Foresters Den Abbey Nursery

Inclusion: Strong standard

Inclusion is a strength in this setting. Leaders identify children's needs early and act quickly. They use a clear and effective approach to supporting children very well. For example, staff devise plans that have clear and broken-down targets which help children to make excellent progress. Reviews show sustained improvement. Children with special educational needs and/or disabilities (SEND), benefit from specialist guidance, including speech and language therapists and local inclusion partners. Staff use objects of reference and visuals to support non-verbal communication. Children respond confidently to real objects, such as lunch boxes and nappies, that help them to understand the next part of the routine. Staff adapt routines sensitively, so children manage transitions with success and build confidence and security.

Leaders support disadvantaged children incredibly well. They use additional funding strategically. Leaders invest in language screening programmes and provide resources that reduce barriers to children's learning. They track the impact of any funding and adjust support when needed. Children benefit from targeted language work and additional resources that help them to thrive.

Children who are disadvantaged receive tailored support. Leaders work closely with external professionals. They share information promptly and act on advice. Staff understand children's backgrounds and adapt practice to meet their emotional needs. Leaders hold open conversations with parents and carers and respond quickly to concerns. Parents say they feel heard and supported.

Children facing behavioural barriers receive consistent and compassionate help. Staff use now-and-next boards and regulation bags to support children's emotional understanding and routines. Leaders analyse behaviour patterns and adjust staffing, routines and environments to reduce triggers. Inclusion is embedded, consistent and impactful.

Curriculum and teaching: Strong standard

Curriculum and teaching are highly effective. Leaders have designed an ambitious curriculum that reflects their secure knowledge of child development. They sequence learning carefully, so children build knowledge over time. Staff understand the curriculum intent and teach it with confidence. They model language clearly and narrate play with purpose. Children benefit from rich vocabulary as staff describe actions, objects and emotions. Children develop physical skills through well-planned outdoor play. They balance on equipment and practise fundamental movement skills with confidence.

Teaching is consistently high quality. Staff use open-ended questions that help children to think and solve problems. Staff encourage children to cut dough into big and small pieces, and count bricks as they build. Staff adapt teaching in the moment. They support children who need help to settle and adjust expectations sensitively such as when they want to explore the home corner during small-group time. Babies acquire language rapidly because staff respond to babbling and introduce new words during their play. Staff introduce 10 new words every month to expand children's vocabulary.

The curriculum is inclusive. Staff prioritise communication and language for children who need extra support. They use Makaton, visuals and repetition. Children with special educational needs and/or disabilities access the full curriculum because staff make effective adaptations. Staff teach mathematics explicitly. Children name colours confidently and count objects during their play. Staff weave emotional vocabulary into activities, so children learn to express their feelings.

Achievement: Strong standard

Children achieve consistently well across all areas of learning. They develop secure foundations in their communication and language and personal, social and emotional development. Children show impressive physical skills as they use large equipment in the park. They show great stamina and physical strength as they engage in regular walks in the community. Children know more, remember more and do more as they progress through the curriculum.

Babies show early counting skills as they point to shark teeth in books. Toddlers show resilience when building towers and demonstrate problem-solving skills. Pre-school children use scissors safely and talk about shapes with confidence.

Children are well prepared for their next stage of learning. They practise independence at mealtimes and during toileting routines. Children follow instructions and manage transitions with increasing confidence. Children with special educational needs and or/disabilities make sustained progress from their starting points. They use signs, gestures and visuals to communicate. Disadvantaged children benefit from targeted support and achieve well in all areas because barriers to learning have been removed. Children show curiosity, concentration and motivation. They sustain engagement in activities and demonstrate pride in their achievements.

