Earls Court Community Nursery

Inclusion: Strong standard

Leaders foster an inclusive culture, swiftly identifying and responding to children's individual needs. Through adaptive routines and activities all children, including those with special educational needs and/or disabilities (SEND) and those who are disadvantaged, participate fully and make secure progress. Staff form trusting relationships with children and their families, using detailed knowledge of each child to provide bespoke support and reduce barriers to learning and wellbeing.

Leaders closely monitor the effectiveness of interventions, regularly reviewing children's progress and adjusting strategies as required. They collaborate with parents, external professionals and agencies, such as speech and language therapists, ensuring children's support is coherent and consistent between home and the setting. Early years pupil premium funding is used to address learning gaps and promote inclusion.

Staff development is prioritised, with ongoing training ensuring everyone understands and confidently applies inclusive practice. Staff use clear routines, engaging interactions and thoughtfully planned activities to nurture communication, independence and social skills. As a result, children feel safe, valued and supported, engaging confidently with learning and forming positive relationships. This robust, reflective approach ensures children with SEND, those who are disadvantaged and others facing barriers can thrive and achieve their full potential alongside their peers.

Curriculum and teaching: Expected standard

Leaders and staff provide a carefully planned curriculum that supports learning across most areas and meets the needs of many children, including those with special educational needs and disabilities. Staff implement the curriculum consistently and adapt activities, when possible, to meet children's individual needs. They use assessment effectively to understand what children can do, what they know and what to teach next. Children's emotional wellbeing, physical development and personal, social and emotional skills are prioritised throughout the day.

Staff sequence children's communication and language development through the curriculum. Babies respond to staff's calm voices, gestures and meaningful interactions. Staff comment on children's actions and introduce new vocabulary in context. For example, during a beach-themed sensory activity, staff model words, such as 'gloopy, wet', and 'cool', supporting early language development. Warm, engaging interactions are also evident during play dough and toothbrushing routines, helping children communicate and participate with interest. Staff use routines to support early mathematical understanding, such as helping children to count using their fingers and naming shape and size during play.

Children who speak English as an additional language benefit from consistent home to school communication and guidance. Adults model rich language in routines and play, helping children to express ideas and develop vocabulary. Leaders provide experiences across the early years foundation stage areas of learning, including physical play, sensory exploration, creativity and self-help routines. However, opportunities outdoors are not yet consistently adapted to reflect children's ages, stages of development and individual needs. As a result, not all children engage as deeply in outdoor learning as they do indoors.

Achievement: Expected standard

Children achieve well across the early years foundation stage. They develop age-appropriate skills and growing confidence and independence. Most children progress from their starting points and are well prepared for the next stage of learning, including school.

Children who speak English as an additional language receive effective support. They are making typical progress in developing their English language skills and gain the confidence they need to communicate successfully.

Strong relationships and daily interactions support children's communication, language and cognitive development. During outdoor role play, children confidently use new words and phrases in imaginative contexts. They show growing language, social understanding and engagement. Children secure foundations and growing independence. They learn the names of their peers and form friendships, which helps to develop social skills in preparation for starting school. However, there are times when activities are not organised effectively, which can prevent some children from fully participating and learning the intended knowledge and skills and to extend their achievement at a higher level.

Behaviour, attitudes and establishing routines: Strong standard

Children demonstrate consistently positive behaviour and attitudes. Well-established routines help them move confidently through the day, including outdoor play and mealtimes. Leaders create a calm, positive environment with clear, age-appropriate expectations. Staff build warm, respectful relationships and apply their expectations consistently, helping children to learn and show their best behaviour.

Children are confident, motivated and curious learners. They engage fully, concentrate for sustained periods and enjoy activities. Children show resilience and perseverance as they explore. Babies practise early walking and climbing on appropriately sized equipment and show pride when they succeed. At sleep times, toddlers remove their socks and shoes independently, demonstrating self-regulation and understanding of routines.

The key-person system is highly effective. Practitioners know children well and respond sensitively to their emotional needs. Children who become upset settle quickly when staff adapt routines, and children returning after absences re-join smoothly. Staff evaluate the curriculum continuously, observing how children respond and identifying areas to adapt. They listen carefully and adapt questioning to match each child's level of confidence, celebrating every contribution.

Children learn to collaborate and share. During activities, they take turns, share resources and wait patiently. Leaders actively promote punctuality and attendance. They identify barriers and take action to remove them, helping all children participate fully and develop positive attitudes to attending and their learning.

Children's welfare and wellbeing: Strong standard

Leaders and staff promote children's welfare and wellbeing very effectively. Strong, trusting relationships help children, including those new to the setting or returning after absence, to settle quickly and feel safe. Staff create a calm, nurturing and respectful environment, enabling children to form positive attachments, develop confidence and manage their emotions. Children are supported to recognise and name their feelings, and staff help them to calm themselves through reassurance and familiar routines.

Children develop independence from an early age. Babies, once they are developmentally ready, sit and feed themselves, toddlers practise putting on their coats and pre-school children serve lunch and pour drinks safely. Staff support children to understand their physical development, personal safety and health through safe movement and healthy eating routines. Daily routines for sleeping, feeding and mealtimes remain flexible and consistent, supporting each child's emotional security.

The key-person system is effective. Staff know children well and respond sensitively to their emotional, care and learning needs. Parents' views inform routines and experiences. Staff manage allergies, dietary needs and feeding routines carefully. Key persons provide consistent care, helping children feel safe, settled and ready to engage.

Leaders establish an inclusive environment, where expectations for welfare and wellbeing are high. All children, including those with special educational needs and/or disabilities and those who are disadvantaged, feel secure and receive consistent, tailored support. Purposeful routines promote children's independence, confidence and engagement in learning.

Leadership and governance: Strong standard

Leaders inspire staff to provide responsive care and well planned learning for children, including those with special educational needs and/or disabilities (SEND) and disadvantaged children. Staff know children well and respond promptly and sensitively to their cues.

Leaders set high expectations and drive continuous improvement. They review the learning environment regularly to meet children's changing needs. They plan and deliver professional development, giving staff targeted support and training. Staff report feeling valued, motivated and well supported. Leaders manage workloads thoughtfully, enabling staff to maintain high-quality care and teaching.

Leaders build strong partnerships with parents and external professionals by providing clear, consistent communication through daily interactions, newsletters and apps. Staff involve parents in their children's learning and development, sharing progress and responding to concerns. Leaders make decisions in the best interests of all children, ensuring that those with SEND, who are disadvantaged or face other barriers receive tailored support, access learning opportunities and achieve their potential.