Future Einsteins

Inclusion: Exceptional

Leaders have implemented a fundamental change in their approach to inclusion. They have embedded an inclusive mindset and specific, measurable actions into the core of their organisational culture. Staff actively deliver the 'early intervention graduated approach', identifying children before targeted support is needed. Children receive commendable levels of individualised support. This reduces the need for referrals at a later date, with noticeable reduction in children's attainment gap when they start school.

Staff work extensively with external agencies, such as paediatricians, speech and language therapists and neurologists. For instance, when supporting children's rehabilitation, adaptations are systematically and skilfully adjusted as needed. Staff are trained to use specialist medical equipment. They make a demonstrable difference to the opportunities and experiences of disadvantaged children, those with special educational needs and/or disabilities and those who speak English as an additional language.

Staff work collaboratively with parents and professionals to create individual weaning and transition plans for all children. This ensures a seamless and supportive process as children move between stages of development, rooms and settings.

Leaders share their learning and good practice with wider settings, for instance practitioners who support vulnerable children in prison nurseries. Leaders attend network meetings with the local authority to share good practice regarding inclusion.

Curriculum and teaching: Strong standard

Leaders design the curriculum to place a strong focus on vocabulary, oral language and language comprehension. Evidenced-based programmes are delivered with learning sequenced as children progress through rooms. For instance, staff take babies outside in the rain, where they learn to count and develop their physical coordination as they splash in puddles. Staff talk to older children about their senses as they explore the rain. They ask, 'What can you see, hear, taste, touch and smell?' Staff extend learning to teach children about how the rain helps the trees, plants and animals.

Staff assess and observe children to notice patterns in their behaviours during activities. This helps them to understand children's play better and to plan and adapt activities to meet the needs of each individual child. For example, when children stack with construction bricks and show interest in connecting these, staff support this through teaching children how magnets connect. Teaching is built on what children already know to support them to achieve.

Staff role model a positive attitude to activities. They adapt activities in the moment to develop children's curiosity. For instance, children experiment squirting foam on top of water, and staff support them to learn about weather and clouds, introducing a pipette to add blue dye. They introduce older children to rich language such as 'storm', 'twister' and 'cyclone' as they experiment. Older children transfer their learning as they go looking for condensation in the room.

Achievement: Strong standard

All children make significant progress from their starting points across all areas of the curriculum, supporting their transition to new settings and school. Children develop their concentration and listening skills from a young age. Babies show increasingly high levels of concentration as they share books with practitioners, excitedly choosing new books when they have finished them. Toddlers thrive in developing their independence. Individual self-care plans ensure children embed skills, such as using cutlery and drinking from open cups, before they progress. Children take turns and share resources as they engage in water play, politely reminding each other to say 'please' and 'thank you' and to use their manners .

Children are achieving life skills as they develop their confidence and self-esteem. Staff teach children about healthy lifestyles. Children learn how their body moves and what happens to their heart as they play sports and do physical activities as they talk about 'exertion'. Children grow and use herbs to bake with. They learn about different foods through targeted cooking enrichment activities. Children are deeply motivated and develop a positive attitude to healthy eating.

Behaviour, attitudes and establishing routines: Strong standard

Staff use positive language and good manners consistently. They act as effective role models to demonstrate appropriate behaviours. Staff give children time and encouragement to practise what they learn. For instance, children take turns when riding bicycles. Older children give directions to other children. They work together to find a safe route to ride their bicycles. Staff then give specific praise to children for being helpful and turn-taking. Children smile and take pride in their behaviours.

Staff teach children the importance of manners from a young age. They greet children when they enter with a 'welcome' followed by a positive statement. Children reply, 'Good morning, I like your flowers on your dress.' Staff ask children's permission before they help them. Children consistently copy practitioners' behaviour. They say 'excuse me' as they pass their friends. Staff consistently praise children when they use good manners spontaneously.

The provider places strong focus on children's attendance, supporting parents to understand how consistent attendance helps children gain a sense of security from the routine. There are clear processes in place to identify concerns at the earliest opportunity, with home visits taking place if needed. Staff build effective relationships with parents, resulting in additional support being implemented when needed.

Children's welfare and wellbeing: Strong standard

There is an effective key-person system in place. Children establish warm, positive relationships with staff. Babies fall asleep quickly with the nurturing and soothing reassurance from staff. When children are upset, they seek their key person out for comfort. Practitioners have an excellent understanding of all children's needs. This enables them to be responsive and respond promptly to children needs. Staff talk to children about how they are feeling and why. They encourage them to express their emotions and feelings in a safe way. Children learn to self-regulate.

Children's wellbeing, personal hygiene and self-care practices are well supported. Staff talk confidently with children and parents about the importance of regular physical activity and a good night's sleep. They provide parents with information and advice to implement positive routines. There is a robust oral health plan to ensure all children are registered with a dentist.

Children learn how to keep themselves safe. Staff take children on outings into the community. They teach children about the dangers of ponds. Children engage in role play, and staff use this as an opportunity to embed children's knowledge of safety in the home. As children make cups of tea, practitioners talk about the teapot being hot. Children think and smile, then get an oven glove to hold the teapot.

Leadership and governance: Exceptional

Leaders set the standard by embodying the behaviours they expect from their team. They create and embed systems securely where children are safe, heard and supported to thrive. Leaders ensure policies and actions consistently reflect this priority. They regularly review practice through data collection, peer observations, audits, and engagement with parents, children and professionals. This results in leaders making well-considered decisions that have a transformational impact on all children, for instance introducing 'secret readers' and workshops for parents. Together, they support all parents to develop their skills in effective home learning.

The provider's curriculum and excellent practice are recognised by wider partners as significant in improving outcomes for children. This results in the provider sharing practice across the local authority and with practitioners in nurseries in prisons, supporting the most vulnerable children.

Leaders work with the local authority when making decisions about providing childcare. They reserve places for the most vulnerable children to access their free entitlement. The provider has extensive knowledge of the community needs and the barriers children face when they start at the setting. This has resulted in a transformational journey for children, through staff implementing several evidence-based programmes to support and extend their all-round development.

Leaders support all their team to stretch beyond their perceived limitations through a rigorous training programme. This ensures the high quality of teaching across the setting and is part of a wider training programme. For instance, all staff have excellent skills and knowledge of how to support children with special educational needs and/or disabilities, including disadvantaged children. This includes individual extensive 'plan-do-review cycles'. Practitioners feel extremely valued and appreciated and thrive in an enabling environment.