Nursery In The Park Day Nursery Ltd

Inclusion: Strong standard

Leaders and staff prioritise children's progress, support and individual needs. They ensure that staff identify potential barriers early through careful observation and assessment. This enables timely intervention for children with special educational needs and/or disabilities (SEND) and those who may face barriers to learning. Leaders make sure that every child has an individual plan informed by external professionals, including physiotherapists, occupational therapists or speech and language therapists. Staff receive ongoing training so that children benefit from consistent, high-quality support. This supports all children, including those who may face barriers to their learning, to make steady progress.

Leaders work in highly effective partnerships with parents and carers. This has a positive impact on children's outcomes. They ensure that children who face barriers to their learning are supported. Leaders also support families from a wide range of backgrounds, including those who speak English as an additional language. Staff use family information, such as key words in children's home language, to help children communicate their needs while learning English. Leaders utilise funding highly effectively to reduce barriers. For example, they subsidise trips, provide targeted resources and offer book bags to support home learning. As a result, children, including those who are disadvantaged, children with SEND or those who face additional challenges, feel safe, form secure relationships and achieve well.

Curriculum and teaching: Expected standard

Leaders have a well-designed curriculum that supports children's communication and social development in preparation for school. Children benefit from a broad range of engaging indoor and outdoor experiences. Staff use opportunities during the day, such as singing, and conversations linked to children's interests to extend learning. For example, when making pizza, they use the opportunity to ask children questions about the world, and children recall their previous learning. Staff adapt teaching appropriately for children with special educational needs and/or disabilities. As a result, children engage well and make progress from their starting points.

Staff support children's mathematical understanding through counting, building blocks and the use of mathematical language during play. Children access regular physical experiences that develop their coordination and confidence in movement through activities. For example, they run and balance outside, as well as pouring and scooping to develop their fine motor skills. On occasion, staff interactions do not fully build on children's ideas in a meaningful way, particularly during mealtimes and quieter periods of play. At times, staff miss opportunities to extend children's thinking, creativity and expressive arts and design skills. For example, they do not always ask purposeful questions, model new vocabulary or introduce additional resources that would deepen children's learning. As a result, some moments to enrich children's imaginative play and creative exploration are not yet consistent.

Achievement: Expected standard

Children make steady progress across all 7 areas of learning, including children with special educational needs and/or disabilities (SEND) and those children with other barriers to learning or wellbeing. Children benefit from a secure settling-in process and a well-established key-person system. They receive well-targeted support that reflects their individual needs and the progress they are making. Eligible children receive effective help through additional funding, which leaders use purposefully to reduce barriers, including providing extra staffing to strengthen ratios where needed.

Children with SEND, as well as those with other barriers to learning, typically access the full curriculum and participate alongside their peers. However, at times, some children would benefit from a more structured routine and clearer curriculum expectations to help them remain focused and make stronger progress. This will support children's greater ability to stay focused, manage transitions and participate purposefully throughout the day.

Behaviour, attitudes and establishing routines: Expected standard

In general, children behave well and understand what is expected of them. Leaders and staff are positive role models who promote kindness and respect. Children recognise and respond to each other's differing needs, showing care and consideration in their interactions. Relationships between staff and children are warm, trusting and supportive, helping children feel safe and confident. Staff are skilled in swiftly identifying how best to support children with special educational needs and/or disabilities. They adapt routines and group sizes sensitively, offering smaller, individualised activities when larger groups may feel overwhelming. They closely monitor children's attendance and follow up any unexplained absences promptly, enabling them to identify and address any emerging concerns.

Children show positive attitudes and enjoyment in their play and activities. Staff use praise, calm language and gentle redirection to guide behaviour effectively. Simple systems, such as 'star of the week', and the shared bear, help children understand expectations and celebrate positive choices. Children collaborate well, help each other and demonstrate kindness throughout the day. However, leaders do not yet ensure that all staff follow a consistently structured routine across the day, which means expectations are not always reinforced for children.

Children's welfare and wellbeing: Expected standard

Leaders understand the importance of promoting healthy lifestyles, and this is reflected in daily practice. Children benefit from a wide range of physical activities that help them stay active and develop coordination. They learn that eating fruit and vegetables supports their health, and staff reinforce these messages through everyday conversations and routines. Children are generally supported well to complete daily self-care tasks, such as washing their hands before meals and after outdoor play. However, leaders recognise that some aspects of independence are not yet fully embedded. For example, children do not always remember to wipe their noses or access tissues independently, and staff do not consistently prompt or model this.

During nappy changes, staff give careful consideration to safeguarding and children's dignity by providing appropriate privacy. All children are closely supervised when eating, and staff remain attentive to ensure they are safe and supported. Food in children's lunch boxes is typically healthy and aligns with nutritional guidance for young children. Leaders work closely with parents and carers to promote healthy choices, offering clear information about suitable foods to include in packed lunches. They also ensure that the welfare and wellbeing needs of children, including those with special educational needs and/or disabilities, dietary requirements or cultural needs, are met. This inclusive approach helps all children feel safe and well cared for.

Leadership and governance: Expected standard

Leaders have a clear understanding of the setting's strengths and priorities for development, and they act promptly on feedback to improve practice. Recent adjustments, such as building the log cabin to create a calmer learning space and adapting routines, have had a positive impact on children's outcomes. This demonstrates leaders' reflective and strategic approach. However, the curriculum for imaginative and creative play is not yet fully embedded. This will further support children's greater learning and development over time.

Leaders maintain a robust focus on inclusion, ensuring that children's needs are identified early and that tailored support is put in place. They work in partnership with parents and carers to promote the best outcomes for children, particularly for children with special educational needs and/or disabilities or those who face barriers to their learning. This collaborative approach typically enables children's needs to be met and ensures they are ready for the next stage in their education. However, leaders do not yet ensure that all staff follow the routines, including key health practices, with the same level of consistency across the day. This means children do not always experience the same clarity and structure around healthy habits.

Staff wellbeing is prioritised through regular supervision, coaching and open communication. Staff feel valued and supported, and leaders ensure training is up to date so that staff remain confident in safeguarding and meeting children's individual needs. Parents and carers speak positively about the setting, noting that their children enjoy attending and talk fondly about staff.