La Maternelle Nursery School Limited

Inclusion: Expected standard

Leaders take a proactive approach to identifying and assessing children who need additional support. They determine needs quickly and accurately, including those with special educational needs and/or disabilities (SEND) and those facing other barriers to learning or wellbeing. Staff are knowledgeable and have high expectations of children. They make appropriate decisions to reduce barriers and support children effectively. For example, staff have received specialised training to deepen their understanding of speech and language development. They use visual prompts and small-group activities to meet individual needs. As a result, staff feel confident and able to support all children to communicate and make progress from their starting points. Leaders ensure that additional funding is used appropriately to support disadvantaged children. For instance, funding is used to enhance outdoor provision, helping children develop physical skills such as balance and coordination. Staff work closely with parents, carers and external professionals and seek and implement advice from the local authority. Leaders help parents understand how support is used to close gaps. This promotes continuity between home and the setting and supports children's progress. For example, staff use key words from children's home languages to support communication, promote wellbeing and help children feel a strong sense of belonging. This supports a graduated approach, ensuring that children with SEND and those facing barriers are included and supported well.

Curriculum and teaching: Expected standard

Leaders demonstrate a clear and ambitious understanding of the curriculum and the quality of learning across the setting. Staff support children to communicate in both languages, English and French.

Children make steady progress in their learning and development in the setting. Staff model counting and introduce early mathematical concepts effectively. Staff support children's communication, personal, social and emotional development effectively. For example, they share books and encourage children to talk about their feelings and how to express them. However, the curriculum for expressive arts and design is limited. This means children need more consistent opportunities to further extend their creativity and imaginative skills.

Leaders and staff deliver a well-planned curriculum across all areas of learning and development. They know children's starting points and use ongoing assessments and weekly meetings to identify what children can do and what they need to learn next. This is used effectively to shape learning experiences that support children to make progress over time. Staff prioritise children's independence skills, emotional wellbeing and preparing them for school. Curriculum and teaching are adapted for children with special educational needs and/or disabilities. For example, staff support children through one-to-one teaching to help them make progress alongside their peers.

Achievement: Expected standard

Children typically achieve well across all areas of learning. They make progress from their individual starting points, including children who face barriers to learning. They communicate, share ideas and engage in meaningful discussion with peers and staff. For example, during activities such as planting, they will know what their next step is in the activity.

Children demonstrate steady levels of independence, supported by daily routines that enable them to manage tasks confidently on their own. They develop physical skills, which have a positive impact on their fine motor skills, through activities such as threading and mark making.

Children engage positively in activities and build effectively on prior learning. For example, they talk about the world around them following visits to places such as the library, supermarket or local playground.

Children respond to all activities and build on their learning. They listen well during group times and can recall their learning from their group activities, such as 'circle time' or 'French lessons'. However, leaders have identified that they should further evaluate the staff's ongoing professional development, which will further strengthen the children's outcomes and achievements.

Behaviour, attitudes and establishing routines: Strong standard

Leaders and staff have raised expectations for children's behaviour in the setting. These expectations are embedded consistently and enable children to understand what is required of them. Children behave excellently. Staff know children well and interact with them in a warm, respectful and nurturing manner.

Children show confidence and motivation and thrive in the environment. Staff are key role models for children and promote positive behaviour through a kind and gentle approach. As a result, children feel secure, valued and confident, which supports their wellbeing.

Children demonstrate care and respect for each other as they support each other in their learning. For example, during circle time, children help their peers understand the next steps.

The calm environment supports children in developing positive behaviour and a sense of belonging. They learn to practise patience, particularly during daily routines, such as taking turns in group activities. Staff skilfully nurture respectful, caring and responsive relationships by modelling compassion and encouraging children to consider others' feelings. They thoughtfully adapt activities to meet the needs of children, including those with special educational needs and/or disabilities. For example, to support their understanding of rules and routines, they use visual timetables.

Leaders monitor attendance closely and respond quickly to any concerns. Attendance is high, ensuring children benefit from the continuity of care. This enables the setting to establish positive routines and prepares them for future transitions, including school.

Children's welfare and wellbeing: Strong standard

Leaders prioritise and promote children's welfare and wellbeing through robust policies and procedures that inform daily practice effectively. This is well embedded and tailored to meet children's individual needs. Staff demonstrate a clear understanding of children's needs, including those who are disadvantaged and children with special educational needs and/or disabilities (SEND). For example, children receive individual one-to-one teaching to support their progress. Staff are attentive, nurturing and consistent in their interactions, helping children to feel safe and emotionally secure. These positive attachments support children's confidence, motivation and willingness to explore their environment.

Leaders and staff maintain high standards of hygiene and promote children's understanding of their own health and physical development. They support children's independence by encouraging them to manage self-care tasks such as toileting, handwashing, dressing and undressing. Staff also teach children about personal safety and healthy lifestyles, including the importance of healthy eating, which is consistently reinforced and monitored daily.

Children engage in yoga and breathing exercises as part of daily practice. Staff describe how this helps children to regulate their emotions, supporting their wellbeing as well as their physical development. This has a positive and significant impact on the behaviour, wellbeing and attitudes of children, including those with SEND.

Leaders share with parents and carers clear procedures for reporting absences. Staff follow up and monitor any unexplained absences in a timely manner. This ensures children's safety and welfare remain a priority.

Leadership and governance: Expected standard

Leaders have a good understanding of the context of the setting and use this knowledge to tailor the support and care they provide. Leaders regularly review practice and identify areas for improvement. A strength of the setting is leaders' reflective approach. For example, since opening, they have reviewed their routines and made effective changes, such as splitting the group into younger and older children. This provides better support for children, including those who are disadvantaged. However, leaders have not fully reflected on the curriculum for expressive arts and design and the need to expand this, to ensure children are provided with opportunities to widen their creativity and imagination.

Leaders prioritise staff's professional development and wellbeing. Staff are well supported and have completed training on how to support children with special educational needs and/or disabilities. For example, staff have identified children with speech delay and sought advice from external agencies. Children receive early intervention to help close the gaps in their learning swiftly. Leaders should further evaluate staff's professional development to enhance their teaching and interactions with children. This will continue to raise the quality of children's learning experiences.

Partnerships with parents and carers are robust. Parents are positive about their children's progress and explain how this supports their preparation for school. Leaders collaborate effectively with other professionals, including schools, to support children's smooth transitions. As a result, children are ready for their next step in learning.