Hollies St Mary's

Inclusion: Expected standard

Leaders prioritise inclusion and ensure staff develop a detailed understanding of children's individual needs. Staff use settling in sessions to gain necessary information about what children already know and can do. They use this information effectively to identify children's starting points and to identify any emerging barriers to learning. This early assessment enables staff to plan targeted support. Leaders use additional funding with purpose to purchase resources that directly support children's individual progress. Staff use their knowledge of their key children to identify any gaps in their learning. They work with leaders to source appropriate resources to promote children's development. For example, they have recently introduced balance bikes to support children's physical development.

Staff demonstrate strong practice in supporting children with special educational needs and/or disabilities (SEND). They complete relevant training, understand when to implement individual learning plans and carry out research to deepen their understanding of children's needs. They share this information with parents to promote consistency between home and nursery. Staff use language screening tools to identify gaps in communication and plan next steps. As a result, all children, including those with SEND, those facing barriers to learning, and those previously known to social care receive timely, well matched support that helps them make progress.

Curriculum and teaching: Expected standard

Leaders know the nursery well and set a clear ambition for the curriculum. Staff sequence learning effectively so all children, including those with barriers to learning build securely on what they already know and can do. They use well-established routines to support smooth transitions between rooms. This helps children anticipate familiar parts of the day, such as story time. As a result, children's confidence and sense of security is strengthened.

Staff make appropriate adjustments for children with special educational needs and/or disabilities. For example, they use signs and symbols to reinforce language and support understanding. Staff prioritise early communication by modelling simple instructions and encouraging children to repeat sounds during familiar stories. Communication and language is a strength and is consistently embedded. Children develop a love of reading by sharing books with staff and independently accessing stories throughout the day.

Staff integrate mathematical learning into everyday routines. For example, during water play, they encourage children to compare sizes. This helps to support early mathematical thinking. Staff enrich children's learning through community experiences.

Children enjoy visits to the local supermarket to explore new fruits and vegetables. Staff have a secure understanding of what children are learning and how activities build confidence and resilience. However, during some periods of free play, staff do not always extend children's learning or build on their next steps, which limits progress at these times.

Achievement: Expected standard

All children, including those with special educational needs and/or disabilities, make steady progress from their starting points. Communication and language development is a clear strength across the nursery. Babies begin to imitate sounds during stories such as 'Farmyard Tales', while older children confidently share their ideas and respond to questions. Children talk openly during play and use language with increasing confidence. For example, children count objects aloud as they feed the hungry caterpillar, demonstrating secure early number skills.

Children's confidence and resilience develop through the purposeful opportunities that are provided. Activities are planned around children's interests to extend learning, helping them to remain engaged and motivated. This helps to prepare children for the next stage in their education. However, opportunities for deeper learning and further progress is limited during some periods of free play. Opportunities do not always extend children's learning or build on their next steps.

Behaviour, attitudes and establishing routines: Expected standard

Children form warm, trusting relationships with staff and behave well across the nursery. They cooperate with daily routines and play positively alongside their peers. Older children work together to complete jigsaw puzzles. They take turns and show respect for one another. Staff know children well and understand their individual needs. When staff move between rooms, they seek relevant information about children's routines. This helps children to develop secure and trusting relationships with the adults caring for them.

Clear, consistent routines help children understand what is expected of them. Routines are embedded across the nursery and contribute to children feeling safe and secure. However, staff do not always prompt older children to manage their self care needs independently. Staff use regular praise to reinforce positive behaviour. This helps children to develop pride in their achievements and a strong sense of self.

Staff take an inclusive approach to behaviour and routines. For instance, in the baby room, staff prepare children for future expectations by gradually introducing toddler room routines, such as sitting at the table for meals. This supports smooth transitions and helps children understand behavioural expectations as they progress.

Leaders work closely with families to promote good attendance. They build positive relationships with parents and explain how regular attendance supports children's confidence, learning and overall wellbeing.

Children's welfare and wellbeing: Expected standard

Children's welfare is supported through warm and responsive relationships. Leaders and staff provide effective care that meet each child's unique needs as they have a comprehensive knowledge of the children in their care. Secure attachments are formed and staff have built trusting relationships with the children. Children demonstrate a sense of security, emotional stability and wellbeing. They arrive confidently and quickly settle and engage themselves in a chosen activity. Children enjoy their time outdoors and being physically active. They build up their confidence as they climb on the climbing frame and enjoy using the magnifiers to look for caterpillars on their bug hunt.

Staff teach children to recognise and understand the importance of their own health and physical wellbeing. For example, children learn about the importance of oral health through daily routines. Staff work closely with parents to promote healthy lifestyles. They discuss the importance of nutritious packed lunches and model safe food preparation. Children show growing independence in managing their own care, such as washing their hands after painting. Staff use praise effectively to reinforce these positive habits. However, some routines are not yet consistently embedded. Although staff explain expectations clearly, children do not always know to wash their hands after blowing their noses.

Leadership and governance: Expected standard

Leaders have a clear and ambitious vision for the nursery and demonstrate strong strategic oversight of the provision. Supported effectively by the committee, they understand the strengths and areas for development, as well as the actions needed to enhance provision. For example, leaders recognise that further work is required to ensure activities consistently extend children's thinking and deepen their learning. Leaders are committed to driving the nursery forward and ensuring that children receive high quality care and education.

Staff report that they feel well supported and that their workload is manageable. Leaders place a high priority on staff wellbeing and create a culture where staff feel valued and listened to. Regular supervisions and ongoing feedback help staff to reflect on and enhance their practice. Staff access relevant training that strengthens their professional knowledge. For example, recent training to support children with special educational needs and/or disabilities (SEND) has enabled staff to identify emerging needs more confidently and work with leaders to create supportive environments and implement the graduated approach.

Leaders work closely with parents and the wider community. They build trusting relationships with families and support them to understand the importance of regular attendance. Leaders offer flexibility where needed and ensure that decisions are made in the best interests of all children, including those with SEND or who may face barriers to learning. Parents say the nursery has supported them well and helped their children to grow and make progress.