Faith & Love Nursery

Inclusion: Expected standard

Leaders identify children's needs quickly and take appropriate action to reduce barriers to learning. They gather detailed information from parents from the outset and use this to plan support, particularly for children who are new to the setting or who speak English as an additional language.

Children with special educational needs and/or disabilities (SEND) are supported appropriately. Staff use visual timetables, flashcards and structured approaches, such as small-group sensory sessions, to support communication and engagement. Leaders work in partnership with external professionals, including early years advisors and speech and language services, to ensure that strategies are informed and relevant.

Leaders have a clear understanding of the needs of disadvantaged children and those facing barriers. They adapt activities so that children are supported to participate. For example, for children with SEND, planning sensory and water-based experiences that reflect their interests helps them remain involved and develop confidence.

Staff use a step-by-step approach to support children, reviewing their progress regularly and adapting strategies where needed. This means that children facing barriers to their learning, including those with SEND and those who speak English as an additional language, are included and make progress from their starting points.

Curriculum and teaching: Expected standard

Leaders have a clear overview of the curriculum and have taken appropriate steps to improve its implementation since the last inspection. They have prioritised staff training to strengthen interactions and support a more consistent understanding of learning intentions across the setting. Leaders monitor practice and provide ongoing guidance to support improvements in teaching.

The curriculum is designed to reflect children's needs and interests. For example, there is a clear focus on communication and language for younger children and those who speak English as an additional language, while older children are supported to develop early literacy skills in preparation for school. This means the curriculum is broadly matched to children's starting points and supports their development across the areas of learning.

Staff provide purposeful learning experiences. For example, during a planting activity, staff model step-by-step processes and introduce new vocabulary, helping children to understand sequencing and develop language. Teaching is generally adapted to meet children's needs, including the use of simple language for younger children and more complex questioning for older children. This means that most children are supported to engage and develop their knowledge and skills.

The curriculum is inclusive. Staff adapt activities and use visual supports to help children with special educational needs and/or disabilities and those who speak English as an additional language to access learning alongside their peers. However, opportunities for children to develop a 'can-do' attitude, confidence and resilience are not always fully promoted. At times, adults intervene too quickly or complete tasks for children. In addition, some group times are not consistently well matched to the needs of younger children, which means their concentration and engagement are not always sustained.

Achievement: Expected standard

Children typically make appropriate progress across all areas of learning from their starting points and develop the age-appropriate knowledge and skills needed for their next stage. They develop communication skills, particularly those who speak English as an additional language. For example, children typically use single words and short phrases during role play to express their needs and ideas.

Children with special educational needs and/or disabilities are supported to engage in learning and develop key skills. They typically take part in sensory experiences, such as making play dough, which support communication and physical development. They respond positively to consistent strategies, including visual prompts and flash cards.

Younger children typically develop physical skills and build independence. For example, they use gardening tools to scoop soil and plant potatoes. Older children show growing confidence in early literacy and self-care, such as recognising their names and managing aspects of daily routines. Overall, children typically gain the essential knowledge and skills needed for their next stage in learning.

Behaviour, attitudes and establishing routines: Expected standard

Leaders have established clear expectations for behaviour, which are understood and consistently reinforced by staff. This supports a consistent approach across the setting and helps children understand routines and expectations. Children respond positively and demonstrate appropriate behaviour for their age.

Staff build positive relationships with children. They model respectful interactions and use praise to encourage participation and cooperation. For example, children are supported to take turns and share during play, helping them develop social skills, confidence and a sense of belonging. Overall, children show positive attitudes to learning. They engage in activities, particularly when experiences are well matched to their interests. Occasionally, opportunities for children to have a go independently before adults offer support are not always maximised, which can affect engagement and participation. Staff support children to regulate their emotions using visual prompts and calm guidance, helping them develop self-control and begin to build confidence in their play. Routines are generally secure and support children's sense of safety. However, some large-group times are not always well matched to the needs of younger children.

Attendance is promoted appropriately, helping children develop familiarity with routines. Inclusive approaches ensure that quieter children and those with special educational needs and/or disabilities are supported to participate through targeted interactions and adapted activities.

Children's welfare and wellbeing: Expected standard

Leaders prioritise children's welfare and wellbeing and ensure that appropriate systems are in place to support consistent care. Staff know children well and respond sensitively to their individual needs, particularly during transitions such as settling in. For example, younger children who initially become distressed are comforted through close physical reassurance and calm interactions, helping them to settle and feel safe.

Children form secure attachments with staff. Staff follow children's home routines, including sleep and feeding, which supports continuity of care and helps children feel secure and confident in the environment. For example, babies are supported by their key person, who remains responsive to their cues and provides consistent care.

Children's physical and emotional wellbeing are supported through daily routines. Staff model safe practices during mealtimes, such as sitting while eating and using utensils appropriately. They support children to manage their feelings using visual prompts and quiet spaces in the setting, helping children to regulate their emotions.

Inclusive practice is well established. Staff adapt care and routines to meet individual needs, including those of children with special educational needs and/or disabilities (SEND) and children who speak English as an additional language. For example, visual supports and close supervision during routines ensure that all children, including those with SEND, can participate safely. Overall, children feel safe and well cared for. However, routines are not always fully adapted to meet the needs of younger children, particularly during longer group times.

Leadership and governance: Expected standard

Leaders demonstrate a clear understanding of the setting's strengths and priorities. Since the last inspection, they have taken appropriate action to improve the quality of teaching and staff interactions. For example, leaders have accessed external training, including local authority support and training on high-quality interactions, to strengthen practice. This has supported staff to better understand learning intentions and children's development.

Leaders monitor practice regularly. As a hands-on leader working to balance ratios of staff to children, the manager carries out ongoing checks of teaching and the environment, helping to identify quieter children and ensure they are included. Improvements have been made to the learning environment, particularly outdoors and in role-play areas, to better reflect children's interests and support engagement.

Leaders support staff through regular supervision, training and professional dialogue. Supervision sessions are used to review children's progress, reflect on practice and identify development needs. Staff have accessed training in areas such as safeguarding, communication and supporting children with special educational needs and/or disabilities. Leaders recognise that staff knowledge in supporting and managing routines can be further strengthened to promote greater consistency.

Staff wellbeing is considered. Leaders create an open and supportive culture where staff feel comfortable to share ideas and reflect on their practice. This contributes to a positive team environment and supports ongoing improvement.

Partnerships with parents and the wider community are well established. Leaders communicate regularly with families through daily discussions and online systems, helping parents feel informed and involved. They also engage with external professionals and the local community, including accessing support from local authority services. Overall, leadership supports continuous improvement, although further refinement of teaching practice and routines is needed to fully embed consistency.