Hampton Nursery

Inclusion: Expected standard

Leaders set high expectations for children and put support in place to remove barriers to learning. They recognise each child's starting point and ensure that targeted support enables vulnerable children, including those with additional needs, to make sustained progress. Leaders apply a precise, graduated approach to special educational needs and/or disabilities, enabling staff to identify emerging needs quickly and adapt provision so children receive timely and appropriate support.

Many staff prioritise the development of communication and language. They focus on the impact of their interactions, model language and extend children's vocabulary. Staff actively engage with vulnerable children, helping them feel included, valued and able to participate fully in learning. This purposeful practice strengthens children's confidence and supports their communication development.

The setting works closely with families and values them as partners in children's learning and development. Staff communicate regularly with parents through daily conversations, meetings and written updates, ensuring that families are well informed about their child's progress and wellbeing. Leaders also establish effective partnerships with external agencies to support children's individual needs. Staff share information appropriately and work collaboratively with other professionals to ensure that children receive timely support.

Leaders have some awareness of additional funding available to support children who are currently or previously known to social care. However, funding such as early years pupil premium and looked-after children funding is not yet used consistently to target support. As leaders continue to develop their understanding, this will enable them to use funding more effectively to support vulnerable children's ongoing progress.

Curriculum and teaching: Expected standard

Leaders maintain a clear and accurate understanding of the quality of the curriculum and teaching, and they use this knowledge to drive continuous improvement. They design the curriculum so it meets the early years foundation stage learning and development requirements. Staff understand the knowledge, skills and experiences children need, and they sequence learning so children build securely on what they already know. They use assessments to check what children can do and tailor teaching to each child's starting points and stage of development. This helps children to make steady progress across all areas and move confidently to the next stage of their education.

Leaders use their knowledge of children's needs to inform practice. Planned activities, such as sensory play, support exploration and language-rich interactions. For example, during sand play, children leaned forward with interest as they poured and emptied containers. Staff within the room shared that this activity was carefully chosen to support the children's identified next steps.

However, not all practitioners model rich language, extend vocabulary or sustain back-and-forth interactions consistently. Strengthening this practice would support children's communication skills more securely, including their early mathematical language. Leaders continue to guide practitioners to adapt teaching for disadvantaged children, those with special educational needs and/or disabilities, and children known to social care so every child receives the language support they need.

Achievement: Expected standard

Children make clear progress through the curriculum and develop age- and stage-appropriate knowledge and skills across all 7 areas of learning. They build their understanding securely over time. Practitioners model vocabulary and support children, including those who need additional help, to develop into confident learners. Many disadvantaged children have shown noticeable improvement when adults provide responsive support.

Disadvantaged children, children with special educational needs and/or disabilities, those known or previously known to social care, and those facing barriers to learning achieve well from their starting points. Practitioners adapt teaching effectively so every child can access the full curriculum and make meaningful progress across all areas. As a result, children are well prepared for the next stage of their learning. They develop the communication, independence and confidence needed to move successfully through the early years foundation stage.

Behaviour, attitudes and establishing routines: Expected standard

Leaders have established a positive environment where behaviour expectations are clear, consistently reinforced and commonly understood by both staff and children. Staff build strong, trusting relationships with children, supporting their personal, social and emotional development, and actively consider children's age, stage of development, individual needs and circumstances when guiding behaviour.

Children demonstrate the ability to collaborate, play harmoniously and get along well with their peers, developing key social skills through shared activities and structured games. Staff reinforce positive behaviour through explicit praise and encouragement, helping children internalise expectations.

Leaders place a clear emphasis on promoting good attendance and punctuality. They monitor children's attendance closely and follow up promptly with families if there are concerns. Leaders have established effective procedures and communicate these clearly with parents, ensuring that families understand the importance of regular attendance.

Children's welfare and wellbeing: Strong standard

Leaders and practitioners demonstrate a comprehensive knowledge and understanding of the setting's children and are highly responsive to their individual needs and changing circumstances. They tailor care practices effectively to support disadvantaged children, ensuring equitable access to learning and development.

Practitioners build secure, trusting relationships with children, fostering strong attachments between key persons and children, which supports emotional security and engagement. Children receive guidance to develop their physical skills, personal safety, health and wellbeing, while routines such as sleeping are adapted sensitively to each child's requirements.

Practitioners support children to recognise, express and manage their emotions, helping them develop a secure sense of emotional wellbeing. Through responsive care and consistent nurturing interactions, children feel safe, valued and confident to explore and learn, enabling them to thrive both socially and developmentally.

Leadership and governance: Expected standard

Leaders have a strong understanding of the setting's strengths and take effective action to maintain quality and improve areas identified for development. They make decisions in the best interests of all children, including disadvantaged children, those with special educational needs and/or disabilities, children known or previously known to social care, and those who face other barriers to learning and wellbeing.

Leaders actively manage staff wellbeing and workload, using regular supervisions to provide support and guidance. Leaders ensure professional development is purposeful and impactful, helping practitioners enhance their skills to deliver high-quality care and education. Staff feel genuinely valued and supported in their roles. They shared that when they need help with planning or observations, room leaders take the time to meet with them individually, listen to their needs and provide tailored guidance. This approach helps staff feel confident, respected and motivated in their day-to-day practice. Leaders respond effectively to significant changes in the context of the setting, including leadership changes, ensuring minimal disruption to children's routines, learning and wellbeing.

Leaders should strengthen their understanding of the statutory responsibilities of the nominated individual and ensure they promptly notify Ofsted of any changes in circumstances. Taking these actions will enhance governance and maintain compliance.