Farm View Day Nursery

Inclusion: Expected standard

Leaders create an inclusive environment where staff quickly identify each child's needs and put effective support in place. They act early to remove barriers to children's learning and wellbeing. Staff know children and their families well. They work closely with parents and carers and external professionals to assess, plan, implement and review support strategies.

Children with emerging additional needs benefit from targeted intervention and carefully adapted teaching. For example, staff provide one-to-one sessions in the sensory room to provide focused support that helps children to regulate, engage and make meaningful progress.

Children with special educational needs and/or disabilities are fully included in all aspects of the curriculum and daily routines. Staff make purposeful adaptations to ensure every child can access learning and build their independence. For example, children access specialised aids in the bathroom areas to support and develop essential self-care skills. Leaders understand the importance of using additional funding strategically to broaden children's experiences and support their next steps. Leaders review children's progress regularly to help them make typical progress. They work in partnership with families and external agencies to ensure support remains effective.

Curriculum and teaching: Expected standard

Staff plan a broad and thoughtful curriculum that reflects children's interests, development stages and individual needs. Leaders know what they want children to learn. They place a clear emphasis on building children's confidence, independence and emotional wellbeing. Staff use their knowledge of each child to adapt activities and routines effectively, particularly for children with special educational needs and/or disabilities, disadvantaged children and those who face barriers to learning. This helps all children to take part fully and feel included.

The quality of teaching is not yet consistent across the nursery. Staff typically provide purposeful interactions that extend children's communication and language, such as through story times, singing and offering a narrative during play. However, at times, staff do not extend children's language or give them enough time to think and respond to questions. This does not consistently support children to develop their own ideas and solve problems.

Staff support children's mathematical understanding through activities such as water play, counting and exploring ideas like 'full' and 'empty'. Children explore with pipettes and water, mix sand, make marks with chalks, draw pictures and make potions in the garden. These activities help to build children's curiosity as they play and explore. Staff assess children's progress appropriately. They identify children's next steps to support their ongoing learning and development.

Achievement: Expected standard

Children make suitable progress from their starting points. They build the knowledge and skills that support their future learning. Overall, children become confident communicators. Older children share ideas, talk about their experiences and take part in conversations with staff and older children with enthusiasm. For instance, children confidently engage in the travel agents role-play area, chatting about past, pretend or planned holidays. They describe the places they have visited. Children talk about where they would like to go, using the resources to plan pretend trips and make meaningful connections to their real-life experiences.

All children receive appropriate support so that they achieve well. Early and focused support and targeted group times help children to take part successfully in activities. Children with special educational needs and/or disabilities take part fully in activities that help support increasing independence and resilience.

Children gain key skills across all areas of learning. They grow their mathematical understanding as they count, compare sizes and explore ideas, such as capacity, during their play. Children build their independence by pouring drinks, serving meals and managing self-care. As a result, children become confident learners who are well prepared for the next stage of their education, including their eventual move to school.

Behaviour, attitudes and establishing routines: Expected standard

Overall, leaders create a positive and inclusive environment where children generally learn clear expectations for behaviour, attitudes and daily routines. Staff use a consistent approach. They act promptly to help children understand boundaries and manage their own behaviour. Children know the routine well, such as washing their hands before mealtimes. They respond with pride when staff praise them.

Children build warm and trusting relationships with staff, who model positive behaviour and kind interactions well overall. Staff support children to recognise and manage their emotions through calm reassurance, discussions and activities that help them to understand feelings. They consider each child's age, stage and development, and individual needs when helping them regulate their emotions and re-engage in play.

Children form positive friendships and play well together. They learn to share, take turns and show consideration for others. For example, older children remind one another whose turn is next. They learn to wait patiently during a group matching game, where they select tokens and celebrate others' successes. Staff encourage cooperative play. They help children to build social skills and to enjoy working together during imaginative play, sensory activities, group games and outdoor exploration.

Children show positive attitudes to their learning and engage well in activities that interest them overall, although the routine in the older toddler room does not always support sustained purposeful play. Staff promote regular attendance and work closely with families to monitor patterns. As a result, children feel secure, behave appropriately and develop the social skills, independence and resilience they need for future learning.

Children's welfare and wellbeing: Expected standard

Children show that they are happy, settled and emotionally secure in the nursery. They build trusting relationships with their key persons and other familiar adults. Children seek reassurance, comfort and support where they need it. Staff know children and their families well. They generally work closely with parents and carers and external professionals to meet children's welfare and wellbeing needs, especially for children with special educational needs and/or disabilities and those who face barriers to learning.

Children learn about healthy lifestyles and physical wellbeing. They enjoy daily outdoor play and physical activities that help them to develop coordination, confidence and physical awareness. For example, babies have fun crawling through tunnels and exploring on balancing bicycles. Toddlers experiment with wooden planks to build obstacle courses, whereas older children balance and climb on larger physical play equipment and enjoy developing their skills for tennis. These activities support children's physical development, strength and coordination.

Children show that they feel safe and secure at the setting. Staff support them sensitively during room transitions and help them to build confidence and independence over time. For example, when children prepare to move up to the next room, key persons accompany them to offer reassurance and confidence to help them form new relationships. Staff support children to manage consistent hygiene and self-care routines. They encourage children to become increasingly independent through tasks such as serving their own meals from a young age, feeding themselves and managing their own personal care needs.

Leadership and governance: Expected standard

Overall, leaders provide effective support and clear direction for the nursery. They show deep commitment to ensuring that every child receives positive and meaningful experiences. Their purposeful leadership has strengthened staff's practice, giving staff greater confidence in supporting and maximising children's learning overall.

Leaders have an accurate understanding of the nursery's strengths and priorities for improvement, and overall provide a high-quality provision. They maintain high expectations and continue to drive improvement across teaching and learning. Staff benefit from regular supervision sessions, annual appraisals, team meetings and ongoing professional discussions. Leaders prioritise staff's wellbeing and workloads. They create a supportive culture where staff feel valued and able to seek guidance. Staff complete mandatory training, and several are working towards early years qualifications to develop their knowledge and skills. However, leaders have not yet reviewed how the older toddler room is organised. At times, this limits staff's ability to reduce distractions or improve the flow of play when using a single shared space. This restricts children's engagement and sustained purposeful play.

Leaders work closely with parents and carers to promote children's learning and wellbeing. Parents speak positively about the nursery. They highlight effective communication overall and how staff are supportive and praise the progress their children make. Leaders actively seek parents' views and respond to feedback to strengthen the provision. Partnership with external professionals ensures that children and families receive timely support.