Holly Tree

Inclusion: Expected standard

Leaders have created an inclusive culture where children's individual needs are quickly and thoroughly identified. Leaders and staff ensure that all children with special educational needs and/or disabilities receive timely observations, individualised learning plans and effective interventions. Staff have a thorough understanding of barriers children may face to their learning. Focused assessments, such as progress checks and language screening tools, help them identify any gaps and needs quickly. Staff use the graduated approach and swiftly put in place any required adaptations. For example, they use visual timetables, objects and simplified language for children with speech delay. Leaders work closely with outside agencies in order to support the needs of these children and have clear insight into how they use any funding received. For example, they purchase resources or equipment or provide one-to-one support so children are able to fully participate in activities and learning. Parents are supported to understand their child's needs and how to help them at home. They describe nursery as proactive in recognising concerns, arranging meetings and creating a plan of action for their child. When children transition between the Holly Tree settings, a member of staff moves with the children to ensure every child's needs are understood and they are supported to settle in and thrive.

Curriculum and teaching: Expected standard

Overall, leaders and staff plan and deliver a broad curriculum that prioritises learning within the prime areas and prepares children well for their next stage. Staff know children's starting points well, and regular assessment of each child helps them to ensure that the curriculum supports their individual next steps or gaps in learning. Staff use their interactions with children to support the development of their communication and language skills. There are multiple occasions through the day when children hear new vocabulary, engage in conversations and listen to stories. Staff adapt to children's needs by adjusting their language or using objects so that children can have meaningful interactions. Children become engrossed as a member of staff reads a favourite book to them, and this leads to discussions around the story and illustrations.

Staff provide play and learning opportunities that follow children's interests. Staff engage children in discussions as they explore the activities, and they support them to practise and consolidate their skills. This helps to ensure that children make good progress in most areas of their learning. However, there is less focus on the curriculum for mathematics. Consequently, the explicit teaching required to develop children's understanding of mathematical vocabulary and concepts is limited.

Typically, leaders discuss the overarching curriculum intent with staff. However, not all staff are fully aware of the skills and knowledge that they want children to learn while at the setting. This means that staff are not always able to offer depth, challenge and progression across all areas of learning. Staff share children's achievements and next steps in learning with parents so that they can continue to support their child's progress at home.

Achievement: Expected standard

Children make progress in all prime areas of learning and development, particularly communication and language. Children listen attentively to one another, taking turns in conversation and sharing ideas during play and group activities. Children develop their social skills and are able to play kindly with their friends, share and take turns. They develop their physical skills through larger outdoor activities and also with detailed, delicate indoor activities to help prepare them for holding a pencil. However, due to a limited curriculum for mathematics, children's progress in this area of learning is not yet at full potential. Children develop the independence and confidence needed for pre-school, for example being able to serve their own drinks and breakfast. They learn self-calming skills such as using breathing balls and chiffon scarves to calm themselves. All children, including those with barriers to learning and those with special educational needs and/or disabilities, achieve appropriately from their starting points due to the individualised support and adaptations put in place for them.

Behaviour, attitudes and establishing routines: Expected standard

There is a well-established culture of kindness and care within the setting. Children benefit from a positive and nurturing environment where staff build warm and purposeful relationships with them. Staff model kind and respectful behaviours to all children. Children respond to this with enthusiasm and cooperation. They approach staff when in need of emotional or physical support. Children demonstrate a positive attitude to learning and engage deeply in both chosen and directed activities. They show continued attention when exploring outdoor activities independently or joining in with a structured activity. Children who have special educational needs and/or disabilities or other barriers to learning have adaptations made to activities or the environment so they can also develop an enthusiastic approach to learning and experience success.

Leaders and staff have embedded strong routines into the setting that children are familiar with. Staff use visual timetables and are consistent in their approach, which means that children know what to expect and they follow routines well. For example, at lunchtime, children form a quiet line while they walk to wash their hands and wait quietly for each other afterwards. Leaders provide clear, well-planned support that helps children to settle and move on to other settings, for example out of hours visits for working parents, holiday time visits and a known staff member joins the pre-school setting. This helps children to settle well. Leaders contact parents as needed to promote good attendance and secure continuity in children's learning.

Children's welfare and wellbeing: Expected standard

Children have close relationships with their key persons, who know them well and are able to talk confidently around the development of each child, their strengths and next steps. Staff are sensitive to situations at home that might impact children at nursery. They thoughtfully provide emotional support and reassurance as needed. Children who struggle to separate from their parents and find it difficult to settle in receive all the additional support they need. Leaders recognise the importance of supporting parents' wellbeing alongside the children's and offer open-door conversations, daily handovers and host meetings to discuss concerns. Parents advise they feel supported and reassured with the care their child receives in nursery.

Children are encouraged to be independent in their personal hygiene. They are supported to blow their own noses, wash their hands, put on their own coats and pour their own drinks. Wellbeing is promoted thoughtfully using mindfulness songs, stories and calm-down routines. Healthy practices are evident as children brush their teeth daily and receive simple messages around germs as they clean their hands. Leaders provide parents with healthy packed lunch guidance. Staff fully understand essential practices such as safe sleep and eating. For example, they regularly monitor sleeping children and ensure robust allergy management, supervising children while they eat.

Leadership and governance: Expected standard

Leaders demonstrate a sound understanding of the provision and the community they serve. They understand where they can make improvements and put plans in place to ensure these are effective. For example, leaders recognised a need to develop their outdoor area to promote more physical play. All staff are now trained in physical development to ensure that children are challenged at their individual level. They reflect on their practice on a daily basis, for example reconsidering expectations around cutlery use after reflecting on children's developmental stage.

Leaders prioritise staff wellbeing. Staff speak positively about recent wellbeing training they have received and recognise 'You can't pour from an empty cup'. Staff benefit from regular supervision meetings that provide opportunities to reflect on their practice, discuss children's progress and identify professional development needs. This strengthens staff's knowledge and skills, which has a positive impact on children's experiences.

Leaders and staff make effective use of assessment to inform decisions made about the curriculum. They gather information from parents and other settings to ensure that children have a pleasant transition experience. Assessment is used effectively to identify and deliver clear next steps for all children, including those with special educational needs and/or disabilities and barriers to learning.

Leaders are aware of their responsibilities under the early years foundation stage, although they did not notify Ofsted of a recent significant change within the required timescale. However, this did not impact directly on children. Leaders have dealt with this promptly, and leadership is effective.