Behaviour, attitudes and establishing routines: Strong standard

Behaviour and attitudes are securely embedded across the setting. Children behave well because staff apply routines consistently. Children walk to the park safely. They hold hands and sing road safety songs. Staff provide well-planned activities that enable children to practise the behaviours they expect. For example, after impeccable listening and following the rules during a walk, staff provide an opportunity for children to run to a designated point. They stop when staff call and show clear understanding of boundaries. Staff model positive behaviour and use calm and clear language. Children respond well to praise and encouragement which motivates them even more.

Children develop positive attitudes to learning. They concentrate during puzzles and show patience during group games. Staff teach children emotional awareness explicitly. Children use coloured toys to describe feelings. They hug the happy monster and talk about why they feel that way. Staff support children to regulate their behaviour using now-and-next boards, fidget cushions and regulation bags.

Leaders analyse behaviour incidents and identify patterns. They adjust staffing, routines and environments to reduce triggers. Leaders split groups when needed and prepare children for change. They work closely with parents and carers. Leaders hold honest conversations and share strategies. Parents and carers say staff are supportive and approachable. Leaders place an emphasis on promoting children's attendance. They follow up absences the same day. Leaders talk to families about the importance of regular routines. Children arrive happily and settle quickly.

Children's welfare and wellbeing: Strong standard

Leaders and staff promote children's welfare and wellbeing superbly. Staff build warm and trusting relationships with children. Babies settle quickly and show secure attachments to staff who offer sensitive and responsive care. They explore sensory materials with confidence. Staff understand safe sleep guidance and follow routines rigorously. They place babies on their backs and complete regular checks. Rooms are cool and calm.

Children learn how to keep healthy. They wash their hands, wipe their noses and pour drinks independently. Staff remind children to chew carefully and use cutlery safely. Mealtimes are calm and sociable. Catering staff manage children's allergies well. Foods are labelled and checked to prevent children with allergies being given foods that may harm them. Staff supervise children closely. They use clear language to support children's independence and encourage the impeccable table manners children demonstrate.

Children enjoy daily outdoor play. They climb, balance and run freely in large open spaces. Babies enjoy walks in buggies as they enjoy the fresh air and take in the awe and wonder of the natural world. They feed the ducks and notice birds and butterflies. Staff encourage appropriate risk-taking such as climbing and balancing. This helps children to learn how to manage their own safety. Staff teach children about healthy choices and oral hygiene. Dental sessions help children to understand brushing routines and make this part of everyday routines.

Children feel included and valued. Staff adapt care routines for children with special educational needs and/or disabilities with sensitivity and precision. They use visuals, objects of reference and regulation tools regularly to aid children's independence and confidence.

Leadership and governance: Strong standard

Leadership is reflective and ambitious. Leaders know the setting well and understand the community they serve. They are fiercely ambitious for all children. Leaders analyse practice precisely and identify clear priorities for improvement. Recent training around supporting children who have experienced trauma shows leaders' commitment to responding to children's changing needs. Staff say training is well matched to the setting and helps them to support behaviour effectively.

Governance is robust. The nominated individual challenges leaders and supports them to maintain high standards. Oversight is a fundamental part of the setting's success. Leaders review policies regularly and ensure they reflect national and local guidance. Safer recruitment is rigorous. Leaders complete thorough checks, explore gaps in employment and assess suitability through trial sessions and supervision sessions.

Staff wellbeing is prioritised. Leaders use surveys, supervision sessions and meetings to gather their feedback. Staff feel valued and empowered. They share ideas and contribute to improvements. Leaders avoid unnecessary workload and ensure staff use their time effectively.

Professional learning is a strength. Leaders match training to children's needs. They disseminate new learning across the team. Staff talk confidently about safeguarding, whistleblowing and the signs of abuse. They understand broader topics such as The 'Prevent' Duty and county lines. Leaders ensure staff feel empowered to raise concerns swiftly.

Parent partnerships are excellent. Parents and carers say they feel heard and supported. Leaders work with food banks and local services to help families facing hardship. Community links enrich children's experiences. Children wave to shopkeepers and enjoy familiar routines on walks.