Highfield Nursery School Under 2's

Inclusion: Strong standard

Staff's inclusive practice helps children feel valued, welcomed and able to thrive, regardless of their individual circumstances. Leaders have created an inclusive environment where children are known well as individuals and are supported to access all aspects of the curriculum. Staff work closely with parents from the outset to understand children's needs, interests and starting points, ensuring support is tailored appropriately. Children who face barriers to their learning or wellbeing benefit from early identification and targeted intervention, helping them to participate fully alongside their peers.

Staff use assessment effectively to identify emerging needs and monitor children's progress. Where concerns arise, leaders work productively with families and external professionals to secure additional support. Multi-agency working is a strength. Leaders demonstrate a secure understanding of referral pathways and work effectively with health professionals, schools and family support services to reduce barriers for children and their families. Families receive practical and emotional support that helps improve children's outcomes and enhances their welfare and wellbeing.

Children benefit from strong partnerships between home and the setting. Staff share information regularly with parents and work collaboratively to support areas such as communication, emotional development, sleeping routines and healthy lifestyles. As a result, children make consistent good progress from their starting points, including those who have special educational needs and/or disabilities. Children are increasingly confident, communicate their needs effectively and develop the skills they need for their next stages of learning.

Curriculum and teaching: Strong standard

Leaders have designed a curriculum that places a strong emphasis on communication and language, personal development and physical development, recognising the importance of these foundations for the youngest children. Staff know children well and use assessment information effectively to identify starting points, address gaps in learning and plan meaningful next steps. This is evident in the progress children make. For example, children with limited language and mobility now communicate their needs, use words and phrases independently and move confidently around the environment.

Teaching is purposeful and responsive. Staff model language exceptionally well throughout the day, consistently narrating children's play and introducing new vocabulary. During activities, staff describe colours, objects and actions, such as referring to a 'red pipette' and using positional language including 'in', 'forward' and 'back', helping children develop their understanding and vocabulary. Children enthusiastically join in with familiar songs and stories, anticipate what comes next and increasingly use language to express their needs and ideas.

The curriculum builds successfully on children's interests and developmental needs. For example, staff have used focused approaches such as 'Ready, Steady, Go' sessions and weekly core vocabulary to strengthen children's communication skills. Assessment information shows children who were previously working towards expectations in communication and language are now on track.

The environment is rich, well organised and supports learning effectively. Staff provide engaging experiences that successfully promote children's learning and development. At times, opportunities to build even further on children's sustained interests and emerging ideas are not maximised. Nevertheless, children remain engaged, make good progress from their starting points and benefit from high-quality teaching that prepares them well for their next stage of learning.

Achievement: Strong standard

Children make good progress from their starting points and develop the knowledge, skills and confidence they need for their next stage of learning. Children who begin with lower starting points rapidly catch up and develop increasing independence, resilience and self-confidence.

Children develop strong communication and language skills. They listen attentively during familiar songs and stories, understand routines and increasingly use words and phrases to communicate their needs, ideas and experiences. Children show growing confidence in social situations, forming positive relationships with adults and show increasing interest in playing alongside others.

Children develop secure physical skills. They move confidently around the environment, negotiate obstacles safely and demonstrate increasing control and coordination during play and everyday routines. Children become more independent in managing their own needs, such as feeding themselves and following familiar routines.

Behaviour, attitudes and establishing routines: Strong standard

Children demonstrate that they feel safe, secure and confident in the setting. They form warm relationships with staff and readily seek reassurance, comfort and support when needed. Secure attachments help children develop high levels of self-confidence and self-esteem. This enables children to explore their environment, engage in learning and interact with others, despite their young ages. Children behave well and are supported by consistent expectations and nurturing interactions. They demonstrate positive attitudes towards learning and often become deeply engaged in their chosen play.

Children demonstrate levels of independence that are advanced for their age. For example, they collect their hats when staff announce it is time to go outdoors, showing they understand routines and know what is expected of them. As a result, children develop confidence, self-help skills and a strong sense of belonging in the setting. For example, children confidently greet familiar adults, wave goodbye and increasingly use words to communicate their needs. Embedded routines help children feel secure, and they develop an understanding of expectations. This helps children to develop emotional security and the social skills needed to participate positively in daily routines and learning experiences.

Children's welfare and wellbeing: Strong standard

Children thrive because their welfare and wellbeing are given high priority. Staff develop strong partnerships with families and use their detailed knowledge of children to ensure care is tailored to children's individual needs and circumstances. This helps children feel secure, develop a strong sense of belonging and make the most of the opportunities available to them.

Children and families benefit from highly effective support when additional help is needed. Staff work closely with parents and external professionals to identify concerns early and provide timely intervention. For example, support for sleep routines, healthy eating and family wellbeing helps children become more settled, secure and ready to engage in learning. The impact of this can be seen in children's growing confidence, emotional security and readiness to participate fully in daily experiences.

Children experience consistency between home and the setting because staff communicate regularly with families and provide practical advice and support from the outset. When children are ready to move, carefully planned transition arrangements help children to develop trust in new adults and environments.

Attendance is promoted effectively through positive relationships with families and a welcoming environment where children enjoy attending. As a result, children benefit from continuity in their care, learning and development. Children flourish in an environment where their emotional wellbeing, health and individual needs are understood and supported well.

Leadership and governance: Strong standard

Leaders have established a clear vision for the provision that places children, families and high-quality care at the centre of decision-making. They have an accurate understanding of the setting's strengths and areas for development, and use this knowledge effectively to drive improvement. Leaders monitor children's progress closely, moderate assessments and work alongside staff to ensure that learning is planned appropriately and gaps in development are identified and addressed promptly.

Leaders provide regular guidance, discussion and coaching that help staff continually refine their practice. This helps staff to develop a secure understanding of children's individual needs and stages of development, and to deliver consistently nurturing, purposeful and high-quality interactions. Children benefit from high-quality teaching and make good progress from their starting points.

Leaders have established strong partnerships with parents, external agencies and community services. Effective family support and multi-agency working help reduce barriers to children's learning, development and wellbeing. Leaders demonstrate secure knowledge of safeguarding, inclusion and support pathways, ensuring children and families receive timely intervention when needed.

Staff feel highly valued and appreciated by leaders. They speak positively about the guidance, support and professional development they receive. Leaders' work to continually strengthen staff practice is reflected in the quality of the interactions and experiences children receive each day, contributing positively to their progress, wellbeing and development. Leaders have established strong foundations across the provision and demonstrate the capacity to sustain and embed these highly effective approaches further as the provision grows, ensuring children continue to benefit from consistently high-quality experiences over time.