New Beginnings at Milton

Inclusion: Expected standard

Children with special educational needs and/or disabilities (SEND) receive effective and targeted support from staff. Information gathered from parents, starting points obtained when children begin, and ongoing assessments are successful at identifying children who may need additional support.

Staff work in collaboration with parents, and external professionals, to put in place strategies to help bridge gaps in development and to gather the necessary information and evidence needed for referrals when needed. Staff and parents regularly review the impact that interventions are having on the outcomes for children with SEND or other barriers to their learning and/or wellbeing. Typically, staff effectively and consistently use agreed strategies to support children. This ensures that all children succeed alongside their peers.

Additional funding is used effectively to assist eligible children. For instance, leaders have purchased books and sensory resources that support children in managing their behaviours and self-regulation. Staff have noticed the positive impact this has had on the children and how they are now using these resources independently when required. With an effective identification process, staff quickly bridge the gaps in children's development. Transitions do not consistently meet the needs of all children, particularly those who require additional emotional or behavioural support.

Curriculum and teaching: Expected standard

Leaders have designed an ambitious, inclusive, and well-sequenced curriculum across all seven areas of learning. A love of books is woven through the curriculum, ensuring stories sit at the heart of children's experiences and strengthen communication and language. Staff introduce new vocabulary and build children's language through songs, rhymes, and stories, engaging them in back-and-forth conversations and narrating their play. Babies delight in joining in with rhymes, while older children listen attentively to stories.

Children are developing strong personal, social, and emotional skills. Older children show increasing independence at mealtimes and enjoy chatting with their peers, supported by staff who encourage them to share ideas and build positive social skills. Transitional periods, particularly before lunch, are not well organised to meet the needs of children which leads to children waiting for long periods. This leads to children becoming unsettled, disengaged and, at times, displaying unwanted behaviour's.

Staff promote early physical development effectively. Babies have regular opportunities to crawl, climb, and practise rolling, building strength and coordination. Carefully planned sensory experiences stimulate curiosity and encourage babbling, supporting early communication. Staff introduce early mathematical concepts through familiar rhymes and purposeful modelling of vocabulary such as 'tall' and 'more.' This helps children build secure foundations early.

Achievement: Expected standard

Children make positive progress from their starting points across all areas of learning and development. They learn to work with others, communicate effectively, and become increasingly independent. This includes disadvantaged children, those known to social care and children facing barriers to their learning or wellbeing.

Children benefit from a wide range of purposeful experiences that strengthen their physical development and confidence. Babies explore instruments and sensory materials and learn to climb and balance. Older children develop coordination as they throw and catch balls, dig, and transport water and mud, building core strength. They begin to understand the purpose of the tools they select, demonstrating early problem-solving skills.

Children engage in back-and-forth conversations, join in with action songs, and listen attentively to stories. They show good listening skills and can retell familiar texts with confidence. These experiences help prepare children well for the next stage of their learning and for their transitions to school. However, an inconsistent approach to dummy use means that, on occasion, babies are not always fully benefiting from opportunities to develop early communication skills.

Behaviour, attitudes and establishing routines: Expected standard

Leaders establish a positive, inclusive culture with clear expectations for behaviour. Children form warm relationships with staff and peers and engage cooperatively as they play and learn. Staff model calm, respectful behaviour and use effective strategies that help children regulate their emotions. As a result, children behave well and show positive attitudes to learning. Collaboration with parents ensures consistent approaches that support children's self-regulation at home. This contributes to a well-managed environment where children feel safe, valued and ready to learn.

Older children demonstrate growing independence in their self-care routines, such as washing their hands, using the toilet confidently and pouring their own drinks. They access resources independently and interact well with one another. Staff support younger children to take part in simple routines, such as tidying up, to build early independence. Children show confidence in exploring resources, engaging with peers, and interacting with adults, including visitors. Overall, children generally behave well and show positive attitudes to learning, although occasionally transition times are less calm.

Attendance is rigorously monitored. Leaders promote punctuality and regular attendance to help families establish good habits that support children's learning.

Children's welfare and wellbeing: Expected standard

Leaders and staff create a safe, welcoming environment where babies and children form secure attachments. Babies wave, greet adults, and choose resources independently, showing a strong sense of belonging. Children are supported to talk about their feelings and manage their emotions, using props to help them regulate. This helps them feel connected and ready to learn.

Staff know children well and implement care routines appropriately. They respond promptly to babies' emerging needs and support them safely as they climb and explore. Older children use the toilet independently, wash their hands and take appropriate risks that help them understand how to keep themselves safe.

Children benefit from nutritious meals and snacks. Mealtimes are sociable, and staff model how to cut food and use cutlery. Older children serve themselves, while younger children feed themselves using spoons and forks. However, staff working with older children do not always implement an effective routine for serving meals promptly, which sometimes leads to unnecessary waiting and restlessness.

Children's welfare and wellbeing are promoted well through an inclusive culture where every child is recognised, valued, and supported. Staff respond sensitively to children's individual needs, including those with barriers to learning, ensuring interactions and experiences are adapted so all children can participate fully.

Leadership and governance: Expected standard

Leadership and management within the setting are effective, with clear evidence of reflective practice and a strong commitment to continuous improvement. Governance provides purposeful challenge and support, ensuring high standards in care, safeguarding, and curriculum quality. Leaders promote a positive culture where staff interact warmly with children, extend learning through conversation and respond sensitively to their emotional needs.

Leaders have robust systems to support staff wellbeing, and staff speak positively about working in the setting. Professional development is encouraged and aligned to staff interests and children's needs. To strengthen staff practice even further by providing targeted support and monitoring to further raise the quality of teaching and interactions across the nursery.

Welfare routines, such as sleep checks and documentation, are embedded and consistently followed. Staff respond promptly to children's needs, contributing to a culture of attentiveness and emotional security. Leaders ensure staff are confident in supporting children with additional needs, and parents express high levels of satisfaction with the care, progress and communication offered. Effective partnership working with external professionals ensures children and families receive coordinated support that meets their individual needs.

As a result of clear leadership, effective staff support and well-established partnerships, children experience consistent care and teaching. They feel safe, emotionally secure, and well understood, enabling them to engage confidently in learning. Children with barriers to their learning or wellbeing receive coordinated support that helps them make sustained progress and participate fully in nursery life.