Fennies Reading

Inclusion: Strong standard

Leaders create a strong culture of inclusion that supports every child. Children's needs are identified swiftly, beginning from the moment they start at the nursery. Staff gather a wealth of information from parents, learning about what children know and can do, their family cultures and beliefs, their health needs and any potential barriers to learning. Through excellent early identification and assessment systems and high-quality staff training, they confidently implement inclusive strategies and make precise adaptations that meet children's individual needs. For example, staff quickly recognise when children start to become overwhelmed and offer sensory toys to help them to calm themselves. As a result, children with special educational needs and/or disabilities make excellent progress from their developmental starting points.

Staff work closely with parents, sharing observations about children's learning and development and offering practical ideas to support progress at home. For example, they provide guidance on supporting children's speech and language. Leaders use any additional funding purposefully, extending sessions where beneficial and offering flexible attendance options to new and settling children. This helps children to maintain consistent engagement. Staff follow advice from external professionals and implement plans with accuracy and care. They skilfully adapt the environment so that all children feel included, supported and valued. For instance, staff have recently introduced a calming corner, giving children a quiet space to visit when they need help to self-regulate their emotions.

Curriculum and teaching: Expected standard

Staff and leaders have a robust understanding of the curriculum, with a particular focus on developing children's personal, social and emotional skills. Staff closely monitor each child's learning, enabling them to identify any areas where additional support may be needed. For example, staff recognise when some children need encouragement to stand and offer physical activities, such as climbing the slide, to help strengthen their large leg muscles. As a result, children are well prepared for the next stage in their learning, including the move to school.

Generally, staff interactions support children's learning effectively. Staff position themselves at children's level to engage and support them during play. They promote children's communication and language skills. For example, staff encourage older children to hold conversations, asking thoughtful questions and helping to extend their vocabulary by introducing them to new words in play, such as 'pretzel'. Mathematical language and concepts are woven into activities to build children's understanding. For instance, children delight in singing 'Five Currant Buns' and counting how many remain. However, leaders acknowledge that, despite ongoing coaching and role modelling, high-quality teaching is not yet consistent across the nursery. This means that, at times, some children do not always experience equally rich opportunities for meaningful learning.

Children are building a secure foundation for early literacy. For example, older children explore books about sea creatures and engage in thoughtful conversations with staff about what they discover. Babies enjoy sitting with their key person, pointing to animal pictures, and toddlers independently choose books, naming the objects they see and learning new vocabulary, such as 'truck'.

Achievement: Expected standard

Children typically achieve well across all areas of learning. They make the required progress in their communication and language skills as they express their needs, share their ideas and engage in meaningful conversations. Children generally listen well during group times, follow instructions and demonstrate attention skills.

Physical development is a particular strength. Children build their skills in a clear and sequential way. For example, babies learn to crawl and clamber, toddlers are encouraged to run, jump and carry objects, and older children balance on one foot or use large paint rollers on paper in the garden. Through a wide range of activities, they develop strength, coordination and balance, using both their small and large muscles effectively.

Children with special educational needs and/or disabilities make rapid progress from their starting points. They feel included, supported and valued as they develop their communication, physical and social skills. All children show respect for one another and manage their feelings and emotions well. They are well prepared for the next stage of development, demonstrating independence, curiosity and a positive attitude towards learning.

Behaviour, attitudes and establishing routines: Strong standard

Staff create a calm and consistent environment where expectations for behaviour are clearly understood. Young children know what is expected of them. They listen well and follow instructions with growing confidence. Consistent praise reinforces positive behaviour and builds children's self-esteem. Children play collaboratively, form strong relationships and feel safe, valued and respected within the setting. Warm, secure attachments underpin this success. Children show genuine kindness and concern for both their peers and the adults who care for them.

Staff enthusiastically role model positive behaviour and reinforce expectations through consistent routines and clear boundaries. This thoughtful approach helps children learn self-regulation and conflict resolution in a supportive, age-appropriate way. For example, at mealtimes, staff encourage children to gather their own food, pass trays to their friends and wait patiently for their turn to wash their plates. Staff consider children's ages and stages of development carefully. They adapt routines for children with special educational needs and/or disabilities, using familiar strategies to help them manage transitions and remain fully engaged. For instance, staff stay calm and repeat simple words when it is time to go inside, making the transition fun for children who need this additional support.

Children's welfare and wellbeing: Strong standard

Children's welfare and wellbeing are strongly promoted, helping them to feel safe, secure and valued. Warm, nurturing relationships between staff and children have a very positive impact. Clear, predictable routines meet their individual needs. This enables all children, including those who may face barriers to learning, to settle well, regulate their behaviour and engage in play and learning. Children feel confident to explore, demonstrate high levels of self-esteem and ask for help.

Physical development is promoted extremely well. Children climb, balance and run, showing clear enjoyment of outdoor play, which staff monitor closely. Individual routines are securely embedded. Feeding and sleeping are thoughtfully tailored to meet each child's needs. Children take increasing responsibility for their own self-care, such as knowing when to wash their hands. They demonstrate a strong understanding of hygiene and adopting healthy habits.

Children enjoy nutritious snacks and take part in discussions about making healthy choices. For example, children are fully immersed in the experience of making smoothies and enthusiastically talk about how this helps them grow 'big and strong'. These carefully planned activities help children in their learning as they begin to understand how food supports their bodies. In addition, leaders' focused approach to oral hygiene means that children and families benefit from guidance and resources provided by healthcare professionals. As a result, all children learn how to brush their teeth from an early age.

Leadership and governance: Strong standard

Leaders demonstrate high levels of dedication to their roles. They maintain a clear and ambitious vision for the setting and act decisively to promote high-quality outcomes for children. Leaders know the provision exceptionally well, evaluate practice with rigour and use their deep understanding of the community to drive continual improvement. They establish a culture of high expectations in which children's safety, learning and wellbeing are always prioritised. This vision is communicated clearly, enabling staff to work with a shared sense of purpose.

Through reflective, dedicated and forward-thinking leadership, the setting continues to improve and sustain high standards. Leaders systematically coach, mentor and support newer staff, providing focused professional development that strengthens knowledge and practice. Staff feel valued and well supported. Workload is managed thoughtfully, contributing to a positive, collaborative and motivated staff team. Leaders monitor the curriculum closely to ensure it remains ambitious, responsive to children's needs and aligned with the setting's priorities.

Partnerships with families are a significant strength. Parents consistently describe feeling informed, welcomed and included in their children's learning. Leaders work proactively with external agencies and local organisations to enhance opportunities and provide targeted support when required.