Blossoms on the Reservoir

Inclusion: Strong standard

Leaders have established a highly effective and embedded approach to inclusion. Practitioners know children and their families very well and use this knowledge to identify barriers to children's learning, development and participation. This extends beyond children with identified special educational needs and/or disabilities (SEND) or those eligible for additional funding. Leaders understand the challenges experienced by some families and adapt provision accordingly. For example, when leaders identified that a child's home circumstances limited opportunities for physical play, they increased access to outdoor experiences. This helped the child settle and successfully engage with nursery routines.

Leaders use early years pupil premium funding purposefully, identifying barriers experienced by eligible children and matching support to their needs. They evaluate children's progress and the impact of support to inform what happens next. Children with SEND benefit from individualised approaches and effective partnership working with parents and external professionals. Practitioners use targeted plans and adapt strategies according to children's responses. For example, when visual boards were less effective for a child with communication and interaction needs, practitioners introduced objects of reference, sensory resources and visual cues. This has helped the child manage transitions, become more focused and increasingly communicate their needs.

Partnerships with families are highly effective. Translation tools and meaningful use of children's home languages help families communicate with practitioners and support children's sense of belonging.

Curriculum and teaching: Expected standard

Leaders have developed an appropriate and broad curriculum that reflects the early years foundation stage and prepares children for their next stage. They understand the quality of curriculum and teaching and use observations, professional discussion and assessment to identify where improvements can be made to planned learning. Communication and language, independence and children's personal, social and emotional development are clear priorities throughout the nursery. However, not all practitioners, as yet, understand how specific knowledge and skills build progressively over time, so learning does not always build as precisely on what children already know and can do.

Practitioners use children's interests effectively to make learning meaningful. For example, practitioners build on a child's interest in cars in the pre-school room to develop counting and problem-solving. They extend this interest using ramps and model positional language such as 'top' and 'bottom', alongside words such as 'fast' and 'slow'. Cars are also used for mark making. As a result, the child confidently counts with support, uses new vocabulary and suggests solutions to problems.

The curriculum for babies prioritises their earliest development. Practitioners use eye contact, gestures, sounds, songs and simple language to promote communication. The environment enables babies to roll, crawl and cruise, developing physical confidence, while care routines promote relationships and independence.

Practitioners use assessment to tailor teaching to children's starting points. For children experiencing barriers, teaching is adapted through approaches such as objects of reference, sensory experiences and visual cues. These adaptations help children manage transitions, sustain engagement and increasingly communicate their needs.

Achievement: Expected standard

Children make appropriate progress from their individual starting points across the curriculum. Children develop their communication and language skills through frequent interactions with adults. Babies increasingly imitate sounds, attempt single words and respond to familiar songs and actions. Older children confidently communicate their ideas, use an increasing range of vocabulary and apply their language to think through and solve simple problems.

Children develop important foundational knowledge and skills for later learning. They count objects, use mathematical language and solve simple problems during their play. Children enjoy carefully chosen books and rhymes that help them explore themes such as friendship, safety and the world around them. They become increasingly independent, serving their own food and drinks, putting on coats and shoes, making choices and managing aspects of their personal care.

Children with special educational needs and/or disabilities, those experiencing disadvantage and those experiencing other barriers make appropriate progress from their starting points.

Children who initially find communication, interaction or routines more difficult become increasingly settled and engaged. They begin to use single words, communicate their needs and participate alongside other children. Children develop the confidence, independence, communication and understanding of routines and expectations that prepare them appropriately for their next stage of learning.

Behaviour, attitudes and establishing routines: Expected standard

Leaders have established a positive and nurturing environment where children understand familiar routines and expectations. Practitioners form warm relationships with children and model kindness, care and respect. Children respond positively to adults and are increasingly confident to make choices and engage in their learning. Songs, visual prompts and familiar routines help children understand what is happening next and support smooth transitions throughout the day.

Children learn to play alongside others, share resources and develop positive relationships. Practitioners model simple expectations, such as using 'kind hands', and offer praise and reassurance to reinforce positive behaviour. This helps children, including those who initially find social interaction difficult, to increasingly engage alongside their peers and participate in shared experiences. Practitioners recognise that children's ability to manage their behaviour varies according to their age, stage of development and individual needs. Appropriate adaptations help children with additional needs to understand expectations and participate successfully in routines.

Leaders promote regular attendance and punctuality with families and monitor children's attendance carefully. They contact parents when absences are unexplained and consider children's individual circumstances and known vulnerabilities when deciding what further action is required.

Children generally demonstrate positive attitudes to learning. However, during some adult-led group experiences, practitioners do not always adapt their approach quickly enough when children lose focus. As a result, some children do not sustain attention or remain actively engaged.

Children's welfare and wellbeing: Expected standard

Children receive responsive care that reflects their individual needs and circumstances. Practitioners work closely with parents to understand children's routines, preferences and needs. Key persons establish secure and trusting relationships with children. Babies seek reassurance from familiar adults and benefit from sensitive interactions that help them feel secure. Settling-in arrangements are tailored to individual children. Parents initially stay with their baby and share detailed information about sleep, feeding and weaning routines. Where children need longer to settle, attendance is gradually increased, helping them develop secure relationships at their own pace.

Leaders prioritise children's health and wellbeing and ensure that practitioners understand how care practices should meet individual needs. Children enjoy nutritious, freshly prepared meals and opportunities to be physically active. Babies develop early movement and physical confidence, while older children practise increasingly challenging physical skills. Leaders' awareness of local oral health concerns informs the provision of books, dental role play and planned experiences that help children learn how to care for their teeth.

Care routines are adapted to children's individual development. Practitioners work with families to ensure that dietary and health requirements are understood and consistently followed. Babies' feeding, weaning and sleep routines reflect information from parents and change as their needs develop. Mealtimes are positive, sociable experiences where children develop independence by serving food and accessing drinks.

Leaders ensure that children's emotional wellbeing remains central to practice, with practitioners offering reassurance and helping children recognise, express and begin to manage their feelings. Consequently, children develop confidence, emotional security and an increasing understanding of how to keep themselves healthy and safe.

Leadership and governance: Strong standard

Leaders are highly reflective and have an accurate understanding of the setting's strengths and areas for development. They evaluate practice through learning walks, peer observations, supervision and professional discussion. Improvement plans identify priorities for each room and are regularly reviewed. Leaders set clear expectations, model effective practice and monitor whether improvements are having the intended impact.

Professional development has a significant impact on practitioners' knowledge and practice. Leaders tailor coaching, modelling, training and opportunities to shadow experienced colleagues to individual needs. For example, where leaders identify weakness in staff practice, they role model effective interactions and implement and closely monitor support plans for staff. This results in improved interactions, stronger relationships with children and increased practitioner confidence. Leaders ensure less experienced staff receive dedicated support to develop their professional skills. Leaders invest in specialist development and further training for staff who hold extra responsibilities.

Leaders make thoughtful decisions based on their detailed knowledge of children, families and the local community. They work closely with families, external professionals and community services to secure appropriate support for children experiencing disadvantage, special educational needs and/or disabilities or other barriers. They adapt provision in response to children's individual circumstances and consider the impact of these decisions on children's experiences.

Staff's wellbeing and workload are prioritised. Regular supervision provides opportunities to discuss professional needs and wellbeing. Practitioners describe leaders as approachable and supportive and feel valued in their roles.