Hatton Children's Nursery and Holiday Club

Inclusion: Expected standard

Leaders and staff create an inclusive environment, where there are high expectations for all children. Children's needs are accurately identified through regular assessments and effective partnerships with parents. As a result, children's individual care and learning needs are understood and respected. Staff are caring, attentive and attuned to children's individual behaviours. Consequently, children with special educational needs and/or disabilities, or those who face barriers to their learning, are supported well and make steady progress from their starting points.

Staff work regularly with other professionals and complete specialised training to ensure children's individual care needs are met. Leaders actively complete research to help them gain further knowledge and understanding of children's complex needs, and therefore promote positive outcomes for children. Staff make adaptations to practice, for example by ensuring activity times are scheduled so that all children can fully participate with their peers. All children have access to appropriate outdoor clothing, supplied by the setting, so that they can fully participate in activities.

Leaders demonstrate a clear commitment to supporting all children; however, they do not have sufficient knowledge about additional funding and external support, which could be used to enhance children's learning and their transition to school even further.

Curriculum and teaching: Expected standard

Leaders have implemented a well-designed curriculum that builds effectively on what children already know and can do. This is accessible for every child, including those who face barriers to their learning and those with special educational needs and/or disabilities. Staff naturally adapt their practice to ensure children receive appropriate support at the right time.

Staff plan fun and engaging activities that are developed from children's interests and take into account each child's age and stage of development. The curriculum is typically taught well by staff. At times, staff are skilled at extending children's thinking, curiosity and problem-solving skills; however, this is not consistent across the whole team.

Staff use assessments well to identify children's next steps in learning. For example, staff recognise the rapid physical growth of babies, so they are provided with regular opportunities to increase their muscle strength, mobility and sense of balance during indoor play and soft-play sessions. There is a sustained focus on developing children's communication and language skills through daily routines and activities. Children join in with songs and rhymes, such as the 'bean song', which extends their use of vocabulary and teaches mathematical concepts about size, shape and spatial reasoning. Older children enjoy creative experiences where they can practise their early writing skills. Children are supported to 'have a go' and try new experiences, such as pumpkin picking, growing plants and using tools safely in the weekly forest school sessions.

Achievement: Expected standard

All children progress well from their starting points and are suitably prepared for their next stage in learning. They confidently initiate conversations during their play, using an increasing vocabulary to describe their thoughts and what they are doing. For example, children use a wide range of descriptive language when talking about animals, their habitats and what care they require. Children are curious and excited to explore their learning environment. They make choices about their play, take turns and think about their friends' needs, such as during song and circle times. Children are supported to regulate their emotions, enabling them to act in positive ways, grow resilience and develop self-control.

Children are happy, confident learners who are able to express their own wants and needs. Children develop their independence skills and manage their own self-care skills, such as by dressing and feeding themselves. However, children could achieve more through extended opportunities at mealtimes, such as by pouring their own drinks.

Behaviour, attitudes and establishing routines: Strong standard

Leaders and staff have embedded a highly positive and nurturing environment, where all children flourish. Routines across the nursery consistently promote positive behaviours. Children know and respectfully follow the rules of the nursery. For example, younger children are encouraged to use their 'walking feet' indoors and are taught how this keeps them safe. Children are gently reminded to use their manners, show appreciation for one another and learn how to take turns. Staff effectively teach children about risks and how to keep themselves safe, such as by washing their hands after they have handled the guinea pigs. Children's behaviour is exemplary as a result.

Staff devote time to helping children feel settled. They gather information from parents about children's individual needs and interests, such as their favourite song, and sleeping routines. This helps to build warm and trusting relationships with the child and their family. Children find great comfort and reassurance in having photos of their family members nearby during settling-in times. Children thrive on the encouragement and explicit praise they receive for all their achievements. This helps to increase children's confidence, their self-esteem and their resilience. For example, staff praise a child who independently uses the toilet.

Leaders place a strong emphasis on supporting children's attendance. They work closely with parents to address any changes that may impact on attendance, so that children are able to fully benefit from the curriculum.

Children's welfare and wellbeing: Expected standard

Leaders prioritise children's individual care, health and wellbeing through established policies and daily routines. Children access a secure and welcoming play environment, where they feel confident to explore. Children's emotional wellbeing is supported through warm, caring and trusting relationships with staff, who know them well. Staff have a detailed understanding of children's individual needs, interests and circumstances. This helps them to adapt support effectively, to help all children feel safe, valued and included. Staff work closely with parents and external professionals to ensure that children's individual needs are met, including for children with special educational needs and/or disabilities and those who face barriers to learning and wellbeing. Leaders ensure that staff receive specialised training when required.

Children are expected to follow appropriate hygiene routines, such as wiping their noses and washing hands before meals. Children fully understand the importance of doing so and how this helps to protect their health. Staff teach children about healthy lifestyles through discussions about physical exercise, healthy eating and self-care routines. For example, children have discussions about the importance of protecting themselves in hot, sunny weather. Mealtimes typically provide opportunities for children to develop self-help skills, such as feeding themselves and cutting their own food. However, opportunities for older children to develop their independence are more limited.

Leadership and governance: Expected standard

Leaders have created a welcoming, family-oriented and inclusive nursery where all children and families are valued. Leaders make thoughtful decisions and take positive action to support children's learning, development and wellbeing. This is particularly evident in the high level of support provided for children with special educational needs and/or disabilities and those who face other barriers to their learning and wellbeing. However, leaders also recognise their limited knowledge regarding additional funding and how this can be used to further enhance children's experiences at the setting.

Parents and carers speak highly of the care, support and learning experiences provided. They value the secure relationships their children have with staff. Parents particularly appreciate the opportunities children have to learn through outdoor experiences and engagement with the local farm park.

Leaders are reflective in identifying opportunities for further development and monitor the quality of the provision. For example, leaders are currently developing an additional outdoor area for babies; this intends to enhance children's access to outdoor play in all weathers. Staff wellbeing is prioritised by leaders. Staff comment on how much they feel valued and enjoy working with the team. Leaders ensure that staff access regular professional development opportunities. This supports staff to continually improve the quality of learning and development experiences for children.