Nutfield Nursery (Surrey) Limited

Inclusion: Strong standard

Robust systems are established to identify children with special educational needs and/or disabilities, as well as those who may encounter other barriers to learning. For instance, staff utilise assessments, including the progress check at age 2 and a speech and language tool, to monitor children's development and pinpoint any gaps in their learning. Leaders maintain high expectations for these children and swiftly implement plans to provide support, effectively reducing barriers to learning.

Continuous monitoring of children's development is facilitated through an ongoing cycle of assessment and progress reviews. Staff employ highly effective strategies and tailor activities to cater to each child's individual needs, ensuring they benefit from opportunities and experiences essential for developing the skills required for future education.

Leaders collaborate closely with other professionals and their local authority to provide specialist support. Additionally, they have established a highly effective support system through their own special educational needs coordinator. Consequently, children receive targeted support that enables them to achieve the best possible progress.

When available, leaders use extra funding, such as the early years pupil premium, to provide resources or experiences tailored to meet children's individual needs. This ensures that all children have the opportunity to make significant progress.

Curriculum and teaching: Strong standard

Leaders consistently design and deliver a high-quality curriculum that centres on outdoor experiences and promotes independence in children's learning. Each age group has its own dedicated outdoor learning area, thoughtfully designed to meet the diverse needs and abilities of every child. For example, babies can explore independently in a spacious sandpit and plant seeds, while toddlers actively use tools to break ice and investigate natural materials. Older children enjoy mixing chalk with water and using sticks to practise their mark-making skills. All activities and experiences are meticulously tailored to cater to the individual needs of each child, ensuring that those with special educational needs and/or disabilities, as well as those who may encounter other barriers to their learning or wellbeing, are included and able to make effective progress.

Throughout the nursery, staff read stories to the children using animated voices that help to capture their attention and engagement. They encourage participation by asking questions and fostering meaningful discussions, which supports the development of early literacy skills.

Staff provide highly effective speech and language support to improve children's communication abilities. For instance, in the baby room, staff consistently introduce and repeat key words to enhance the children's vocabulary. During various activities, they stimulate toddlers' critical thinking by asking questions about the sensations of ice, encouraging a deeper understanding. Older children take pleasure in conversing with staff and recalling their learning, including discussions about the life cycle of a butterfly and the construction of bug hotels.

Achievement: Strong standard

Children make significant progress in all areas of learning. They receive consistent support that helps them develop their speech and language skills effectively. This approach includes introducing key vocabulary in the children's home languages, ensuring that those who speak English as an additional language can fully engage with the curriculum. Numerous opportunities are provided for children to cultivate and enhance their independence, which prepares them well for the next stage of their education. For instance, all children are taught to access their own water bottles. Younger children have photos on their bottles, while older children learn to recognise their names.

Children are well equipped for transitions to the next phase of their education, whether that involves moving to a different room within the nursery or progressing to school. For example, children spend time in their upcoming nursery room to familiarise themselves with the environment and the staff who will care for them. Those making the transition to school benefit from meeting their future teacher in the nursery setting, where they can share their unique learning experiences. This support is particularly valuable for children with special educational needs and/or disabilities and those who might encounter barriers to their learning or wellbeing, ensuring they are securely prepared to move confidently on to the next stage of their educational journey.

Behaviour, attitudes and establishing routines: Strong standard

Leaders establish high expectations for the behaviour of all children, adapting these standards to accommodate their diverse ages and needs within the setting. This approach ensures that children who require additional support, including disadvantaged children, those with special educational needs and/or disabilities and those facing other barriers to their learning or wellbeing, are able to thrive. These expectations are communicated clearly to staff and parents, ensuring consistency in practice. The atmosphere in the setting is calm and harmonious, with children showing respect for staff and their peers. They display exemplary behaviour and kindness towards one another, working collaboratively on tasks and demonstrating impeccable table manners.

Staff serve as excellent role models, readily praising children for their achievements and positive behaviour, thereby fostering a secure emotional environment conducive to play and learning. Routines are deeply ingrained in daily practice, and children instinctively adhere to the setting's rules and boundaries. They approach learning with positive attitudes and develop resilience by managing risks during play, such as climbing trees and using tools to successfully break ice.

The partnership with parents is highly effective, with staff engaging them to gather important information about children's individual routines. This is especially beneficial for the youngest children, ensuring their feeding and sleeping schedules are maintained. Leaders have established robust policies to promote and monitor attendance, ensuring that children remain safe and fully benefit from the educational experiences available to them.

Children's welfare and wellbeing: Strong standard

Leaders implement comprehensive policies that are routinely reviewed and adjusted to prioritise the welfare and wellbeing of all children. The staff have a thorough understanding of each child, fostering excellent relationships with them and their families. This connection begins with home visits, which help ease children's transitions into nursery. Staff are sensitive to each child's unique needs and circumstances, tailoring their approach as required. Children develop secure attachments with their key person, which enhances their wellbeing and sense of belonging. This proactive approach ensures that the needs of all children are addressed, particularly those with special educational needs and/or disabilities, as well as those who may encounter other barriers to learning or wellbeing.

Well-established routines are integrated into practice to support both the physical health and emotional wellbeing of the children. For instance, children are provided with numerous opportunities to be active and enhance their physical skills by fully utilising the expansive outdoor play area.

At mealtimes, children are provided with nutritious food while staff educate them about different food groups, enabling them to make healthy choices. The staff also encourage independence by allowing children to serve themselves and pour their own drinks. Furthermore, children learn to manage their personal care by practising handwashing, using mirrors when washing their faces and applying sun cream. Through effective teaching, children gain a solid understanding of safety. For instance, older children understand the importance of wearing hats when playing in the field. As a result, children develop confidence in their self-care skills and regularly make healthy choices and decisions.

Leadership and governance: Strong standard

Leaders have developed a clear plan for the ongoing enhancement of their environment, aimed at providing enriching experiences that support children's learning and development. This plan encompasses initiatives such as growing vegetables and creating a cooking area for children. The leaders and staff are dedicated to ensuring excellence for every child.

A culture of high expectations and professionalism is firmly established in the setting. For example, staff participate in training to deliver wonderful learning experiences, taking on roles such as forest school leaders and mathematics champions. Leaders implement a continuous improvement cycle that includes regular staff supervision and performance feedback, focused on enhancing staff knowledge and skills. As a result, there is a significant positive impact on the quality of provision and the practice of practitioners.

Excellent measures are in place to promote staff wellbeing, ensuring manageable workloads and fostering a sense of appreciation in their roles. Consequently, the staff team is motivated and takes great pride in its unique provision.

Leaders collaborate closely with other professionals and their wider support team within the group to uphold high standards and strive for excellence. This collaboration is particularly advantageous in ensuring that children facing barriers or gaps in their learning make significant progress.

Partnerships with parents are highly effective, especially during transition periods, such as moving rooms or starting at a new school. This ensures that children are well prepared for the next stage of their education. Leaders provide a designated, comfortable space for staff to meet with parents and share regular updates on their child's development and progress. Feedback from parents is overwhelmingly positive, highlighting the excellent care provided by the leaders and staff.