N Family Club Woodchurch Road

Inclusion: Strong standard

Staff have a deep understanding of each child. They gain this through careful observation during children's play and close communication with parents and carers. Staff use these detailed observations, along with conversations with parents, to plan high-quality activities that promote each child's unique learning development and wellbeing to the highest level. They actively remove learning barriers, for example by adapting the room layout to meet children's diverse needs. For instance, they have created quiet spaces and expanded areas for children's physical development.

Leaders and staff maintain very positive partnerships with families and external specialists to provide targeted curriculum support. To aid children who speak English as an additional language to transition into the nursery, leaders introduce English as an additional language boxes containing resources and comforts in their home language. This fosters a multilingual environment. Staff thoughtfully integrate children's home experiences into the curriculum. For example, they use dolls to prepare children for becoming older siblings. This helps children to feel both confident and deeply valued.

Leaders have established inspiring initiatives to engage all parents in their children's learning and help the whole family to feel welcome. They offer helpful parent workshops to support parents to understand both how and what children are learning. Additionally, a parent council gives families a voice in the nursery's operations. Parents highly value the staff's dedicated efforts to prioritise their children's individual learning needs. This creates an inclusive environment where children truly thrive and flourish.

Curriculum and teaching: Expected standard

Leaders and staff deliver an exciting, purposeful curriculum that is carefully designed to ensure children develop the essential skills to support their next stage in learning, including their move to school. Staff know their key children extremely well. They confidently explain how they support each child's progress. Children remain highly motivated as staff consistently praise their efforts.

Staff weave the mathematics curriculum naturally into daily routines. For example, during lunch, staff encourage children to count out the numbers of scoops when self-serving. During fun activities such as an imaginative, pretend ride on the bus, staff skilfully introduce early concepts of money. Staff use open-ended questions well to stretch children's thinking and problem-solving throughout the day.

The majority of staff provide high-quality teaching that extends children's communication skills. However, there are some staff members who do not yet demonstrate the same level of expertise and consistency in their teaching as the more experienced and established staff. As such, sometimes, some children's learning experiences can differ. For example, the use of Makaton is not always consistent across all rooms. Nonetheless, children are still able to make exceptional progress, as the staff with higher knowledge support newer members and mitigate these differences.

Achievement: Strong standard

Children demonstrate highly positive and enthusiastic attitudes to learning. They show immense curiosity, initiative and determination when exploring their environment or tackling new tasks. Children are excited to use new tools when they create 'dumplings'. They learn new skills and persevere as they practise cutting and creating shapes.

All children make rapid and consistent progress from their individual starting points across all areas of learning. They develop the foundational knowledge, skills and confidence required to be exceptionally well prepared for their next stage of education, including school.

Children exhibit an impressive capacity for sustained attention and focus. Even very young children remain deeply engrossed and persistent in purposeful activities for extended periods.

Children's learning pathways are expertly tailored with the use of precise and streamlined assessment information that allows staff to quickly identify gaps in development. This ensures that all children, including those with special educational needs and/or disabilities, achieve highly.

Behaviour, attitudes and establishing routines: Strong standard

Staff model kindness and respect and demonstrate high expectations for all children, including children with special educational needs and/or disabilities. Staff express how they love their work. This can be seen through the deep bonds children have with staff.

All children, from babies through to pre-school children, enjoy impromptu cuddles and spending time with their key persons. The nursery is a happy and purposeful environment, where children are deeply engaged in their learning. Children are confident in their routines, as they know what is happening next. For example, older children are excited to help set the table for lunch and offer support to their friends who need help. Children behave extremely well. They play cooperatively. For example, children remind their friends to share and ask if they can have a turn. Children understand the importance of listening and following guidance. They frequently wait patiently for staff to explain an activity before confidently getting started.

Leaders' and staff's close relationships with parents and carers mean they are in a position to seamlessly support them with their children's attendance. They share the importance of regular attendance. Leaders have robust processes to explore any unexpected absences. Due to this, children experience high attendance, supporting them to maximise their learning experience.

Children's welfare and wellbeing: Expected standard

Children develop positive skills to regulate their emotions. When children experience intense feelings, staff react with sensitivity by validating their emotions. Staff talk children through self-soothing techniques, such as deep breathing. The curriculum offers regular opportunities for children to identify and discuss how different feelings look and feel, alongside practising these calming methods. Consequently, children feel secure and listened to. They display growing confidence in independently applying positive techniques to regulate their own behaviour. This includes openly discussing their feelings with staff.

Staff successfully promote healthy choices. Children enjoy nutritious and balanced snacks and meals. They learn the importance of positive oral hygiene and regular handwashing. However, staff do not consistently promote mealtimes as a social time. While children are well supported to ensure safer eating, there are inconsistencies in the social aspect of this time of day. For example, staff do not always encourage conversation during these times when children's social interactions could be fostered and even further enhanced.

Staff integrate daily outdoor play well. They allow children to take safe physical risks, develop their gross motor skills and benefit from fresh air. Staff encourage children to do things for themselves, boosting their self-esteem. Older children confidently manage their personal hygiene, put on their own coats, and help to set the table for lunch. Younger children receive support to develop these self-care routines at their own pace.

Leadership and governance: Strong standard

Leaders articulate a clear and uncompromising vision for excellence. They ensure that an inclusive, broad and ambitious curriculum sits at the heart of the nursery. This is complemented by extra-curricular activities, such as forest school, yoga, Spanish and eco-school activities. Leadership is highly proactive. Leaders use robust monitoring and assessment systems to quickly identify any areas that require support or development. They have identified areas that would benefit from further enhancement and are consistently working on action plans to ensure they are always striving for brilliance. Time is required to embed these across the staff and nursery.

Leaders demonstrate a superb commitment to supporting their team's development. Staff report feeling deeply valued, highly motivated and excellently supported through purposeful professional development, including regular and targeted training.

Leaders have established exemplary initiatives that give families a genuine voice in how the nursery is run, such as an active parent council. They offer a highly effective programme of community workshops. These cover important topics, such as online safety. This ensures that children's learning is harmoniously connected between home and the nursery. Parents and carers report truly feeling part of the nursery community. They comment on the opportunities to take part in nursery life, such as joining cooking sessions for children, as well as attending organised social events for the parents. This helps them to build a support network of other parents.