Jack and Ella's Nursery School

Inclusion: Strong standard

Leaders and staff have extremely high aspirations for all of the children. They ensure that, through meticulous observation and assessment, children's individual needs are swiftly identified. Staff work hard to build good relationships with families, in order that they can work together, offer advice and discuss what parents can do at home to support their child's learning. Leaders meet daily with staff to discuss children's progress, potential barriers to their learning and children's individual needs. This enables staff to swiftly adapt learning experiences and routines to ensure that all children have their educational and emotional needs met. The staff team is highly knowledgeable and skilled at using children's interests and current schemas to construct an exciting learning environment. Consequently, children maintain their concentration and enjoyment for longer.

Leaders have a vast wealth of knowledge covering how to support children with special educational needs and/or disabilities to make the progress that they are capable of. They work closely with families and outside agencies to close gaps in children's learning. Leaders use any additional funding to enhance their already excellent provision for children who face barriers to their learning.

Curriculum and teaching: Strong standard

There is a strong culture of learning at the setting. Leaders closely monitor the quality of teaching. They provide continuous support for those staff who are new to the role or have a passion for working with different age groups, such as the babies. Staff have excellent teaching skills and high expectation for all children, including the very young and children who are at risk of falling behind. Leaders have an ambitious vison for the curriculum that will ensure that all children have the skills ready for the next stage in their learning and future life outside of education. For example, staff expertly weave all areas of learning into everyday activities and routines. Their expert interactions ensure that children, including babies develop excellent fluency skills. Staff continuously ask questions and provide opportunities that promote children's curiosity and problem-solving skills. They role model how to engage in discussions and ask questions. Consequently, children play alongside each other, engaging in conversations and asking purposeful questions. Staff are supporting them to become articulate and confident communicators.

Staff place a unique focus on developing a rich curriculum for babies that is filled with mathematical opportunities, such as counting. They ensure that babies have constant access to physical challenges, such as tummy time and climbing, which helps to build on their core strength in readiness for more elaborate physical play. All children are extremely well nurtured. All staff shower warmth and love and demonstrate their own delight for working with children. This has an overwhelming positive impact on children's self-esteem, confidence and emotional wellbeing. Children feel loved, safe and ready to learn.

Achievement: Strong standard

All children, including children who face barriers to their learning, make sustained and significant progress from their starting points. They are confident, resilient and ready for the next stage in their learning, such as moving up to a higher age group or to school. Older children enjoy sharing tools and transporting water in the forest school. They share books and turn the pages together, pointing out familiar events and characters that make them smile. Babies delight in making sounds and moving their bodes as staff sing along to 'What's in the bag?' They listen attentively and observe with anticipation, knowing that what will follow will be exciting and interactive. Older children have daily access to a library where they can freely choose books and have stories read to them. This strongly supports their literacy skills and fosters a joy of reading. All children are independent as they play and learn. They learn new skills though their everyday routines, such as serving themselves lunch or attempting to use cutlery for the first time.

Behaviour, attitudes and establishing routines: Strong standard

Children thrive in the harmonious and happy environment. Staff promote high expectations for children's behaviour through teaching and well-embedded routines. Children are highly engaged and motivated, and they show extremely positive attitudes to their learning. They demonstrate their excitement to join in and learn as adults gather them together for activities. Babies cheer and excitedly clap and celebrate other babies as they negotiate coming down a slide. They are learning about 'kind hands' and being gentle with their friends. Staff are kind, warm and gentle and are excellent role models. They consistently treat children with the utmost respect during activities and daily routines, such as nappy changing and sleeping. This has a positive impact on how children treat each other, the environment and resources.

Attendance at the setting is very high. Leaders and staff work closely with parents and are flexible with start times for those parents who have very young babies and are working to establish a routine. For those children who face barriers to their learning, leaders and staff work hard to establish routines, which helps support children's transitions. These strongly help children to understand what will be happening next and support their wellbeing. Children of all ages are taught how to understand how they are feeling in an age-appropriate way. Staff recognise how children are feeling and anticipate events where children may be overwhelmed or tired. The close bonds they form with children strongly supports their personal, social and emotional development.

Children's welfare and wellbeing: Strong standard

Children demonstrate high levels of enjoyment and happiness in the setting. Staff know babies and older children extremely well and respond very sensitively and swiftly to their cues, such as when they are hungry or tired. They expertly adapt their approach to each child's age and stage of development, children's home experiences and any barriers to learning. Babies are exceptionally well cared for, and staff respond quickly to their needs. They consistently assure that babies have their dietary and weaning needs met, and staff have rigorous supervision methods for when children are sleeping and eating. Children constantly show high levels of delight, and staff mirror their excitement and share in their joy, which encourages children to engage further.

Children's emotional health is promoted effectively through the loving purposeful bonds that adults form with them. Staff are very tactile in their approach. Children are cuddled and soothed, and they regularly approach staff for comfort. They are well supported to understand their personal safety and healthy choices. For example, staff teach children how to stay safe in the forest by being visible and not climbing too high. Children are provided with a highly nutritious meal and have unlimited access throughout the day to fruits and vegetables to eat.

Leadership and governance: Strong standard

Leaders have a clear understanding of their strengths and areas for improvement. This supports ongoing improvement across the whole setting and ensures that all children have access to rich learning opportunities and a high level of teaching. Children with barriers to their learning make significant progress as a result of the leaders' aspirations for each individual child. Staff report that their wellbeing is high and that they feel lucky to have the opportunity to work in such an inspirational work environment. They feedback that they are given ongoing professional development tasks to enable them to fulfil their roles.

Leaders plan the curriculum to be bespoke and adapted to each child. This allows all children to make significant progress, including children who face barriers to their learning. The curriculum for each child is focused strongly on children's existing experiences and knowledge and what they may need to be learning next. Staff work in collaboration with parents and share regular updates and progress reviews, including ideas to support learning at home.