Farlington School Nursery

Inclusion: Strong standard

Leaders and staff identify children's needs accurately and quickly. They work highly effectively together and seek advice from other professionals to reduce children's barriers to learning. Staff are well trained to implement the adjustments required to continuously support the children to make progress. For example, they ensure that children who need more support with speech and language sit at the front at circle time. Children who need support with managing social skills get the additional prompts they need to keep them on the right track. This creates an environment where all children are included and able to access the curriculum.

Leaders and staff continue to follow the development of children who have needed additional support when they have caught up with their peers. They maintain a rigorous cycle of assessment and reviews to ensure that the progress they have made is maintained and any new gaps are identified quickly.

Curriculum and teaching: Expected standard

Leaders have designed a well-rounded curriculum that meets the needs of all children who attend. Songs and stories are embedded within daily routines and are used purposefully to support children's development. For example, transitions between play and adult-led activities are guided by familiar songs. This helps children to shift their attention smoothly from one activity to the next and supports the development of their language skills.

Staff add complexity to learning as children progress through the nursery, and mathematics is taught explicitly throughout. For example, younger children talk about 'big' and 'small', while older children measure themselves using strips of paper and actively discuss how their heights compare. This supports children to develop complex language skills, critical thinking and social skills as they wait their turn and realise that not everyone can be the tallest person. Many activities take place outside as children benefit from free-flow access between indoor and outdoor spaces. This naturally encourages children to be physically active.

Overall, interactions between staff and children are of high quality. However, at times, activities are slightly too advanced for children's developmental stages. During these moments, staff interactions are less effective at fully engaging children. As a result, some children struggle to participate meaningfully and do not gain as much from these experiences as they could. Leaders are aware of this and continue to provide staff with targeted training to strengthen the quality of interactions further.

Achievement: Expected standard

Children achieve well through the nursery. They demonstrate confidence and independence as they transition between rooms and adapt to new environments. They build securely on what they already know and can do and make steady progress as the curriculum supports their ongoing learning and development. This means that by the end of their time at the nursery, all children are well prepared for the next stage of their education, and children facing barriers to learning have made significant progress from their starting points.

Children develop strong communication and language skills from an early age. From babies through to pre-school, they confidently express themselves and understand others as these skills are consistently developed across the curriculum. For example, pre-school children confidently recall a particularly exciting trip to the woods. They talk about what happened and how it made them feel. This shows a clear sense of belonging, development of social skills and an ability to engage in thoughtful, extended conversations that go beyond the immediate moment.

Behaviour, attitudes and establishing routines: Expected standard

Children behave well and understand what is expected of them across the nursery. Through routines and everyday activities, children learn social skills and politeness. Staff act as consistent role models for kindness and consideration and speak with children about this in age-appropriate ways. For example, they demonstrate and remind children to use 'safe hands', explaining that this helps to ensure they do not hurt their friends.

Children are highly familiar with the everyday routines, which helps them feel safe and secure because they know what to expect. They benefit from close relationships with staff, who gently guide children's behaviour in playful and positive ways. For example, when children sit quietly ready for lunch, staff pretend they have not noticed them because they are behaving so well.

Leaders work closely with parents to promote regular attendance so children benefit from regular participation and consistent access to learning.

Children's welfare and wellbeing: Expected standard

Children form strong attachments with staff from an early age and the key-person system is very effective. This means that children feel safe. Staff know children and their individual circumstances very well, and there is good communication and information sharing throughout the nursery.

The nursery provides healthy meals and staff speak with children about healthy eating and exercise. Children benefit from extra-curricular activities, such as dance and yoga, to support their physical development. This encourages children to be physically active and supports them to develop enjoyment of movement.

Staff help children to manage their emotions and impulses through timely, gentle reminders and discussions prompted by carefully chosen books. In this way, children develop a secure understanding of the differing needs within their group and show respect for the additional equipment that some children require, recognising that it is not for general use.

Children's personal needs around sleep, weaning and feeding are met on an individual basis. Leaders and staff work in close collaboration with parents, in particular around weaning, to ensure this is done safely.

Leadership and governance: Expected standard

Leaders take a child-centred approach to the setting. They work closely with parents and staff to ensure their provision is shaped to suit the children who attend. For example, they reorganised the layout of pre-school to better accommodate the needs of the current group of children.

Leaders work effectively with parents and the key persons of children who face barriers to learning. This ensures that these children receive the targeted support they need during daily activities. As a result, children who require additional help are well supported to make good progress, and key persons feel confident in meeting their needs.

Leaders have a clear understanding of the setting's key strengths and precisely identify areas for improvement. For example, they have planned appropriate training to develop the quality of teaching.

Leaders make effective use of appraisals and regular meetings with staff to consider their workload and professional development. This has fostered a culture where staff's wellbeing levels are high, with some saying that it is the best place they have ever worked. Staff feel heard and trust that leaders take their workload into consideration.