Goosehill at Hepscott Park

Inclusion: Strong standard

Children benefit from highly skilled and knowledgeable staff, who demonstrate a genuine passion for inclusion. Clear processes are in place to identify children's needs and staff act swiftly to provide support. They engage parents and carers in a sensitive and timely manner to ensure collaborative support. Disadvantaged children receive excellent support, and the setting makes effective use of allocated funding to support children's individual needs. Staff use Makaton, a form of basic signing, to aid communication, and children use large rolling balls to develop sensory awareness and support self-regulation.

Children's learning is carefully planned to meet their individual needs, with regular reviews and assessments to evaluate the impact of interventions. Leaders show a secure understanding of their responsibility to support all children. They invest in staff development to enhance and target skills and knowledge, strengthening everyday practice. Leaders and staff work tirelessly to explore and implement different approaches, ensuring the setting remains highly responsive to children's unique needs.

Curriculum and teaching: Strong standard

Children's needs are at the heart of practice. The curriculum is highly ambitious, fully inclusive and accessible to all. Leaders embed a culture of continuous self-reflection and an innovative approach to improving outcomes for all children. Leaders and staff demonstrate a deep understanding of the quality of the curriculum and how to adapt teaching. As a result all children, including those with special educational needs and/or disabilities, make excellent progress from their starting points.

Staff assess and monitor children's progress skilfully and adapt the curriculum to meet individual needs, keeping inclusion at the centre. As a result, children are highly engaged and motivated, and are well prepared for the next stage of their education. Teaching is inspirational, and staff use a range of approaches, carefully tailored to children's individual learning styles. Teaching is delivered through purposeful activities and experiences that are planned responsively to children's interests. Sequential learning is fully embedded, supporting children to build knowledge and skills over time and achieve security in their learning.

Leaders promote physical development through a wide range of opportunities. Depending on how they feel, children access quiet or carefully planned indoor movement play areas. Children's achievements are securely underpinned by a focus on communication and language skills. This is evident in every interaction, from storytelling to daily conversations. Staff skilfully integrate mathematical concepts into daily routines and play, ensuring children confidently apply their understanding in a range of contexts. This consistent approach promotes problem-solving, reasoning and a love of mathematics from an early age. For example, children demonstrate deeply embedded mathematical knowledge by independently counting when collecting stones, and comparing sizes and weights.

Achievement: Strong standard

High expectations for children are evident throughout the setting, and there is a strong focus on the key areas of learning. Children demonstrate a clear sense of pride in their accomplishments and show confidence in trying new things. They explore resources and environments and are motivated in their learning. Children use 'Ask me about' labels, which prompt conversations with adults and help them to share their achievements and efforts. Collaborative working is well embedded and children's opinions are valued and respected. This makes children feel heard and listened to. For example, children are involved in designing and developing garden spaces.

All children, including babies, develop attention, listening and responsive skills. For instance, older babies use feathers to interact and respond with smiles. Older children show high levels of concentration, when building clay dens for hibernating animals. Children have a wealth of opportunities to explore beyond the setting, increasing their curiosity in the world. They have full days in woodlands, visit their own allotment, and take part in beach school sessions. As a result, all children, including those with special educational needs and/or disabilities, develop resilience and independence. They secure the knowledge and skills they need to thrive and are well prepared for the next stage of their education.

Behaviour, attitudes and establishing routines: Strong standard

Leaders have high expectations for children's behaviour and attitudes, which staff consistently demonstrate through positive role modelling. Interactions are calm and sensitive, and children's behaviour is excellent. Staff use observation and professional skills to redirect children at the earliest opportunity to maintain the high standards. They acknowledge children's emotions and support them to understand and manage their own feelings. For example, staff encourage younger children to use sand timers when taking turns and older children have quiet spaces, where they can spend time alone when they need to.

Leaders embed the key-person approach exceptionally well. Staff gather a wealth of information before children start and adapt settling-in routines to meet individual needs. Routines offer a sensitive approach, working with parents and carers to build trust and security. Leaders regularly evaluate and review routines. Staff adapt practice, the environment and teaching approaches to ensure they remain effective and responsive. Staff are highly attuned to all children's needs, resulting in positive attitudes to learning and high levels of curiosity. For example, babies eagerly explore sensory materials, while older children show excitement when creating dens for animals using clay.

Attendance is exemplary, with clear expectations and robust monitoring in place. Leaders thoroughly monitor attendance patterns and effectively implement policies and procedures. This ensures children benefit from consistent engagement in learning.

Children's welfare and wellbeing: Strong standard

A highly nurturing approach is evident, particularly for babies. Staff use calm interactions during sleeping, weaning and mealtimes. This ensures children feel safe and cared for. Staff are responsive to individual needs and demonstrate attentiveness and sensitivity in every aspect of practice.

Leaders review and design rooms to create a peaceful atmosphere that is mindful and flexible. They use sensory cues to support emotional wellbeing. For example, babies use lavender-scented face cloths for washing faces after lunch. Soft music helps children recognise time for rest or quiet activities. Staff role model warm, respectful relationships, and are considerate and empathetic to children. For example, children seek out staff when they need support or comfort. Leaders promote physical health and wellbeing and provide opportunities to take measured risks indoors and outdoors. Children conduct their own risk assessments, fostering independence and responsibility. Outdoor experiences are rich and varied, inspiring exploration and resilience. For example, the allotment provides opportunities for children to grow their own vegetables. This helps promote healthy lifestyles and a sense of achievement.

Leaders and staff are systematic in identifying individual children that need additional support, including disadvantaged children, and those with special educational needs and/or disabilities. As a result children swiftly receive the support they require and make excellent progress.

Leadership and governance: Strong standard

Leaders are aspirational and set clear expectations for children's achievement. An ambitious curriculum for all children supports these aims, underpinned by a strong ethos. Staff share a clear understanding that all children, including disadvantaged children, and those with special educational needs and/or disabilities, are at the heart of the setting.

Staff morale is consistently high. Leaders prioritise staff wellbeing, and a manageable workload. Staff feel valued and empowered to make a meaningful difference to children's lives. Leaders are committed to continuous improvement and foster a culture of reflection and growth. For example, staff benefit from a wealth of training opportunities to enhance their practice. Community involvement is a strength. Children regularly visit a local care home and allotment and staff share practice with other professionals at a linked setting. Community-based experiences enrich children's learning and create a sense of belonging.

Leaders actively share professional learning and expertise. Leaders demonstrate openness and a commitment to sector-wide improvement, sharing best practice without reservation. This collaborative approach reflects a drive for further development.