Oliver's Rainbow Nursery

Inclusion: Expected standard

Leaders and staff have an excellent understanding of individual children and are proactive in noticing early signs that may require additional support. Through careful observations, they identify changes in behaviour, communication and engagement. Staff use this information to complete initial assessments and work together to determine the right level of support. Staff follow the graduated approach effectively. For example, they use targeted strategies and external advice to refine interventions and track progress over time. Leaders and staff ensure that additional funding is used purposefully to reduce any barriers. They provide tailored resources and support individual interests, enabling children to access learning successfully. Staff work closely with families and other professionals, ensuring that children receive consistent, well-coordinated support. This collaborative approach enables all children, including those with special educational needs and/or disabilities, to be included, well supported and make the progress they are capable of.

Curriculum and teaching: Expected standard

Staff provide a well-planned curriculum that reflects the age and stage of individual children. They know children's starting points well and identify what children can do and what they need to learn next. Staff use assessments to shape learning experiences, helping children to make progress over time. Staff prioritise supporting children's self-confidence, emotional wellbeing and physical skills. They acknowledge that children need these skills to thrive and succeed in their future learning. Teaching is skilfully adapted for children with special educational needs and/or disabilities. For example, staff follow and implement purposeful interventions to help children make progress alongside their friends.

Staff promote communication effectively through responsive interactions. They tune into babies' cues, commenting on their actions, sounds and emotions. This helps to build on their early understanding. Staff use simple sign language and meaningful commentary to support children's developing language. Staff share familiar stories in engaging ways. They use prompts that help children to follow the narrative and learn new words, such as 'pickle' and 'salami'. Staff model counting and early mathematical ideas through purposeful storytelling and everyday play.

Achievement: Expected standard

Children make steady progress from their individual starting points, including those who face barriers to their learning. They develop the skills they need for their next stage of learning. Babies strengthen their physical abilities as they crawl and pull themselves up to reach objects of interest. Toddlers show increasing control when pegging items onto washing lines. Older children demonstrate coordination and independence as they cut vegetables, using child-friendly tools. Children show a genuine love of learning, choosing to sing songs, look at books and retell stories. They engage in conversations, listen attentively and express their ideas with growing confidence. These emerging skills help children to grow into confident, capable and independent learners.

Behaviour, attitudes and establishing routines: Expected standard

Staff are encouraging role models who create a positive environment for children. They provide clear and consistent guidance to help children understand what is expected of them. Babies benefit from warm interactions and shared attention with their peers and staff. Older children demonstrate cooperative and friendly behaviours, such as sharing and taking turns. Staff respond sensitively to those children who need extra support, helping them to manage their emotions and make positive choices. This helps all children to develop positive relationships with those around them. Leaders promote children's regular attendance, supporting children to experience constant routines and expectations.

Generally, daily routines run smoothly across the nursery. Older children move confidently between activities and respond well to familiar experiences, such as transitioning to the indoor physical play space. Staff provide reassurance and structure to those who require additional support. Routines in the baby room, including nappy changing and settling new babies, are carried out with care. However, some routines are not as well organised, particularly in the baby room. For example, some staff are busy with other tasks, which leads to children becoming slightly unsettled and disengaged in their learning.

Children's welfare and wellbeing: Expected standard

Staff build secure attachments with children through warm interactions and sensitive reassurance. They invest time in understanding each child's routine from home to create a sense of continuity. Babies respond well to shared moments with familiar staff, demonstrating trust and emotional security. Older children seek out staff to join in with their play. Staff adapt activities so that children with special educational needs and/or disabilities have the confidence to play alongside their peers. Staff celebrate every achievement, no matter how small, helping children to develop pride and self-belief.

Staff actively promote children's independence throughout the nursery. Children learn about healthy lifestyles and follow good hygiene practises, such as washing their hands before mealtimes. Staff encourage older children to manage practical tasks, including opening packets of food and pouring drinks. They help children to recognise and understand emotions by naming feelings and modelling the language children can use. Staff talk through situations calmly. These interactions help children to recognise risks, make sensible choices and develop confidence in managing challenges.

Leadership and governance: Expected standard

Leaders have a clear understanding of the nursery's strengths and areas of development. They demonstrate a positive vision for improvement and are committed to expanding the nursery in line with the needs of the local community. Leaders are passionate about ensuring that every child, including those with special educational needs and/or disabilities, receives high-quality care and education.

Leaders take an active approach to supporting staff's wellbeing and workload through effective staff supervision meetings. They focus on training needs, achievements and any pressures staff may be experiencing. Leaders remain visible in the rooms. This enables them to understand day-to-day practice and offer timely support, when needed.

Leaders work closely with parents through daily communications and secure online platforms. They keep families up to date with their children's experiences, learning and development. Parents value the regular updates they receive, noting that these help them feel connected to their child's learning. This effective partnership working helps children to receive consistent support that enhances their progress and wellbeing.