Happy Tree Academy

Inclusion: Strong standard

Leaders have established a very inclusive culture, where children's individual needs are identified early and extremely well supported. They demonstrate a secure understanding of how they would use early years pupil premium and additional funding strategically, to support those children who needed it most. Leaders prioritise staff's ongoing training to ensure they have the knowledge and skills to deliver the curriculum in ways that remove barriers and help all children to make progress from their starting points.

Staff work in very close partnerships with parents, carers and professionals to understand how best to tailor and adapt the provision to meet children's specific needs. This collaborative approach enables staff to deliver targeted interventions, such as small-group communication and language sessions and sensory regulation strategies. Staff regularly review the impact of these interventions and adapt them swiftly where needed. Families describe the setting as a safe, supportive and inclusive space where their children thrive.

Staff tailor opportunities for children with special educational needs and/or disabilities seamlessly to accommodate their ability and pace. Staff expertly adapt their approach during activities, such as singing or skilfully using British Sign Language. This enables all children to take part, build their confidence and enjoy being fully involved in the setting's life. This inclusive practice is typical across the setting and consistently implemented by all staff. Children feel valued and listened to when they express how they are feeling about particular aspects of the session. As a result, all children are extremely happy and acquire the skills needed for their next step in learning.

Curriculum and teaching: Strong standard

Leaders deliver a broad and well-sequenced curriculum that is firmly rooted in each child's uniqueness and reflects a strong understanding of how children learn. Staff skilfully assess what children know and can do and adapt teaching to meet children's needs, closing any gaps in their development quickly.

Staff consistently use skilled questioning, descriptive language and shared thinking to deepen children's understanding during everyday routines and activities, such as circle time and snack time. For example, staff support children to observe and discuss their own experiences during a circle time that staff plan to teach children about oral health. They encourage children to think about what the 'brown bits' on their teeth might be after meals. Through open-ended questioning and group discussion, children share their own ideas about 'germs' and what 'rotten' means. Staff build on children's thinking and explain concepts such as 'decay'.

Staff support children's mathematical development with purpose, using everyday routines and play. They count together at circle time, talk about numbers while completing jigsaw puzzles and explore quantity and measure during sensory play.

Children with special educational needs and/or disabilities access the same curriculum as their peers. Staff make tailored adjustments and use targeted strategies, such as visual support, British Sign Language and repetition. Leaders monitor staff's practice closely. They reflect regularly with staff to ensure that the curriculum remains ambitious, inclusive and impactful.

Achievement: Strong standard

All children make excellent progress from their individual starting points. This includes children with special educational needs and/or disabilities, who achieve very well due to the early identification of needs and carefully planned support. Children are highly motivated and deeply engaged in their learning. During outdoor time, they explore the natural environment with curiosity and sustained focus. Children confidently explain their thinking, for example, when discussing why parts of the garden rest during winter or when talking about seasonal changes and hibernation.

Children extend their vocabulary, build their understanding and develop independence. They show pride in what they know and can do and are eager to share their point of view. All children are very well prepared for their next stage of learning, including the transition to school.

Behaviour, attitudes and establishing routines: Strong standard

Children show through their attitudes to learning, behaviour and enthusiasm that they view the setting as 'their own'. They demonstrate that they feel totally safe, secure and welcome. This enables children to take part in, and to make the most of, the high-quality learning opportunities on offer. Children are confident and comfortable with daily routines, and their behaviour is consistently positive. Leaders work closely with parents to promote children's attendance and punctuality. As a result, children do not miss valuable learning opportunities and develop positive habits for the future.

Staff act as strong role models, guiding children to reflect on their actions and encouraging them to work as a team. They thoughtfully adapt routines so that all children are fully included. The setting's excellent culture of care, collaboration and trust helps children to build positive relationships with staff and each other. Children show high levels of emotional maturity and care for others and the environment. They play harmoniously, take turns and cooperate during activities. Children confidently converse with visitors, showing empathy for living things and an excellent understanding of why it is important to be gentle with each other.

Children's welfare and wellbeing: Strong standard

Staff place children's welfare and emotional wellbeing at the centre of everything they do. They build warm and trusting relationships with children. Staff create a calm and nurturing environment, where children feel safe, secure and valued. Children demonstrate emotional security, confidence and a strong sense of belonging. They seek support when needed and show positive relationships with their peers and adults.

Leaders place a high emphasis on children's emotional development and resilience, supported through the consistent use of specific schemes. Children are supported to recognise and express their emotions, develop empathy and regulate their behaviour. This approach is particularly effective for children with special educational needs and/or disabilities, who benefit from consistent strategies and predictable routines.

Staff promote children's physical development through daily energetic play, time outdoors and discussions around healthy eating. They encourage children to be independent and to manage their self-care from a young age. As a result, children thrive in an environment that supports their emotional and physical wellbeing. Excellent partnerships with parents and carers ensure continuity of care and contribute positively to children's wellbeing.

Leadership and governance: Strong standard

The setting benefits from a forward-thinking and highly skilled leadership team. Leaders work with perseverance to ensure that all children receive a high level of education and care and are ambitious for all of them. Leaders work hard to build positive and effective relationships with parents and carers and external professionals to support children to thrive, regardless of their starting points, backgrounds or abilities. They share a clear vision and place children firmly at the centre of every decision they make.

Leaders reflect on the effectiveness of their provision. They identify improvements needed and work towards them, such as enhancing children's outdoor learning experiences or introducing specific programmes to strengthen their personal, social and emotional skills.

Leaders have consistently high expectations for staff. They provide effective support and mentoring to ensure that staff keep deepening their professional knowledge and skills. As a result, staff are well equipped to reduce barriers to children's learning and support children to make excellent progress. Staff value feedback and use it purposefully to improve their practice. They benefit from relevant training that ensures they have the knowledge and understanding to meet children's specific needs and have a highly positive impact on children's learning. In addition, leaders pay careful attention to staff's wellbeing and workload. This contributes to a harmonious and highly respectful working environment.