Oak Tree Nursery School Stanah

Inclusion: Strong standard

Staff accurately and swiftly identify any emerging gaps and special educational needs and/or disabilities. They seek appropriate advice and support from other professionals and work collaboratively to put targeted support in place in a timely manner. Staff ensure that support remains effective as children's needs change over time through close monitoring of interventions and support. Children often catch up to their peers as a result of staff's dedicated approach. Professional development supports staff in their roles and focuses on children's needs. For instance, staff learn basic signing to support children to communicate their needs.

All children make excellent progress from their starting points, irrespective of any barriers faced when they first start at nursery. Barriers to children's learning are identified quickly, and steps are taken to remove them wherever possible. Disadvantaged children and those with challenging family circumstances are very well supported. Additional funding is used thoughtfully to promote the areas children need most support in. Leaders take the time to understand each family's needs and support them well throughout their time at nursery and after they leave. All children make solid progress from their starting points and are extremely well prepared for their move on to school.

Curriculum and teaching: Expected standard

Leaders have a sound overview of the quality of the provision. The curriculum is broad, and ambition for all children is high. Typically, the curriculum is taught well and equips children with the skills and knowledge they need to succeed. Teaching is well sequenced and helps children build on what they know and can do. Staff use assessment effectively to determine children's next steps in learning and plan with these in mind. Teaching is inclusive and thoughtfully adapted to support children with special educational needs and/or disabilities. This helps them enjoy their learning and make secure progress.

Leaders understand where they can support staff further to enhance consistency of teaching across the nursery, helping children become confident and competent learners before they leave for school. Room arrangements for younger children are new, and leaders are supporting staff to embed the curriculum as they adapt to the new environment. Children's language and mathematical skills are supported, but should be promoted with more purpose, particularly for younger children.

Physical development is well sequenced and planned with purpose. Outdoor opportunities enhance children's learning well. Experiences such as forest-school sessions help children learn and develop skills they may not otherwise have. Staff promote children's emotional intelligence well. Children understand and discuss their emotions and know how their behaviours may affect others.

Achievement: Expected standard

All children achieve appropriately from their individual starting points and develop well in all areas of learning. They enjoy stories and songs throughout their day that support their developing vocabulary and help them learn to love books. They learn to focus their attention as they play and learn, and concentrate well. Children develop and practise specific physical skills that support their independence, their ability to join games and activities and their confidence. Children leave the setting ready to move on to school, with well-developed emotional intelligence and resilience. They make and manage friendships and their behaviour well. Children with barriers to their learning or wellbeing make consistent and secure progress as a result of well-tailored and wide-ranging experiences and support. All children are very well prepared for their move on to school, having the understanding and key skills they need for the next stage of their education and to thrive in life.

Behaviour, attitudes and establishing routines: Expected standard

Children understand the routines at nursery and become familiar with routines for school in advance of attending. Staff are positive role models and have consistently high expectations for all children's behaviour. They support children to help look after resources, recall rules and manage disputes and frustrations. As a result, children develop positive attitudes towards their learning, the environment and their relationships. Children play well together and are mindful of their behaviours and their friends' feelings. They understand that their younger siblings and friends may need more support as they are still learning some basic skills. Caring and calm staff support younger children well as they settle and learn about expectations in an age-appropriate manner.

Children enjoy their time at nursery, and staff support parents and carers to promote consistent attendance and punctuality. Children with barriers to their learning and wellbeing are supported very well, and their individual needs are thoughtfully considered. For instance, children with specific needs have additional support at mealtimes to ensure that they can join these key times of the day and enjoy them with their friends. Children focus well and maintain attention during activities and play.

Children's welfare and wellbeing: Expected standard

Children's wellbeing and welfare are a priority. Leaders understand that children's emotional and security needs must be met for them to learn effectively. Babies' and children's emotional understanding is thoughtfully considered and supported in age-appropriate ways. Babies and children who are new to the nursery or to their room settle well. Staff gather plenty of useful information from parents and carers to help get to know them from the outset. They find out about their likes and dislikes, home routines and prior experiences, for example. Children develop security in their sense of belonging. They understand and discuss a range of emotions as a result of well-planned and specific teaching. Children learn about healthy foods and about why they should drink and stay hydrated.

Routines such as those around sleeping and eating are managed safely and support children's individual needs. Care is taken to reduce barriers to children joining their peers at these key times of the day. Children learn how to keep themselves safe and why rules and boundaries are in place. For example, forest-school sessions help children learn exciting new physical and practical skills in a safe and supported manner.

Leadership and governance: Expected standard

Leaders understand their roles and responsibilities and have sound oversight of the nursery provision. Leaders support staff well and are particularly mindful of their wellbeing and personal challenges. Changes to room arrangements and ages of children attending mean that the curriculum is still being embedded for some age groups. Leaders are supporting staff with this well. Leaders understand the quality of provision and develop ongoing plans for continual improvement. Professional development helps to enhance staff's skills and knowledge and supports all children's needs well. Staff feel valued and supported in their roles and give their best to promote positive outcomes for all children. Staff's wellbeing and workload is considered well to help them fulfil their roles effectively.

Parents and carers are involved in their children's learning, and home links are secure. Home learning is well supported, and parents are kept updated about their children's day and progress. Partnership working with other professionals helps to support individual needs and promotes consistency of care for all children. Links with schools are particularly effective, helping to ensure smooth transitions as children move on in their education.