Hylton Red House Nursery School Birth to Three Provision

Inclusion: Strong standard

Leaders place inclusion at the centre of their work. Staff identify children's needs quickly through close observations, particularly when children first start. This helps staff to swiftly explore and address emerging concerns in development or wellbeing so that support can begin early. Children with special educational needs and/or disabilities are supported well. Staff adapt activities so that children can take part at a level that suits their confidence and ability, including those who are not yet ready for more challenging movements in group sessions. They provide individual support, for example, by sitting close to group activities with children who are not yet ready to join in. This helps to ensure that all children remain included and build confidence at their own pace.

Staff build in extra support for children who need it in clear, well-planned steps. Leaders maintain strong partnerships with external agencies and prioritise early support for the most disadvantaged children. Families receive timely help, including signposting to wider services when needed.

Staff celebrate every child as an individual. They know what is important to children and their families and reflect this in the environment and daily routines. This helps children to feel valued and develop a strong sense of belonging.

Curriculum and teaching: Strong standard

Leaders have established a curriculum that is thoughtfully designed and clearly understood by staff. Children build knowledge and skills, across all areas of learning, over time. Activities are well sequenced and purposeful, and staff model new skills with clarity and precision. Children have repeated opportunities to practise, which helps them to remember what they learn and deepen their understanding. The curriculum is inclusive. Children with special educational needs and/or disabilities and other barriers to learning receive thoughtful, well-matched support that enables them to take part and learn alongside their friends.

Teaching is highly effective. Staff communicate with children in ways that genuinely strengthen learning. They model language clearly, give children time to think and respond, and weave new vocabulary naturally into play. They encourage mathematical learning through meaningful experiences, such as counting snack pieces or exploring capacity outdoors. Children benefit from a rich range of activities across all areas of learning, and staff tailor these carefully so that each child receives exactly what they need at their stage of development.

Learning extends seamlessly outdoors. Staff use children's curiosity about nature to build their understanding of the world and to strengthen early language and thinking. They stay close to children who need support and adjust their approach so that all children remain involved. Staff respond to children's interests and adapt their approach so that learning remains relevant, motivating and joyful.

Achievement: Strong standard

Children achieve well across all areas of learning. They arrive ready to learn, settle quickly and benefit from enjoyable, focused learning experiences in nursery. Children develop a wide vocabulary. They enjoy conversations with staff, which strengthen their communication skills. They enjoy stories and listen with interest, developing attention skills and increasing levels of concentration that prepare them well for later learning. They gain a deep understanding of numbers and their values, and use counting and comparing quantities reliably in their play.

Children make particularly secure progress in their personal, social and emotional development. Those with special educational needs and/or disabilities make sustained progress from their starting points, particularly in their confidence and social skills. Children known, or previously known, to social care benefit from close attention. Meaningful bonds with familiar staff help them to swiftly develop emotional resilience and a strong sense of belonging. This security enables them to join in with confidence, manage their feelings, build positive relationships and take part in learning with increasing independence. All children develop a solid foundation of skills and knowledge that prepares them very well for later learning.

Behaviour, attitudes and establishing routines: Strong standard

Leaders have established clear routines that help children to feel safe and ready to learn. For example, consistent and familiar key staff greet children into a 'welcome group' at the start of each session. This helps children to settle quickly and easily into their day, knowing what to expect when they arrive. Staff use simple, consistent prompts for positive behaviour that children understand. Their firm but fair approach ensures that children learn right from wrong and helps them to learn about consideration for others, respect and responsibility. Children behave well and move smoothly between activities.

Children show positive attitudes to learning. They join group activities with confidence and remain settled outdoors, where they explore and engage in their play with interest. Staff use timetables and visual prompts to help children to understand what comes next, which supports children who need more structure particularly well. Staff adjust their approach to match children's stage of development, which helps children stay involved, even when their attention spans vary.

Leaders are diligent in promoting regular attendance and punctuality. Their consistent messages lead to steady improvements and help families to establish habits for attending regularly, and on time, in readiness for expectations in school.

Children's welfare and wellbeing: Expected standard

Leaders and staff strive to provide high-quality, safe care for every child. Staff offer warm, responsive interactions that help children to feel secure and valued. Children are confident to seek comfort when they need it and develop emotional security through consistent relationships with familiar, nurturing staff. Staff encourage children's independence, such as getting belongings, putting tissues in the bin and pouring drinks, which helps children to develop confidence in their self-help skills. Children enjoy the freedom of the outdoor area, where they relax, explore and show positive attitudes to learning. Staff are highly attentive and offer children consistent, warm support and praise, which supports their confidence and sense of achievement.

While staff are highly attentive and promote children's wellbeing securely in other aspects of their care, occasionally the systems for noticing when children may need something to eat or drink, outside of scheduled snacks and meals, are not applied consistently across the day. This can occasionally affect children who are not yet able or confident to ask or help themselves. Leaders are aware of this and are working with staff to embed new arrangements, exploring ways to ensure staff consistently meet children's nutritional needs. Close supervision, including during meals and sleep times, helps to assure children's safety. Leaders have clear arrangements to respond if they have concerns about a child's welfare. They signpost families for early and appropriate support so that any issues do not escalate and children's wellbeing is protected.

Leadership and governance: Strong standard

Leaders have an in-depth knowledge of the needs of the children and families who attend and a clear understanding of the challenges they face. Governors challenge leaders appropriately. They demonstrate the same firm commitment to high-quality care and learning, with a clear, shared focus on inclusion and disadvantage. They are actively involved in ensuring that children's needs remain central to decision making. Leaders maintain strong, well-established partnerships with external agencies and professionals, ensuring children and families receive timely support and that specialist advice informs nursery practice. Leaders scrutinise their provision and respond promptly when refinements are needed. Their swift action, clear oversight and deep understanding of their provision demonstrate highly-effective and strategic leadership. They are strengthening systems to support children's food and drink needs, though more time is needed to embed these arrangements and to monitor the impact on children.

Staff wellbeing is a priority. Staff receive consistent support through supervision, coaching and modelling, which helps them feel appreciated and confident. Leaders are mindful of workload and organise routines so that staff can carry out their roles effectively. Staff access a wide range of carefully planned professional development, which has a positive impact on children's outcomes. For example, targeted training has helped staff to significantly improve children's confidence and abilities in their language development.

Leaders maintain highly effective relationships with parents and the wider community. Partnerships with parents are well established from the outset, for example, through home visits and frequent family activities in the nursery. Parents say they truly feel a part of the nursery family. They help leaders to review and refresh the aims and core values of the provision. Families are closely involved in assessments and planning for their children's learning, which strengthens continuity between home and nursery and supports children's progress.