Hopwood Hall College Nursery

Inclusion: Expected standard

Leaders demonstrate a clear commitment to inclusive practice. Leaders consider children's backgrounds and make adaptations to their curriculum to best support each child in their care. They promptly identify children's individual needs through clear assessment processes that are well understood by all staff. Leaders monitor children's progress closely and review the impact of support regularly, adapting strategies where needed to ensure children continue to make appropriate progress from their starting points. Leaders ensure funding is used to invest in a wide range of equipment to promote children's learning and wellbeing. For instance, staff give clear rationales to leaders to carefully explain how resources will impact learning positively to help close gaps. This approach further embeds staff's understanding of the significant importance of inclusion for all children.

Staff work closely with families and use their bilingual staff members with those who speak English as an additional language. Leaders work with a range of experts to develop personalised support, particularly for those children with special educational needs and/or disabilities and those who speak English as an additional language. Staff regularly review plans with parents and external professionals, so support remains focused. Staff know each child's next steps well and adapt activities so that children can take part and succeed. This builds harmonious relationships that put the children at the heart of all they do.

Curriculum and teaching: Expected standard

Leaders have made every effort to provide an ambitious curriculum that supports children's learning across all areas since their last inspection. Staff use accurate assessments of what each child already knows and can do to support learning effectively. They create next steps that are shared with parents, and this ensures children, including those with special educational needs and/or disabilities and those who speak English as an additional language, progress well. Staff adapt their teaching to meet children's individual needs and follow their interests well, demonstrating a secure understanding of what motivates them.

Staff sequence the mathematics curriculum well. Babies have early experience of mathematical concepts and begin to understand each number has a value. Reading is promoted within the setting, although this could be further strengthened. Leaders and staff create a rich environment in which children are engaged, providing activities that enable children to explore using their independent learning. For example, children find a spider in the sand tray and rush to get a book about spiders to share with the practitioner and peers. Overall, staff support children's personal, social and emotional development through interactions and activities. However, the quality of teaching is not yet consistently secure. An understanding of how interactions can drive teaching and learning is positively taking shape, although this remains a focus to ensure every interaction is high quality.

Staff support children's communication and language through regular conversations. For example, outside, children are engrossed in den building, considering how to improve their structure.

Achievement: Expected standard

Children thrive in a nurturing and inclusive environment where they feel safe and valued. Children, including those with gaps in their development, those who speak English as an additional language or those with special educational needs and/or disabilities, progress steadily, and some achieve more rapidly across all areas of learning. Children gain confidence in making their own choices about their play, such as deciding whether to play indoors or outdoors.

Babies are curious and keen to explore their environment. Older children develop their communication skills and express their needs and feelings with increasing confidence. Children gain skills for the future, such as independence. The youngest children are beginning to feed themselves with confidence. Older children serve their own food at lunch. They put on their own coats and begin to manage their self-care. For example, children use a tissue to wipe their own nose, supporting readiness for school. However, inconsistencies in the quality of teaching mean that children do not always build as securely on what they already know and can do. As a result, progress is not yet consistently secure across all areas of learning.

Behaviour, attitudes and establishing routines: Expected standard

Leaders have embedded a calm and wholesome environment where all children thrive and achieve. The whole staff team has high expectations of children's behaviour and attitudes to learning. Leaders quickly identify patterns of non-attendance, acting swiftly in collaboration with parents to address this. This decisive approach supports a strong foundation for regular attendance as children move on to school.

Flexible settling in and focused transitions ensure children are ready for the next stage on their learning journey. Staff carefully plan the learning environment to support this. Spaces and resources are set up to encourage children to explore, try new things and take measured risks in a safe and supportive way. Children receive generous praise in recognition for the good behaviours they display. Staff recognise children's age and stage of development when considering their expectations.

Positive and nurturing relationships ensure children confidently follow routines that are well established. Children develop positive relationships with adults and begin to learn how to interact and play alongside others. Leaders and staff work tirelessly to develop a sense of belonging within the provision. They develop this further by including parents and carers, such as inviting them in for play-and-stay sessions, where they can get to know staff more.

Children's welfare and wellbeing: Expected standard

Leaders have established an effective key-person system. Staff have a caring approach towards children, which helps them to feel safe and secure. Staff build close relationships with children and families. They are responsive to the children's care needs and ensure they are readily available to support their emotional wellbeing. They work closely with parents and carers to align routines from home and offer support with eating routines, toilet training and sleep patterns. Staff use prompts for children with special educational needs and/or disabilities to share what is next in their day.

Careful consideration is given to settling new children. Staff make every effort to give them a calm and positive early experience. For example, if children become upset at separation, staff offer cuddles. This helps children feel settled and develop a secure sense of belonging. Staff support children's emotional wellbeing by offering reassurance and helping them to begin to recognise and express their feelings. Parents express full confidence in their child's staff, noting they understand their child's routines, preferences and needs.

Leaders and staff work well alongside parents to reinforce safer sleep routines and to reduce screen time. Children's dietary and medical needs are managed effectively, such as through the use of individualised place mats. However, opportunities to consistently support children's understanding of healthy choices and managing their own wellbeing are not always fully developed.

Leadership and governance: Expected standard

Leaders and the staff team work cohesively together and are united in their approach to providing the best care for all. Leaders have a clear and accurate understanding of the setting's strengths and priorities for improvement. They have positive and meaningful aspirations for the future quality they are aiming for.

Leaders offer a variety of approaches and support to staff to ensure they manage their workload and wellbeing. Staff are set personalised goals and expectations are agreed for individual staff to enhance their professional development. For example, staff are promoted within to develop roles as room leaders. Leaders provide regular training opportunities to develop staff knowledge and skills. However, monitoring of practice is not always precise enough to identify where improvements are needed most. As a result, opportunities to strengthen practice through professional development are not always used to best effect.

Leaders foster valuable collaboration among staff, parents, external professionals, and they make positive links within their local authority team. This enables all children, including those with special educational needs and/or disabilities and those who speak English as an additional language, to thrive. Parents are kept well informed and are supported effectively by leaders and staff to continue their children's successful learning and development at home.