CareLoveLearn at Tarleton Nursery

Inclusion: Strong standard

Leaders demonstrate an excellent commitment to inclusion and act with integrity to ensure that all children, including those with special educational needs and/or disabilities (SEND) and those known to children's social care, receive timely and targeted support. Staff have a very secure understanding of how to support children with SEND and implement the graduated approach effectively. They coordinate closely with parents and carers and external agencies to reduce barriers to children's learning.

Staff identify children's needs early. They put detailed plans in place for each child, and monitor and adapt interventions as required. Staff work collaboratively with other agencies to ensure continuity of support, further enhancing children's learning and progress. Parents report that they feel included and confident in the setting's procedures and plans to support their children.

Cross-agency collaboration, including sharing best practice from other settings, strengthens inclusion further. As a result, children make positive progress from their starting points, engage fully in activities and develop personal, social and emotional skills in line with their peers. Leaders use funding well to meet the unique needs of children. This positively contributes to the progress children make and consistently ensures that barriers children face are swiftly addressed.

Curriculum and teaching: Expected standard

Leaders implement an ambitious and inclusive curriculum that is carefully sequenced across all areas of learning. Staff have a secure understanding of how children build their knowledge and skills over time. They use purposeful interactions, including open-ended questioning, modelling language and responsive dialogue, to extend children's communication, thinking and problem-solving skills. As a result, children are engaged, confident and willing to share their ideas. They benefit from a wide range of stimulating indoor and outdoor experiences, including exploratory play with natural resources, messy play and creative activities that develop their physical skills, confidence and resilience. Staff provide opportunities for children to make choices in their play and learning, and they support the development of children's self-confidence and self-esteem. They offer guidance only when needed to move children's learning forward. That said, staff do not consistently reshape or refine activities and miss opportunities during play to ensure that less-confident or less-engaged children are supported to be highly involved and deepen their learning further. Staff weave mathematical concepts through children's play and activities. This supports children to deepen their understanding and develop their confidence in mathematics in a fun and meaningful way.

Key staff know children well. They use ongoing observation to identify what children know and can do, planning next steps tailored to each child's needs. This ensures that children, including those with special educational needs and/or disabilities and the most vulnerable, are supported to engage fully with the curriculum and make progress from their starting points.

Leaders provide staff with professional development, targeted supervision sessions and peer observations, which are improving the consistency and quality of teaching. They continue to focus on strengthening practice so that all children extend their learning further and are well prepared for the next stage of their learning.

Achievement: Expected standard

Children make expected progress across all areas of learning. They develop the knowledge, skills and confidence they need to succeed. Children build securely on their interests and starting points and achieve well, including those who may be more vulnerable. They develop effective communication and language skills, positive social and emotional understanding, early mathematical knowledge and physical abilities. Children show increasing confidence and problem-solving skills in structured activities and self-directed play.

Children with special educational needs and/or disabilities receive timely and effective support. This helps them to access learning alongside their peers and make progress from their starting points. Children benefit from well-organised indoor and outdoor environments that encourage curiosity, exploration and collaboration. As a result, they develop resilience and positive attitudes to learning.

However, staff do not always adapt or extend activities in the moment. As a result, some less-confident or less-engaged children are not consistently drawn into play. This limits their opportunities to build on what they know and can do, which reduces the depth of their learning and progress they can make.

Behaviour, attitudes and establishing routines: Expected standard

Children demonstrate positive attitudes to their learning and feel secure across the setting. Leaders have established a positive environment, with clear and commonly understood expectations for children's behaviour. Children form secure attachments with key staff. For example, younger children seek out staff for cuddles and reassurance. Older children are confident to ask for help when needed, for example help with fastening their own coats. Staff manage arrival routines effectively, which supports smooth separation from parents and carers and reinforces the importance of punctuality and attendance to families.

Staff model rules, boundaries and respectful behaviour. They encourage turn-taking, sharing and cooperation. Staff support children to collaborate, resolve minor disagreements and engage positively with peers. They adapt their approach to children's age, stage of development, individual needs and circumstances. Staff offer children opportunities for independent choices, such as selecting toys and resources. However, at times, staff complete tasks for children, which limits opportunities for children to practise their self-care skills and develop resilience.

Structured indoor and outdoor activities, including exploratory play with soil and animals, support children's problem-solving, persistence and emotional regulation. Leaders continue to strengthen consistency in staff's engagement. This ensures that all children, including the most vulnerable, receive support to develop self-confidence, self-esteem and resilience in preparation for the next stage of learning.

Children's welfare and wellbeing: Expected standard

Leaders ensure that care practices meet children's individual needs effectively. Staff support children with dietary requirements sensitively. They promote oral health through healthy routines and safe mealtimes. Key persons form secure and responsive relationships with babies and children. As a result, children show confidence, feel secure and demonstrate a sense of belonging. They separate from parents and carers calmly, with staff using these moments to engage them in supportive dialogue that promotes their emotional wellbeing throughout the day.

Children access a wide range of indoor and outdoor experiences that support children's physical development, exploration and experimentation. They take appropriate risks, developing confidence, persistence and problem-solving skills. Staff support children to recognise, express and manage their emotions. Children receive comfort, reassurance and guidance during social interactions that help them to feel emotionally secure.

Care routines, including feeding, weaning and sleep, are planned carefully to meet children's individual needs. Staff encourage children to develop self-confidence, self-esteem and some emerging independence through manageable tasks, such as pouring their drinks. However, at times, staff do not encourage children to consistently practise their self-care skills and develop resilience, such as fastening their coats, wiping noses or serving meals. While these opportunities are not yet fully consistent across the setting, leaders are taking steps to strengthen routines. This ensures that all children, including those who are more vulnerable or face barriers to learning and wellbeing, are typically ready for the next stage of their learning.

Leadership and governance: Expected standard

Leaders have managed recent changes, including new leadership roles and staff turnover, without disrupting the day-to-day running of the setting. They understand what is working well and where improvements are needed. Leaders take action to address priorities from previous inspections and ongoing monitoring.

Leaders make decisions with children's best interests at the setting, particularly for the most vulnerable and those with special educational needs and/or disabilities (SEND). They have strengthened key-person arrangements, ensuring targeted support for children who need it. Leaders have also improved communication with parents and carers and external agencies, helping to reduce barriers to children's learning and wellbeing.

Staff wellbeing and workload are prioritised. Leaders provide regular supervision sessions, guidance, training and peer observations to develop staff practice and maintain consistency. Staff feel supported and valued, which contributes to a motivated and stable team.

Safeguarding and regulatory requirements are managed robustly. Staff understand their responsibilities and follow procedures effectively. Leaders show a positive oversight, integrity and commitment to ongoing improvement. As a result, all children benefit from high-quality care and engaging learning. They receive the support they need to thrive and develop across all areas of learning.

Leaders monitor children's progress closely. Support is strengthened through effective partnerships with families and other agencies where appropriate. This helps children to make sustained progress over time and supports them to be well prepared for the next stage of their education.