Little Forest Folk Wimbledon Village

Inclusion: Expected standard

Leaders and staff identify children's needs quickly, this includes gaps in their learning. They use this information to make sure that the curriculum is accessible for all children. For example, staff identify children who have physical barriers to learning. They adapt the learning environment to support children to access and use equipment safely. Leaders understand that some children need expert support in their learning. For example, they take steps to support children who speak English as an additional language to access the curriculum. Staff have relationships with external partners to obtain advice, where required, to support children's learning.

Leaders ensure that staff receive training on how to create support plans for individual children and review their progress. This helps them to have a secure understanding of children's needs. Leaders are reflective of their practice. They identify professional development opportunities for staff that focus on the learning needs of individual children. For example, staff have received training on using sign language in the nursery. This helps staff to promote children's ability to express themselves with confidence.

Curriculum and teaching: Expected standard

Teaching across the nursery is of high quality. Staff identify children's next steps and use this information to create opportunities for children to make progress. Staff typically adapt their teaching to consider all children's next steps. Leaders recognise that strengthening consistency by staff in adapting their teaching for individual children will help children to excel further in their learning and development.

Leaders and staff share a strong ethos. They aim to teach children to be resilient through meaningful experiences that shape their respect for the natural environment. Staff create a curriculum that encompasses opportunities to learn across all areas of the curriculum. Their interactions are of a high quality across the nursery. Staff explicitly teach children to take part in conversations and extend their vocabularies. Every child feels heard and listened to. Staff give children the time they need to process information and respond. Children develop high levels of fluency.

Staff explicitly teach children mathematical skills. They encourage children to count and explore quantities. Staff skilfully support children to gain social skills. They role model how to build and maintain friendships with others. Children develop key physical skills that help them to feel confident. They are well prepared for their future education.

Achievement: Expected standard

Children typically achieve well. Their learning would be extended further with a stronger shared focus on individual learning styles by staff. Children enjoy their learning. They feel excited to join in at activities. The relationships children have with staff help them to express their learning needs. For example, children feel able to request to spend longer at activities or repeat them. They have the time they need to gain skills and knowledge across the curriculum.

Children receive the support they need to express themselves. They feel comfortable to speak to staff and ask questions to learn about the world around them. Children learn key vocabulary that helps them to communicate. They all make progress in their speaking and listening skills from their starting points. All children, including those with barriers to their learning, are well prepared for the next stage of their education and future lives.

Behaviour, attitudes and establishing routines: Strong standard

Staff teach routines in a highly impactful way. They consider the needs of individual children to help them to understand rules. For example, staff use actions to help reinforce expectations to children with barriers to their learning. As a result, children have an excellent understanding of the rules that keep them safe. For example, children know how to sit when they are eating to keep them safe. Staff ask children to agree on changes to routines where necessary. This helps children to feel heard. This is reflected in the harmonious and respectful culture at the nursery.

Staff have exceptionally warm relationships with children, who are excited to see them. Children proudly share their achievements with staff. Staff work with children to help them to develop key thinking skills. For example, staff talk to children about the best way to approach more difficult tasks, such as climbing on equipment safely. Children receive the support they need to excel when they find things tricky. This helps children to develop positive attitudes to learning even when they experience setbacks.

Leaders tackle barriers to attendance swiftly by providing support to families. Where appropriate, they adapt their curriculum to ensure that children do not miss out on key experiences.

Children's welfare and wellbeing: Strong standard

Staff ensure that routines consistently prioritise children's emotional and physical health and wellbeing. Leaders strategically adapt their policies to meet the needs of individuals. For example, they closely consider the ages and stages of development of children when implementing their risky play policy. This ensures that children's physical and emotional safety is met consistently in practice.

Deep and trusting relationships between staff and children underpin the culture of the nursery. Staff step in when children need comfort and help them to understand their feelings. They closely consider the wellbeing needs of individual children. For example, leaders ensure that safe sleep practices are embedded in practice to support toddlers.

Staff teach children keep themselves safe. Children develop a deep sense of responsibility for themselves and each other. For example, in adverse weather conditions, children listen to staff and take on board rules that help to keep them safe. Staff foster a culture of physical health among children. They promote wholesome and nutritious foods, and teach children about what helps them develop strength. Children learn to stay hydrated and to eat foods that give them energy. As a result, children develop life-long habits to enable them to make consistently healthy choices.

Leadership and governance: Expected standard

Leaders are highly reflective of their practice. They regularly review how to support staff to continue to develop teaching. Staff do not always have the most extensive opportunities to share how they support individual children. They know that strengthening how they consistently implement these strategies is important to extend children's learning further still.

Leaders demonstrate an unwavering commitment to promoting their ethos. They set out clear expectations to staff, parents and carers and children to help ensure that everyone understands their roles and responsibilities. Staff feel well supported by leaders. This ensures the smooth running of the nursery.

Leaders provide opportunities for staff to engage effectively with parents and carers. They support parents to understand about children's learning. Leaders ensure that parents feel listened to, providing flexible opportunities for children to settle in at the nursery. Their communication with parents is effective and helps them to extend their children's learning at home.