Harvey House Nursery Beech

Inclusion: Expected standard

Leaders ensure that early and accurate assessments of children's needs are prioritised and meaningful adjustments are made. This supports children to take part and contribute to activities. Staff work closely with the special educational needs coordinator to provide the necessary support for children and reduce any barriers to learning. Leaders work with external agencies for additional advice and guidance on how to maximise the effectiveness of the adjustments made in order to enable each child to progress as they should.

Leaders promote an inclusive culture where children's individual learning and development needs are supported. Staff typically build effective relationships with parents that enable them to understand each child and what they can do. They identify children's individual needs early and work closely with parents to assess, review and plan the support children need for their next steps.

Staff offer flexible ways for children to take part in daily routines, for example by giving children extra time to put on their coats, using visual signs for washing hands and letting children choose whether they stand or sit at story time. Leaders ensure that children have access to materials and resources that can be used in different ways, for example story sacks, blocks and water play. These allow children of different abilities to explore at their own level and develop problem-solving and creativity skills.

Curriculum and teaching: Expected standard

Leaders have planned a curriculum that reflects the children's ages and stages and the individuality of babies and children. The curriculum supports children to develop across all 7 areas of learning, with a strong focus on personal, social and emotional development, communication, and physical skills. Leaders and staff have a secure understanding of how children learn and the skills they need to progress.

Learning is carefully planned so that all children develop key knowledge and skills through a range of experiences and activities. For example, children build hand strength and coordination by using wooden tools to manipulate dough. They hold the tools with increasing confidence and control, making purposeful movements that strengthen their hands and prepare them for early mark making. Staff tailor their interactions and teaching to what they know children need to learn next, ensuring that learning is purposeful.

Staff typically support children's communication skills as they engage in regular back-and-forth conversation together. For example, as children play with the water tray, staff describe how fish swim underwater and boats sail on top. This helps children link new vocabulary to real experiences, strengthening their language and understanding. There is a secure environment of language and communication that children can absorb, store and mirror. This increases children's enthusiasm to use language and extend their vocabulary.

Achievement: Expected standard

Children make steady progress from their starting points. Babies and younger children become increasingly curious and engaged, exploring toys independently, responding to familiar words and beginning to anticipate daily routines. As they settle, children gain confidence to move around the environment, watch others, and gradually join in with play alongside their peers.

Children build their physical skills over time. They show concentration and determination during activities, such as when completing a magnetic structure with puzzle pieces. This enables children to begin to problem-solve by testing ideas, adjusting pieces and working out how shapes fit.

Younger children recall familiar words as they join in with favourite songs. For example, children identify farm animals and animal sounds while joining in with singing 'Old McDonald Had a Farm'. However, occasional disruptions during transitions, such as when groups of children move between rooms or from indoors to outdoors, interrupt children's engagement in planned group activities. This breaks children's focus and limits the overall effectiveness of the learning taking place.

Children with barriers to learning are provided with ample space and interesting resources that drive their interest to take part. This supports their enthusiasm and curiosity, in preparation for further learning.

Behaviour, attitudes and establishing routines: Expected standard

Leaders are ambitious and implement policies to ensure that staff provide a happy and positive environment for the children to attend. Staff develop effective, friendly and secure relationships with children and their families. Children gain trust in the staff and settle in quickly. Children's attitudes towards their play are positive. For example, they are excited to take part in the 'tiny talk' session, and actively sign and use words to contribute to the group. Leaders see the benefits of external activity groups to boost vocabulary and social interaction for all children, including those with barriers to learning.

Staff teach children to be kind and considerate of others and to follow simple rules, such as around using 'kind hands' and 'kind words'. Children learn from the adults' positive modelling to behave in age-appropriate ways, and know what is expected of them. Staff provide praise consistently, which supports children to maintain appropriate behaviours.

Children follow clear daily routines that help them feel secure and understand what comes next. Children confidently recognise and complete routines, gaining a sense of achievement. They independently follow established self-care practices such as handwashing and begin to use tissues appropriately.

Children's welfare and wellbeing: Expected standard

Overall, leaders implement policies and procedures that promote children's welfare and wellbeing. Staff complete regular checks while children are sleeping to ensure their comfort and safety. Through the settling-in process, staff gather detailed information about each child's dietary needs, health requirements and home routines so that they can meet children's individual needs. Children enjoy a safe, secure and welcoming environment where they typically enjoy their day through a range of activities. However, the curriculum does not consistently provide regular opportunities for children to access fresh air and outdoor exercise. In addition, the nursery's outdoor play area requires further management and development to maximise children's mobility and enable them to move and play freely.

Staff comfort children sensitively when they become unsettled, and support children to recognise and communicate their feelings. These positive relationships help children develop confidence and emotional security. Staff support children's emotional wellbeing by recognising changes in their mood and responding calmly. Younger children are given time to observe activities before joining in, supporting smooth transitions and inclusion. Care routines reflect children's ages and stages and individual needs, particularly for children who are settling in to the setting. These consistent practices help children feel secure, valued and supported.

Care routines, such as sleeping, feeding and nappy changing, are adapted to reflect familiar home practices, helping all children, including those with barriers to learning, feel comfortable and secure. Babies and younger children are supported sensitively, with staff responding to individual cues and offering reassurance when needed. This supports children's engagement in play and daily routines. Children with special educational needs and/or disabilities or emerging communication needs are given visual timetables, simplified instructions and additional adult support to help them feel confident and capable.

Leadership and governance: Expected standard

Leaders are proactive and committed to creating a setting where children are respected, cared for and valued as unique individuals. Staff speak positively about working in the nursery. They report that they feel supported and appreciated as members of the team. This contributes to a warm, collaborative culture that benefits children's experiences and wellbeing. Leaders have regular meetings with staff, where they have opportunities to reflect on their practice and discuss any training needs. This supports staff to continue to have a positive impact on children's development. Leaders highly value staff, and prioritise their wellbeing.

Leaders have a precise understanding of the setting's strengths and areas for development, and take prompt action to implement new guidance. For example, they effectively monitor sleeping children and promote safe and healthy eating procedures at snack times and mealtimes. However, at times, when children move between activities or different areas of the nursery, such as when moving from indoors to outdoors, the flow of learning is interrupted. Leaders recognise that more consistent management of these transitions will help to reduce disruption and maintain the continuity of children's learning. Leaders are currently considering ways to improve this; however, it is too soon to determine the impact of this work on children.

Leaders regularly reflect on their provision and are making purposeful changes as the nursery grows. They review room layouts to support children's learning by considering each child's age and stage of development. This ongoing self-evaluation helps them maintain an effective environment that adapts to children's needs.

Leaders and staff place value on building positive relationships with parents. They provide daily information through discussions and the nursery app. This supports parents to be well informed about their children's care, learning and daily experiences.