Nature Trail On The Hill

Inclusion: Expected standard

Leaders consider children's backgrounds and make adaptations to their curriculum to support each child in their care. They are quick to identify children's individual needs through assessment processes that are well understood by most staff. Leaders make effective use of funding to invest in a range of equipment, promoting children's learning and wellbeing. For example, staff purchase resources, such as easels for mark making, and song spoons to promote language skills. These positively impact learning opportunities to help close gaps. Leaders create learning plans to support children with gaps in their learning. These are regularly under review with parents, so they remain focused. Leaders' knowledge and understanding of how best to utilise external professional support is evident, particularly for those children with special educational needs and/or disabilities. This builds trust with parents and a shared understanding of support.

Overall, staff know children's next steps well, and adapt activities so that children can take part and succeed. They share this information with parents and schools to design well-informed transition plans. This ensures that each child moves confidently and smoothly in to their next stage of education. Enhancements to provision link to children's interests, which typically sees those who face barriers to learning engage with good levels of focus.

Curriculum and teaching: Expected standard

Leaders design a broad and balanced curriculum that is responsive to children's interests across all areas of learning. While some members of staff understand this well, it continues to be an area of focus that leaders work on to strengthen further. Leaders have a clear plan in place to ensure that all staff have a better knowledge and understanding of how best to implement the curriculum, to improve outcomes for all children. Staff use assessments of what each child already knows and can do to support learning effectively. They create next steps that are shared with parents, and this ensures that children, including those with special educational needs and/or disabilities, make progress. Overall, teaching is effective and staff engage well with children. However, some opportunities to add challenge to learning through quality interactions are missed. Staff working with babies focus on ensuring trusting relationships, to ensure they feel safe and secure in their care.

Staff position themselves well to support all children and engage them in play. For example, children are encouraged to use tweezers to pick up pom-poms when representing numbers. Leaders have a secure knowledge of children's development, particularly those with special educational needs and/or disabilities. They work closely with these children to overcome barriers and ensure they make steady progress. For instance, they provide social opportunities, teaching children how to take turns and play in a small group.

Achievement: Expected standard

Children typically achieve well across all areas of learning. Although there are some inconsistences in teaching, children make steady progress overall. From the earliest stages, children benefit from a focus on personal, social and emotional development reflected in well-established routines, supporting early independence.

All children, including those with special educational needs and/or disabilities (SEND) show clear focus and positive attitudes to learning. They are polite and treat one another with respect and kindness. Children build secure relationships with peers, playing collaboratively. For example, they work together to sweep sand outside and make 'mixtures' with water. Children learn to share and take turns to build secure emotional resilience and empathy, with careful guidance from staff who have high expectations.

Learning typically builds on what children already know and can do. For example, children explore an object bingo game, and carefully listen to descriptions to identify different animals and everyday items. Children with SEND access specialist teaching, such as one-to-one interactions, while they explore sensory activities and staff model early language. This has a positive impact on children's progress.

Behaviour, attitudes and establishing routines: Strong standard

Positive and nurturing relationships ensure children consistently follow routines that are rooted in high expectations. Staff are excellent role models, and as a result, children behave extremely well and have a clear sense of belonging. For instance, they warmly include new adults in their play, and tell them about their 'adventures at the beach', while engaged in imaginative play outside.

Children have consistently positive attitudes to learning, and with the ongoing support and expectations of staff, they show high levels of perseverance. Leaders and staff skilfully adapt routines to benefit the ages and stages of development for all children. When minor conflicts arise, staff provide suggestions to help children resolve issues. For instance, when children take toys that others are using, staff gently intervene and suggest they share and take turns. The boundaries set by staff are clear and offer a fair and nurturing response.

Leaders have embedded a positive environment where children thrive. Children are excited to attend, and leaders are proactive and quick to identify non-attendance. They act swiftly in collaboration with parents to support them as needed. This supports children, including those with special educational needs and/or disabilities, and those who face barriers to learning, to establish a solid foundation for regular attendance as children move on to school.

Children's welfare and wellbeing: Expected standard

Leaders and staff support children to develop age-appropriate independence skills. For example, children serve their own food at mealtimes. While eating, staff closely supervise and speak to children about healthy foods. Children take part in regular learning opportunities that teach them how to look after their bodies. For example, they wash their hands before eating. This creates a solid foundation of adopting healthy habits. A place-mat system is used effectively on tables to manage allergens and preferences, which is well understood by staff.

Staff working with younger children implement safe-sleep procedures. They carefully monitor children to ensure they remain safe. Children have secure relationships and are independent in their sleep routines. For example, children find their bed, lay down and happily settle down to sleep.

Individualised consideration is given to settling children. Leaders make every effort to give them a calm and positive early experience. For example, if children become upset, staff offer caring support until they feel more settled. Parents express full confidence in staff's care, noting they understand their child's routines, preferences and needs. Leaders and staff ensure that each child, including those with special educational needs and/or disabilities, feels safe, valued and supported, reinforcing children's sense of belonging.

Leadership and governance: Expected standard

Leaders have a clear understanding of their children, families and local community. They cultivate collaboration among staff, parents and external professionals effectively, to support children with special educational needs and/or disabilities (SEND) and those who face barriers to their learning. For example, children with SEND gain swift support from external agencies. Interventions are put in place, and funding is used to close gaps effectively. Staff hold the children's best interests at the heart of all they do, and strive to offer them opportunities to support their individual learning needs. Parents are well informed and well supported by leaders to continue their children's learning and development. Parents share their gratitude for the ongoing support that leaders provide. This further secures partnerships, enabling children to achieve and thrive.

Staff report feeling supported through an open-door culture, regular check-ins and training opportunities. This typically develops staff confidence and competence, ensuring that children receive safe, attentive and knowledgeable care. There is scope to further build on ensuring all staff receive further training on the curriculum, to allow them to grow in confidence when planning and implementing activities for their key-children groups. Leaders are passionate about ensuring that children and families receive high standards of care. Parents value that their children are happy, and this is reflected in the children's excitement to attend nursery.

Leaders make positive links in the local area. They reach out to local schools to support transition for those children who are reaching the end of their journey with them. This ensures that children have the best possible start to school. Leaders show a willingness in securing excellent outcomes for children in their care.