High Wych Pre-School Nursery

Inclusion: Expected standard

Leaders work closely with a range of external professionals to provide children with special educational needs and/or disabilities (SEND) with targeted support. They collaborate effectively with inclusion development officers and specialist advisory teachers, for instance, to identify and assess children's needs and implement appropriate strategies to support their learning and development. Children who face barriers to learning have clear individual education plans in place, and staff are deployed effectively to provide targeted support and to implement next steps. A dedicated sensory room is used well to deliver focused one-to-one support, helping children with SEND to make positive progress from their starting points.

Leaders typically promote an inclusive environment where children and families feel valued. Diversity is celebrated well through activities, such as celebration days and food festivals, helping children learn about different cultures and communities and to see themselves positively reflected within the environment and resources. For example, to support children wearing hearing aids, staff purchased a doll with hearing aids to help promote familiarity and inclusion. Visual aids are used effectively to support children who speak English as an additional language, helping them to communicate successfully and understand routines. Important messages, such as the 'golden rules', are displayed in multiple languages, helping all children and families feel welcomed and included within the setting.

Curriculum and teaching: Expected standard

Leaders have a clear understanding of what children need to learn and have designed a curriculum that supports this effectively, with a particular focus on listening and attention skills. Staff provide children with a range of opportunities to develop their concentration, communication and engagement through well-planned activities and interactions.

Leaders recognise the differing developmental needs of children within the nursery. While children benefit from opportunities to play and learn in mixed-age groups, they also take part in smaller-group activities, organised according to ages and abilities. For example, during circle time, younger children take part in turn-taking games, such as rolling a ball to one another, while older children engage in storytelling, supporting their language development. Children who face barriers to their learning are given time and space for them to engage in these groups in their own time. Staff generally adapt their teaching appropriately to support children's differing ages and stages of development. However, the most able children do not consistently receive enough challenge in their learning to help them make the best possible progress.

Leaders recognise that less-experienced staff are continuing to develop their skills. The more experienced staff mentor newer team members to help promote greater consistency in practice and support children's ongoing care and learning across the setting.

Achievement: Expected standard

Children, including those who face barriers to their learning, typically make positive progress in all areas of their development. Children develop the skills they need for the next stage of their education. For example, younger children enjoy scooping and pouring water in the water tray, while older children use pipettes to strengthen the small muscles in their hands and fingers.

Children are well prepared for their move to school. They develop familiarity with their new environment before they start and the confidence to manage the changes that come with this transition. Children with special educational needs and/or disabilities receive the additional support they need to help them feel secure and ready for the next stage in their learning. As a result, children approach their move to school with confidence and are equipped with the skills they need for a successful start.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff create warm and professional relationships with children and their families, helping to develop trust and feelings of safety and security. Leaders have successfully embedded the 'golden rules', through the curriculum and daily practice, across the setting. Staff regularly revisit these during circle times and throughout the day to help children develop a secure understanding of expectations and positive behaviour.

Leaders have carefully reviewed and adapted daily routines to support children's behaviour and engagement. They recognise that a previous lack of structure impacted children's ability to focus and feel secure. As a result, children now benefit from predictable routines that help them understand what will happen next and throughout the day. This promotes children's sense of security, emotional wellbeing and positive attitudes towards learning. Although routines are generally well established, some transitions are not organised as effectively as others. For example, when children prepare to go outside, the coat area can become overcrowded with multiple groups waiting at the same time. This results in some children waiting for extended periods before transitioning outdoors, and they sometimes become restless. Leaders promote the importance of regular attendance and monitor any concerns effectively.

Children's welfare and wellbeing: Expected standard

Children's welfare and wellbeing are typically promoted effectively. Staff have an inclusive approach and supervise children, including those with complex health needs, carefully. They implement health and safety procedures well to support children's wellbeing. Clear systems are in place to support children's dietary, medical and allergy needs appropriately and safely. Leaders and staff build positive relationships with children and their families from the outset. New families benefit from settling-in sessions, home visits and welcome packs to help them adjust to the setting. Children are supported to form secure attachments with their key person, with arrangements adapted where bonds develop with other staff. Staff gather key information from parents and carers to support children's welfare and wellbeing effectively.

Staff generally promote healthy lifestyles appropriately. Snack times are used well to encourage discussions about healthy eating and to help children develop positive attitudes towards trying new fruits and vegetables. Hygiene routines help children understand how to keep themselves healthy, and they benefit from regular opportunities to develop physical skills, including through visits to local parks. Indoor obstacle courses promote balance and coordination and support children's understanding of risk. Leaders support children to develop an awareness of oral health through a dedicated station with toothbrushes and toothpaste. However, teaching is not consistently focused in this area, which means children do not always develop a secure understanding of oral health practices.

Leadership and governance: Expected standard

Leaders work as a team and have high expectations for all children. They are committed to continuously evaluating the provision and have implemented clear action plans since their last inspection to raise standards. Leaders work closely with the committee, although some new committee members have not yet completed suitability checks. Leaders are addressing this and have put measures in place to ensure this does not impact on children.

Staff are generally well supported through regular supervision meetings, where practice is discussed and feedback is provided. Measurable targets support ongoing development, alongside coaching and modelling from leaders, who maintain a presence throughout the setting. Staff benefit from regular professional development opportunities and describe leaders as approachable and supportive. Although professional development is generally well targeted, there are occasional inconsistencies in teaching for certain groups of children. Team meetings provide opportunities for staff to share concerns, reflect on practice and celebrate success. Staff wellbeing is promoted through these systems, alongside social events and recognition awards.

Leaders develop positive links with the local community, including visits from community professionals and trips to local shops and libraries. Partnerships with parents and carers are established and contribute positively to children's learning. Leaders use an online system to share information, next steps and home-learning ideas. Families are supported through 'meet-and-greet' and 'play-and-stay' sessions, helping children settle quickly. Parents speak highly of the setting.