Horizons Day Nursery

Inclusion: Strong standard

Leaders and staff are committed to providing an inclusive curriculum where every child is supported to achieve well. Staff know children extremely well, which enables them to identify any emerging needs promptly. They work closely with parents to ensure children with special educational needs and/or disabilities (SEND) receive appropriate and tailored support.

Experienced staff use training and guidance from external professionals to put plans in place and review children's progress. Leaders support staff to track progress and regularly review targets for children. This helps children, including those with SEND, to make consistent progress.

Leaders use additional funding effectively to reduce barriers to learning for children from disadvantaged backgrounds. Staff encourage children and families who speak English as an additional language to share their cultures and backgrounds. This is reflected in the curriculum so that children feel valued and included.

Curriculum and teaching: Strong standard

Staff collaborate to embed a curriculum that is well sequenced and meets the needs of individual children. Leaders monitor teaching to ensure children experience learning across all areas. Staff build on their knowledge of children's stages of development to extend learning during play, asking open-ended questions that encourage curiosity. For example, in the garden, children discuss different flavours of tea and use prior knowledge to explore why ice is solid.

Staff teach children about sustainability through everyday experiences. Children use recycled materials brought from home and harvest potatoes they have grown to share with their families. Children develop mathematical knowledge as they explore new concepts through play. Staff have embedded recent training on subitising, supporting children to recognise quantities without counting. For example, toddlers identify how many dinosaurs are on sorting plates. Staff use praise and extend mathematical language as children explore addition and subtraction. This helps children to develop confidence in using mathematical ideas.

Achievement: Strong standard

There is rigorous monitoring of children's learning in place so any gaps are identified and addressed, supporting children to make progress from their starting points. Children benefit from an environment that supports their learning and development. This includes children with special educational needs and/or disabilities, and those from disadvantaged backgrounds. Children receive timely support where needed, which helps them to develop their language and self-regulation.

Children develop curiosity, perseverance and resilience as they move through the nursery. They build the skills needed for transitions within the setting and are well prepared for the next stage of learning.

Children benefit from activities and routines that support their readiness for school, helping them to develop the social and learning skills they need for this transition.

Behaviour, attitudes and establishing routines: Strong standard

Children demonstrate exemplary behaviour. They play harmoniously and wait patiently as they take turns opening drawers for resources during play. Children understand why rules are in place and explain these confidently. For example, they independently put on their aprons and carefully push chairs under tables when moving around the nursery. Adult intervention is rarely needed as children manage routines with confidence.

Staff consistently model good manners and support children to manage their emotions. Children show kindness towards one another. For example, older children cuddle and wave at babies as they pass through the room. Children form secure and trusting relationships with staff. They happily sing familiar songs and seek comfort from staff as they share favourite books. This has a positive effect on children's self-esteem.

Leaders act in the best interests of children, including those from disadvantaged backgrounds. They use funding effectively to promote regular attendance. Leaders monitor attendance closely and follow clear procedures to check on children's welfare. This helps children to develop secure routines and positive attitudes to learning.

Children's welfare and wellbeing: Strong standard

Staff use tools to assess children's emotional wellbeing and involvement, which supports children's security and confidence. Children know how to keep themselves safe during activities, such as local walks, cooking and fire-pit activities. They show a good ability to manage and express their feelings. Older children use dens as safe spaces, while babies explore mirrors and communicate their needs. Children are comforted promptly by attentive staff, which helps to strengthen their sense of belonging.

Children benefit from a nutritious and varied menu prepared daily. Leaders adapt menus to reflect food grown by children and the background of those who attend and work at the nursery. Children understand the benefits of healthy foods and take part in activities such as weekly 'watermelon day'. They talk about the effects of eating too much sugar as they pretend to make tea. Children develop their understanding of oral health through routine teeth brushing.

Leaders share research-based information with parents on topics such as the use of dummies and toilet training. They work closely with families to support healthy choices, including nutritious lunch boxes. This helps to support children's ongoing health and wellbeing.

Leadership and governance: Strong standard

Leaders have a forward-thinking approach towards continuous improvement, rooted in a deep understanding of how children learn. They place a clear focus on staff wellbeing and professional development so staff are well supported in their roles. Leaders are reflective and evaluate the impact of training. They continuously make changes to practice where needed to maintain high-quality learning experiences for children. The long-standing staff team value the support available to them and recognise how this contributes to consistent practice.

Leaders value partnership working and have built positive relationships with parents and the local community. They offer workshops to parents on safeguarding, school readiness and the curriculum. Leaders maintain effective links with local authority professionals, which support timely input for children, including those with special educational needs and/or disabilities. Leaders also engage with wider professional networks to share best practice and continue to develop their provision.