Olive Tree Day Nursery and Preschool - Tooting

Inclusion: Strong standard

Leaders have a clear understanding and experience of supporting children who may need additional help to reach their full potential. They identify barriers to children's participation quickly and adapt support, routines and interactions successfully, so children with special educational needs and/or disabilities and children learning English as an additional language are fully included and able to participate confidently alongside their peers.

Children benefit from purposeful interactions and highly effective support that helps them build confidence in communication, social skills and daily routines. Staff use clear language, repetition, visual prompts, sign language and key words from children's home languages successfully to support children's understanding and participation. These approaches help children follow routines confidently, remain engaged within activities and develop positive relationships with others.

The environment supports inclusive practice effectively. Children can access quieter sensory spaces when needed, and staff use these thoughtfully to help children regulate emotions and return confidently to play and learning when ready. Activities and experiences are adapted carefully depending on children's individual needs and stages of development.

Leaders work closely with parents, carers and external professionals to support children effectively and ensure that strategies are used consistently. They demonstrate a clear understanding of how early years pupil premium funding is used. This helps to provide targeted support, additional resources and experiences that help to remove barriers to learning and improve outcomes for children. Staff receive relevant training and guidance to help ensure that all children make rapid progress from their starting points.

Curriculum and teaching: Strong standard

Leaders design a broad and purposeful curriculum that supports children's independence, communication and learning across all areas of development. Staff provide meaningful experiences that encourage children to explore, investigate and develop confidence through play and practical experiences linked to children's interests and everyday lives.

Physical development is prioritised well throughout the curriculum. Children benefit from regular opportunities to challenge themselves physically and develop coordination, balance and confidence. For example, children eagerly access the indoor climbing structure where they carefully balance, climb and negotiate spaces independently. Staff encourage children consistently and support them to manage risks safely while developing perseverance and confidence in their own abilities.

Staff embed communication and early mathematics naturally throughout the day. During play and routines, children confidently count, compare quantities and use language such as 'more', 'less', 'full' and 'empty' as they explore and share ideas with others. Staff model language clearly and use questioning successfully to support children's understanding, thinking and vocabulary.

Staff plan engaging experiences based on their knowledge of children and adapt support carefully depending on children's ages, stages and individual needs. This helps ensure that all children, including children with special educational needs and/or disabilities, can participate successfully alongside their peers and build confidence in their learning.

Leaders monitor the curriculum effectively and work closely with staff to help ensure that teaching and assessment are used consistently to support children's progress across the curriculum.

Achievement: Strong standard

Children make secure and consistent progress from their starting points, including those with special educational needs and/or disabilities and those learning English as an additional language. They develop growing confidence in communication, early mathematics, physical and social skills through experiences that build successfully on what they already know and can do.

Children use an increasing vocabulary and respond confidently to familiar language during activities, routines and conversations with staff and peers. Younger children begin to use single words and gestures to communicate, while older children engage in conversations confidently and express their ideas clearly during play.

Children develop increasing independence throughout the day. They make choices confidently, follow familiar routines and engage positively with others during activities and group experiences. Children remain motivated to participate in learning and show perseverance when trying new experiences. Children develop the knowledge, skills and confidence that prepare them well for their future move on to school.

Behaviour, attitudes and establishing routines: Strong standard

Children demonstrate positive behaviour and interact kindly with one another throughout the day. Staff set clear expectations and establish consistent routines that help children feel secure and understand boundaries. As a result, children move confidently between play, routines and group experiences and remain engaged in learning.

Children of different ages and abilities cooperate well together, share resources and take turns during activities and play. Staff support children calmly and sensitively to help them understand expectations and manage their feelings. Younger children benefit from gentle reminders and reassurance, while older children are encouraged to develop increasing independence and responsibility during routines and activities. Children respond positively to praise and encouragement from staff and show confidence when trying new experiences and activities.

Children follow routines confidently and show growing independence during everyday experiences. Staff support children successfully to manage tasks, such as handwashing, tidying away resources and participating, in group times. These expectations help create a calm and organised environment where children feel settled and confident.

Children with special educational needs and/or disabilities are included fully within routines and learning experiences. Staff adapt support carefully, so children remain involved, develop confidence and continue to build positive attitudes towards learning. Children's behaviour, confidence and attitudes reflect the nursery's inclusive and nurturing environment.

Children's welfare and wellbeing: Strong standard

Children's ongoing welfare and emotional wellbeing are given high priority throughout the nursery. Staff create a warm, nurturing and inclusive environment where children feel safe, secure and confident. Children develop strong, secure relationships with staff, who respond sensitively to their individual needs and support them to recognise and manage feelings successfully.

Children learn important habits that support their health, safety and independence. Staff support children to follow familiar hygiene routines, such as handwashing before meals and throughout the day. Oral health is promoted effectively across the nursery. Children access resources linked to toothbrushing and healthy lifestyles and are encouraged to develop healthy habits both within nursery and at home. Children also enjoy opportunities to prepare smoothies and healthy snacks, helping them develop independence and an understanding of healthy choices.

Staff are highly aware of children who may face barriers to learning or wellbeing and work closely with families to help them feel included and supported. Children benefit from meaningful experiences within the local community, alongside regular opportunities for physical play and exploration, which support their confidence and emotional wellbeing.

The environment is safe and organised and supports children's independence and wellbeing effectively. As a result, children flourish physically, socially and emotionally and develop the confidence and resilience needed for future learning.

Leadership and governance: Strong standard

Leaders are passionate about ensuring that practice across the nursery is of consistently high quality for all children and families. They have an accurate understanding of the nursery's strengths and priorities for improvement and reflect carefully on ways to continue strengthening outcomes for children. For example, leaders are currently considering further ways to help children develop a better understanding of caring for the environment through everyday routines and experiences.

Leaders ensure that their professional knowledge remains current and use this effectively to identify when children or families may require additional support, including support for children with special educational needs and/or disabilities. They provide thoughtful guidance, supervision and professional development for staff, helping to promote staff's wellbeing and professional confidence effectively. Staff receive ongoing support and feedback that help maintain consistent practice across the nursery.

Partnerships with parents and carers are secure and have a positive impact on children's experiences and development. Parents speak highly of the nursery and describe staff as approachable, caring and supportive. They value the regular communication and guidance staff provide, helping ensure that children benefit from consistent care and learning between home and nursery. As a result, children feel secure, develop confidence and are supported effectively in their learning and development.