Claverdon Village Nursery

Inclusion: Strong standard

Leaders and staff proactively gather information quickly to identify children's starting points during the settling-in period. This helps them promptly identify learning gaps and assess children's needs. Leaders are highly effective at supporting children with special educational needs and/or disabilities (SEND) and other barriers to learning. The setting works with a wide range of professionals, including the local authority SEND provision, to ensure children receive the support they need, such as speech and language therapists. Staff also complete appropriate training to strengthen their skills, including training to support children's communication and language skills through a speech and language screening tool. They implement this consistently to ensure children receive high-quality interventions that support their individual needs. Leaders and staff use a range of strategies and familiar routines to support children's understanding and participation in the routine, for example, picture symbols, visual timetables, and signing. They use these approaches consistently to remove communication barriers, enabling children to access routines and activities successfully.

Children's emotional wellbeing is a high priority and embedded throughout the curriculum. They take part in yoga stretches and movement breaks to help with self-regulation. Children also develop an understanding of their emotions through circle time activities. Staff are highly skilled in recognising when children need additional support and respond appropriately. As a result, children are well supported to regulate their emotions and engage in learning, and, therefore, progress very well from their starting points.

Curriculum and teaching: Expected standard

Leaders have developed an ambitious curriculum for all children. Staff understand what they want children to know and what their next steps in learning are. The curriculum embeds communication and language across all age groups. This helps to reduce barriers to learning, particularly for children who need additional support with communication and language.

Staff interact with children, building and expanding their vocabulary. For example, staff narrate babies' play as they use spoons in gloop and then enjoy pouring it over farm animals. They model words such as 'scoop', 'pour' and 'sticky'. This helps to develop children's language skills. Staff incorporate mathematical language into their everyday teaching. Older children clap their knees as they count the number of days to correspond with the date. Toddlers are encouraged to count how many insects they can put on a 'caterpillar train' as they explore a themed imagination tray representing the well-known insect story. Staff develop children's listening skills through activities such as yoga. Children listen to and follow yoga instructions and staff support children with barriers to learning using visual cards. Children practise 'long arms' and copy 'big' stretches.

Children develop a love of books and familiar stories as staff use opportunities to share books during play. However, nearby activities can sometimes disrupt children's engagement and distract their attention, which can impact learning experiences. Staff provide activities that help develop hand strength. They encourage children to use scoops and spoons to transfer pasta and dried rice into bowls, helping to develop hand-eye coordination and control. Children develop their grip by using tongs to pick up objects and pipettes to move liquids.

Achievement: Expected standard

Children are well prepared to transition from home, between rooms and eventually to school. They develop confidence and form secure relationships, with adults and other children supporting their progress across the areas of learning. Babies show increasing physical strength as they use spoons to eat yoghurt and stir gloop during messy play. They begin using their fingers to count and point to the correct farm animal when they hear its sound or name. Toddlers show their fine motor control as they use tongs to move objects between containers. Pre-school children confidently recall what they have learned about insects and life cycles as they explain, 'caterpillars crawl, bees fly, and ladybirds do both!'

All children develop their independence through everyday routines and experiences. For example, they learn to pour water from a jug at mealtimes and to self-serve their food using appropriate cutlery. Children demonstrate their social skills at mealtimes by interacting with their peers and adults. The routines and experiences on offer support all children in making progress. Children with special educational needs and/or disabilities receive timely support that helps them progress well from their starting points. They communicate their ideas, make choices about their play and learning and engage with their peers. These strategies help them strengthen their communication and language skills and their emotional wellbeing, preparing them for their next stage of learning.

Behaviour, attitudes and establishing routines: Strong standard

Leaders and staff have high expectations for children's behaviour. The environment and routines consistently foster children's independence and confidence. For example, staff provide a photographic timeline of routines to support self-serve snack time and handwashing. This also ensures routines are fully inclusive.

Children play collaboratively and share resources. They support each other as they complete tasks. For example, toddlers work together to build towers with large bricks, they balance them carefully and take turns. Leaders and staff are excellent role models who consistently demonstrate good manners and respect. Babies learn to use 'kind hands', and staff use calm and respectful voices as they ask children 'Would you like me to help you?' when they are struggling with a task. Staff consistently praise children for their achievements.

Staff are highly responsive to children's changing emotions and skilfully recognise when children need additional support to regulate their feelings and behaviour. They use a range of effective, individualised strategies to help children manage their emotions and remain engaged in their learning. For example, staff provide movement breaks for older children during activities when they show signs that they need to regulate, enabling them to return to learning feeling calm and ready to participate. This approach helps children recognise and manage their own emotions and behaviour. Leaders promote regular attendance and punctuality through clear procedures. They quickly identify emerging patterns and work closely with families to understand and address any barriers to attendance.

Children's welfare and wellbeing: Expected standard

Leaders provide a safe and inclusive environment for children. Children receive healthy, nutritious meals and snacks prepared by the on-site cook. They have opportunities to grow vegetables, which the cook uses in meals. Staff support children to develop healthy hygiene routines, such as washing their hands after using the toilet. However, staff do not always explain why healthy choices matter, which limits children's opportunities to develop a deeper understanding of healthy choices. Staff encourage children to manage everyday tasks independently, such as accessing drinking water and tissues, helping them develop skills for their next stage of learning.

Children, including those with special educational needs and/or disabilities, form secure attachments with their key person. Staff respond sensitively to children's individual needs, including any barriers to learning. This helps to promote children's sense of belonging and wellbeing. Staff understand the importance of continuity of care when supporting babies. They follow individual care routines carefully and maintain regular communication with parents about babies' development and changing needs. All staff demonstrate their understanding of safe sleep practices and safe eating procedures, supporting children's health and safety.

Staff encourage children to persevere and build confidence in their physical development, helping them become increasingly independent in managing their movements and taking appropriate risks. Children enjoy plenty of physical activity indoors and outdoors. For example, babies enjoy climbing steps and using an indoor slide, while older children navigate obstacle courses, building their strength and coordination. Regular opportunities for physical activity support children's development and contribute to their overall health and wellbeing.

Leadership and governance: Expected standard

Leaders and staff build positive, respectful relationships with parents and carers. They communicate effectively with parents to support children's needs, share strategies, and promote continuity of care between home and the setting. This is particularly important for children with special educational needs and/or disabilities and those children who face other barriers to learning. Parents receive regular updates about their child's day and progress through verbal communication and an online app. This helps parents to support children's learning at home. Parents praise the setting for its 'warm, nurturing environment'. Leaders work effectively with other professionals and agencies to ensure children receive appropriate support, including health visitors and speech and language therapists. They also support children and families during transitions to school, helping children move confidently to their next stage of learning. Leaders clearly understand the setting's strengths and can identify areas for development. They provide plenty of opportunities for staff to develop their knowledge and skills through online courses and local authority training. For example, staff have recently accessed training to strengthen their support for children's speech and language development. Leaders hold supervision and monitoring meetings with staff to discuss their practice and development. However, they do not consistently set clear, measurable targets to further strengthen staff's professional development. Staff report that they feel valued and appreciate the support they receive from leaders.