Olive Tree Jewish Nursery

Inclusion: Strong standard

Leaders and staff use their extensive knowledge to create a carefully considered environment where inclusion is celebrated and shared. Staff are skilful as they embed routines and strategies that support children's specific needs. Leaders and staff make a demonstrable difference to the experiences of all children, including those with special educational needs and/or disabilities and those who may face other barriers to their learning, as they robustly monitor children's development to identify any gaps in their learning. They consistently provide opportunities to promote learning and development, as they validate and celebrate every child.

Leaders and staff focus on using the resources and environment to support children in multiple ways. For example, the baby room features low furniture to promote cruising, and children develop their balance and gross motor skills to pull themselves up. The low furniture is also adapted to allow children to post balls through different-sized holes to promote the development of fine motor skills and coordination. As staff work closely with other professionals, such as physiotherapists, they take advice and implement it into the setting effectively, providing a positive outcome for children.

Children enjoy talking about their cultural traditions and participate in their daily routines. For example, children say their morning prayers during group time as they show respect to one another. Leaders and staff use a variety of different strategies, such as visual aids, single-word communications and skilful narration within play, to support children who speak English as an additional language. Children respond positively and enjoy repeating new vocabulary.

Curriculum and teaching: Strong standard

Leaders and staff create an environment focused around an ambitious curriculum where learning and teaching is consistently embedded throughout practice to promote children's independence. Staff skilfully use every opportunity to teach and to support children to develop their knowledge and learn new skills. Children thrive from these interactions with their peers and staff, and display a willingness to learn. Leaders and staff support the development of communication and language as a priority. They create new experiences and introduce a wide range of words. Pre-school children use their imaginations, their love of books and their own experiences to spark their own royal storytelling activity. Children add their own parts to develop the tale based on a real-life experience of some children visiting Buckingham Palace in London. Staff enhance their thinking. They provide a selection of resources to support children as they spark and prompt further curiosity. Babies and toddlers share stories with staff. They enjoy independently turning the page and lifting flaps within the book to find hidden pictures.

Children lead activities as they share their interests, which staff swiftly respond to and link into the daily planning. As a result, children are interested and engaged, which provides extended periods of learning and achievements. Younger children take an interest in nearby road works. Staff develop an activity of trucks and diggers to develop children's fine motor skills as they scoop different-sized cereals, following this interest.

Achievement: Strong standard

Children achieve consistently throughout this provision as teaching and learning is embedded throughout. Staff create constant learning to develop independence, communication and a sense of belonging, as children respond with a clear willingness to learn. Children follow the embedded routines to engage in hygiene and self-care practices as they confidently wash their hands before mealtimes. Younger children use face cloths to wash their faces after enjoying a lunch where self-feeding was encouraged throughout. Children use their skills and knowledge to prepare them for future transitions, such as moving to school, as they are skilful communicators and confident individuals. Children share a love for mathematics. They enjoy building towers, counting the blocks or singing different counting songs, such as 'how many fingers?' as they count their own fingers.

Children with special educational needs and/or disabilities and those who may face other barriers to their learning make secure progress. Staff work collaboratively with other professionals to adapt their learning to be appropriate and meaningful.

Behaviour, attitudes and establishing routines: Strong standard

Children thrive from the routines embedded throughout practice as they know what is expected of them. Children display positive relationships and behaviour. They take turns and wait patiently during activities and routines, demonstrating respect for one another. Children communicate effectively to one another throughout the environment, which supports them in problem-solving or resolving potential conflicts. For example, children say 'you can have them straight after me' when sharing fruit at snack, preventing any upset or confusion about not having a turn. Children seek out staff for comfort when needed, and enjoy cuddles and being nurtured. Babies and toddlers experience a calm and relaxed environment where their needs are swiftly met, preventing moments of upset. Staff are knowledgeable about all children and really understand their individual characters as they form close bonds with them and their families. As a result, children are excited to attend the setting and arrive with a positive attitude to learn and play. Parents, carers and families respect the attendance policy and work closely with leaders and staff to maintain regular attendance.

Leaders and staff work hard to establish appropriate and effective routines that impact children positively. Children follow these routines with confidence, developing their independence. They understand and respect their boundaries and the expectations of leaders and staff.

Children's welfare and wellbeing: Strong standard

Children's welfare and wellbeing is a priority across the setting. Leaders and staff create an environment of inclusion, celebration and positivity. Children can express themselves openly, confident they will be heard and listened to. Leaders and staff provide consistent praise and encouragement, which enables children to feel a sense of pride in their achievements and a desire to continue. Leaders and staff are reflective in their work to ensure routines and practices are appropriate for supporting children, especially those with special educational needs and/or disabilities or those who may face other barriers to their learning. Children are confident in initiating play as they invite their peers and staff to join. Children understand the importance of healthy eating and exercise as they discuss healthy foods during mealtimes. Pre-school children express a need to drink more water due to 'running around and exercising'. Babies and toddlers recognise feeling tired. They enjoy a rest after lunchtime as they seek comfort and relax in their safe space.

Leaders and staff are quick to respond to children's needs and understand babies' nonverbal communication cues. Staff make conscious, in-the-moment decisions to deploy themselves effectively throughout the environment. As a result, they stay close to children in order to be supportive and to enhance their learning without taking a lead or limiting their learning.

Leadership and governance: Strong standard

Leaders are dedicated and committed to this setting's development and continuous improvement. They maintain a clear oversight of the setting's strengths and areas for improvement and prioritise professional development. Leaders focus on staff's wellbeing and workload. They use supervisions and appraisals to provide opportunities to explore further training, to celebrate areas of strength and to support their wellbeing. Staff express how the embedded culture of open communication makes them feel confident in raising concerns or asking for support. Staff make consistently positive contributions to the quality of practice as they implement ideas into provision and share among the team.

Leaders form close bonds to work collaboratively with parents, carers, families and other professionals. They provide open communication and support, and welcome feedback. They are then proactive to implement any advice into practice, focusing on the positive impact this has on children. This culture of collaborative working creates bonds between the setting and the local primary school. For example, they link together for training opportunities, for safeguarding among families and to create wider experiences for children. The setting and the school share events, which prepares children as they transition into the school. Leaders respond swiftly to acknowledge concerns as they work with agencies, such as physiotherapists, to support children's needs. As a result, support is specific and impactful, and makes a positive difference to children's learning and development.