First Friends @ Wootey

Inclusion: Strong standard

Leaders and staff are committed to the provision of inclusive practice. They make the most of settling-in sessions, before children even start, to identify any possible barriers to children's learning and/or wellbeing. Staff work closely with experienced in-house special educational needs coordinators to put rapid support in place. They work successfully with outside agencies and use the information and advice they are given to help close any gaps in children's learning. Bank staff who do not work as often at the nursery are very well informed about the needs of the children and are just as adept at supporting children with special educational needs and/or disabilities. As a result, children make very good progress, including those who have only attended the nursery for a short period of time.

Staff are adept at prioritising children's needs as well as treating them all equally. For example, staff are not unnecessarily cautious when caring for children with specific medical needs; staff confidently allow children to challenge themselves and learn to take age-appropriate risks, but supervise closely to keep them safe. A lot of thought goes in to children's play to make it inclusive for all. For instance, non-walkers are given all-in-one outfits so they can crawl outside and join in the fun without getting wet.

Curriculum and teaching: Strong standard

All children have an equal entitlement to the First Friends enhanced curriculum which has been given careful thought by leaders. Staff are confident to deliver this through high-quality teaching. Activities are thoughtfully prepared and beautifully set out, this encourages children to be inquisitive and join in. Babies delight in the sensory experience of the mud kitchen with a bee theme. They explore and mix different materials such as soil, oats, flowers and coloured water in squeezy bottles, as staff encourage them to make 'nectar soup' and 'honeycomb porridge'. Staff narrate the children's play and introduce words such as 'squeeze', putting vocal emphasis on the word, which helps children to understand the action. Children spend a considerable amount of time engrossed in their play.

Toddlers enjoy a 'Movement and Mindfulness' session. They learn to change into their PE tops, which already helps them to become prepared for what might take place at school. Staff challenge the children to throw balls into buckets, which develops their hand-eye coordination. Children think about how to react differently to different-sized balls. Children with special educational needs and/or disabilities are also challenged to aim and throw and receive lots of praise for their achievements.

Pre-school children are extremely independent. They thrive in the outdoor space, running, digging, jumping and using stilts with skill, closely supported by the skilled staff who are constantly thinking of ways to enhance and extend children's learning. Staff ensure mathematical learning is woven through all activities. They are highly successful at providing children with a rich set of experiences that help them learn about people, families and communities beyond their own. For example, they take children to the local care home to take part in activities such as painting, planting and picnics.

Achievement: Strong standard

Children, including those with special educational needs/or disabilities or who face other barriers to their learning achieve consistently well. They are very well prepared for the next stage of learning and starting school, with many older children already making secure progress towards the early learning goals at the end of the foundation stage.

Children have every opportunity during daily routines to become independent learners. They are becoming confident communicators and express their needs and ideas well. For example, they join the children's committee, where they can express what they would like to see and do at nursery. Leaders and staff take children's feedback seriously. For example, when children wanted to go to the skate park, they brought in their bikes and scooters and staff took them to the local park. When they wanted a tractor to visit, staff arranged this. Astute children recognise there is not enough dough rollers for the number of children at the table. They raise this with staff and this was addressed. This helps children to feel valued and have a voice.

Behaviour, attitudes and establishing routines: Strong standard

Leaders work effectively with families to ensure that they understand the importance of regular attendance. They support families very well to ensure that children get the most from their time at the nursery.

Leaders and staff consistently model high expectations of behaviour. They have created a positive and happy environment and teach children how to manage their own feelings. For example, some toddlers are learning to navigate some big emotions, but staff show them how to take a deep breath and calm down. The same toddlers are also extremely kind and caring towards their peers. For instance, they recognise when children with special educational needs/or disabilities are not as physically able and like to help them without being asked. They are willing to share when a friend shows interest in a flower they have found, which results in a group of children going on a hunt for more flowers. Children thrive on the encouragement and frequent praise they receive from staff and this also significantly contributes to their confidence and self-esteem.

Children's welfare and wellbeing: Strong standard

Staff fully understand and swiftly identify the unique needs of all children, including those with special educational needs and/or disabilities. They are nurturing, respectful, and show genuine care towards the children. Staff follow babies' individual routines, such as for sleeping and feeding, to nurture their development and wellbeing. They support babies to develop strong attachments with key staff so that they feel secure and safe and this is effectively replicated across all rooms in the nursery.

Staff encourage children to be independent and to manage their self-care from a young age. For instance, children are encouraged to blow their own nose and they brush their teeth every day. This also promotes children's good health. Staff encourage children to understand why it is beneficial to be active and eat healthy foods. Children have easy access to outdoors and during 'Movement and Mindfulness' sessions, staff teach children about the importance of warming up and winding down. They encourage children to drink after being physically active and feel their heartbeat, which helps them learn how their bodies work.

Teaching is embedded well to support children to understand healthy habits and the natural world around them. Children have regular forest school sessions and delight in learning more about the minibeasts they find. They join in with gardening and looking after the vegetable plants they are growing, such as potatoes and tomatoes.

Leadership and governance: Strong standard

Leaders are passionate about their provision. They ensure children are at the heart of all decisions made that will have a positive impact on their outcomes. Self-reflection is highly important and leaders do very well in identifying areas of strength and areas to develop further. They are constantly seeking to develop the curriculum to make it even more inspiring for the children attending.

Staff wellbeing is also a priority for the leadership team. They value their staff team and place a consistent emphasis on staff development. Staff comment that they feel well supported and have regular access to training, which supports the continuous development of the provision and the quality of practice at the nursery.

Leaders have established positive relationships with the on-site school, which has enabled staff to make use of some of their facilities, such as the library and school grounds. This in turn supports children's confidence to transition to school as they have already experienced a school environment. Staff establish strong partnerships with parents. They actively encourage parents to be involved and learn more about what their children are doing at nursery. For example, they put on Saturday 'Movement and Mindfulness' sessions to teach parents yoga and organise stay-and-play 'Earth Explorers' sessions where parents can experience foraging, sticking, planting, and painting in the woods using natural resources. Parents value the relationships they have with the staff and comment very positively on the care their children receive.