Hill View Farm Nursery Ltd

Inclusion: Expected standard

Leaders create an inclusive culture, where children's individual needs are identified early and assessed effectively. Staff know children well and use their observations and assessments to recognise early signs of need, such as delayed language or sensory-related needs. For example, children needing extra communication benefit from visual cues or adapted routines that help them to stay settled and engaged.

Leaders build close partnerships with families to understand children's backgrounds and ensure that support is tailored to their individual needs. Leaders implement the graduated approach well, helping staff to break learning goals into small and achievable steps. They review children's progress regularly so that support remains appropriately targeted.

Staff receive clear guidance and training to help them to provide suitable adaptations and adjustments. This ensures that all children can participate fully in the curriculum. Leaders seek advice from external professionals effectively when needed, or signpost families to local support services. Although the setting currently receives no additional funding, leaders can clearly explain how such funding would be used to enhance children's opportunities and outcomes. As a result, children with emerging or special educational needs and/or disabilities are included effectively and make progress from their individual starting points.

Curriculum and teaching: Expected standard

Leaders have a secure understanding of the quality of the curriculum and how well it supports children's learning. Generally, the curriculum is thoughtfully designed to promote children's confidence, independence and enjoyment across all areas of learning.

Staff know what they want children to learn and use this knowledge well to guide their interactions. For example, they encourage older children to talk about what they are creating as they build tall structures with magnetic shapes. This helps to develop children's language and mathematical thinking. Younger children benefit from sensory experiences and opportunities to climb, paint and explore, which support their physical development and early communication. Staff routinely model new vocabulary, count during everyday routines and encourage children to compare shapes and sizes, helping to build secure early mathematical understanding.

Overall, teaching is inclusive and adapted appropriately for children who need additional support. For instance, staff use simple phrases, visual prompts and repetition to help children with developing language to join in play and routines. They use assessment effectively to identify what children know and can do. This enables staff to plan meaningful next steps that meet children's different starting points. As a result, children engage well and progress confidently through the curriculum.

Achievement: Expected standard

Overall, all children make consistent progress across the areas of learning, particularly in their communication and language. Older children confidently articulate their ideas during their play. For example, they describe the structures they are building or talk about a recent birthday event. Children develop their early language skills through simple phrases, repetition and opportunities to copy words during everyday routines, which is particularly evident for those identified with delayed communication.

Babies and younger children develop secure physical skills as they climb small equipment and explore sensory resources, showing pride in what they can do next. Children with special educational needs and/or disabilities or barriers to their learning participate fully and develop the skills they need for their next stage of learning. As a result, all children are well prepared for the transitions within the setting and for school.

Behaviour, attitudes and establishing routines: Expected standard

Children typically show positive attitudes to their learning and behave well within the setting. They understand familiar routines and cooperate with others, such as joining group singing sessions or helping to tidy away resources. Children form warm relationships with staff and peers, often showing empathy or waiting patiently for a turn. Positive and caring relationships with staff help children to feel secure.

Staff model calm and caring behaviour. They support children to express their feelings during their play. Children benefit from clear routines, where they practise following simple instructions and taking responsibility for finding their own clothing for outdoor play. However, staff do not consistently help children to understand the consequences of their actions. For example, when children throw toys or use resources inappropriately, staff do not always reinforce expected behaviour and explain how their actions affect others.

Leaders promote the importance of attendance and punctuality and track any patterns of absence. They consider children's individual needs when supporting their behaviour, recognising when some require space, reassurance or simplified language. As a result, children feel secure, follow routines with increasing confidence and develop the social skills needed for their next stage of learning.

Children's welfare and wellbeing: Expected standard

Leaders ensure that care practices are well organised and consistent. This enables staff to respond sensitively to children's individual needs. Children experience warm and responsive care that supports their welfare and emotional security. Babies form positive attachments with key staff. They seek comfort through calm and sensitive interactions that help them to feel safe and settled.

Staff follow children's individual routines closely, ensuring that feeding, sleeping and personal care practices reflect what each child needs. For example, babies sit in low chairs during snack time, where staff face them to promote safe eating and encourage early independence. Older children benefit from consistent care practices that help them to manage their personal needs confidently, including washing their hands and preparing for outdoor play. Mealtimes are relaxed and sociable, with staff modelling safe eating and encouraging older children to try different foods.

Staff promote children's physical wellbeing through daily outdoor play. Children access resources that support their balance, coordination and exploration in a safe environment. Children who may face barriers to their learning receive thoughtful adjustments, including quieter spaces, simplified language and additional reassurance during transitions. This helps them to remain settled and fully included. Staff remain attentive to children's emotional cues, offering reassurance and modelling language that helps children to recognise and manage their feelings. Through these secure relationships and thoughtful care routines, children feel safe, valued and motivated to participate positively in the day.

Leadership and governance: Expected standard

Leaders have a clear and ambitious vision for the setting and demonstrate a commitment to improving the quality of provision. Since the last inspection, they have taken effective action to address previous weaknesses, including strengthening risk assessments, improving site security and refining teaching practices. Leaders know the setting's strengths and areas for development well and use this understanding to guide ongoing improvements. They make decisions that prioritise children's best interests, particularly those who may have emerging additional needs. However, while the setting demonstrates clear strengths, leaders recognise that practice can be enhanced to strengthen children's understanding of behaviour expectations and to build more effective partnerships with other settings children attend.

Effective systems for supervision sessions and monitoring help leaders to assess staff's performance, identify training needs and ensure that all staff remain suitable for their roles. This includes providing relevant professional development, such as training on high-quality interactions and early support strategies. Leaders create a positive culture in which staff feel valued, supported and able to discuss their workloads and wellbeing. Relationships with parents and carers are positive, with leaders sharing information openly and responding promptly.

While staff engage appropriately with external professionals, leaders recognise the importance of strengthening communication with other early years settings that children attend. Overall, leaders ensure that children are cared for in a safe and reflective environment that supports all children's individual needs.