual cues, repetition and sensitive interactions to help children express their ideas, such as how to be a superhero. Children practise patience and resilience while waiting for turns to play a drum or in the sandpit. They show positive attitudes towards one another. Staff offer support and enthusiastically join in when appropriate.

During circle time, children and babies take turns to speak. They share their name and photograph 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.

Children's welfare and wellbeing: Expected standard

Relationships are respectful, warm and effective in promoting children's wellbeing and all children have a strong sense of belonging, including those who may face barriers to their learning and/or wellbeing. Care practices take into account the personal needs of children of all ages, including those with special educational needs and/or disabilities. Key people support secure and trusting attachments from the start, providing comfort and reassurance and responding to needs attentively. Staff ensure that babies and children have privacy when nappy changing and toileting, promoting respect. Babies and children cuddle staff and enjoy them joining in with their play.

Leaders and staff ensure children receive nutritious food and drink. They know how to promote children's emotional and physical wellbeing. Children enjoy daily outdoor play where staff provide support to help them develop their strength, balance and coordination. Sleep routines work well and run smoothly. Younger children rest peacefully while older children continue to explore and learn in other rooms. This organisation supports children's development at every stage.

Leaders are aware of the impact of children's poor oral health and the importance of implementing a full programme that consistently supports oral hygiene at home and in the setting. However, this is not yet embedded and children's understanding of the importance of brushing their teeth is not secure. Staff encourage children to become increasingly independent and help them to begin to understand staying safe online.

Leadership and governance: Strong standard

Leaders actively support staff's wellbeing and workload. Staff report feeling valued and supported through tailored supervision, clear guidance and a structured induction process. They benefit from regular professional development, including inset days and access to local authority training platforms. Ongoing training has strengthened staff's confidence in assessment and implementing speech and language therapy. As a result, staff apply policies and procedures consistently in their day-to-day practice.

Leaders have established effective systems to support the quality of provision and promote high standards for children's attendance. Leaders monitor practice using bespoke forms that provide clear guidance to staff, ensuring that expectations are secure and understood. Parents and carers speak positively about the setting. They describe it as warm and welcoming and value the regular communication they receive, including updates through an online system. This helps them to feel informed and involved in their children's learning.

Leaders recognise that there is always more to improve and demonstrate a proactive approach to refining practice. They build on existing strengths while identifying areas that can be developed further. For example, leaders act on feedback and incorporate advice from the Borough Council Virtual School team. They are exploring opportunities to strengthen partnerships with local colleges and the community, offering placements and pathways into early years roles.