Pear Tree Nursery and Pre-School

Inclusion: Strong standard

Leaders have very high expectations for every child and ensure that all children, including those who are disadvantaged, those with special educational needs and/or disabilities and those who may face other barriers to their learning, receive the support they need to flourish. For example, leaders work proactively with families and relevant professionals, often initiating contact with outside agencies before a child joins the setting. This ensures that staff have a thorough understanding of each child's individual needs and are well prepared to provide any targeted support needed from the very outset. The setting's strong partnership with families and outside agencies, together with the highly impactful training of staff, ensures that children are supported consistently, feel valued and achieve very well.

Leaders have a comprehensive understanding of their local community and provide targeted support for children and families. For example, 'home link bags' are tailored to support parents through a variety of transitions at home and to meet children's individual needs. This includes providing visual cues to support with potty training for children with less secure communication skills. These actions consistently support children to succeed in their learning and promote their wellbeing and sense of belonging. Additional funding is used highly effectively, working in close partnership with families and external agencies to identify and provide targeted resources and support for individual children. As a result, all children make consistently good progress from their individual starting points.

Curriculum and teaching: Expected standard

Leaders have high aspirations for all children and deliver a well-sequenced curriculum that supports their development across the 7 areas of learning. The curriculum is typically taught well. For example, children build on their interest in mark making and the safe use of scissors to explore patterns and develop number recognition skills.

Leaders and staff support children to develop mathematical knowledge through meaningful experiences that build confidence and enjoyment. For example, in the baby room, children explore water and sea creatures. Staff introduces mathematical language, such as 'sinking' and 'floating', helping children to explore early mathematical concepts through hands-on play and investigation.

Staff generally interact well with children and support their learning through positive relationships and purposeful experiences. For example, during a painting activity, staff engage children in meaningful conversations about their creations, showing a genuine interest in their ideas and experiences. However, at times, staff could promote children's thinking further through their interactions with them during play and routines.

Achievement: Strong standard

All children, including those who are disadvantaged, those with special educational needs and/or disabilities and those who may face other barriers to their learning or wellbeing, consistently make excellent progress from their individual starting points. Children confidently engage with new experiences, supported by staff to feel secure and confident. For example, children settle very quickly and arrive with excitement, keen to engage in activities that are carefully tailored to their interests, ages and stages of development.

Children demonstrate independence from an early age and remain deeply engaged in the learning opportunities provided. For example, babies sit for long periods exploring rice with curiosity and concentration, independently scooping and handling the rice as they investigate different sensory experiences. Children are confident communicators. They are keen to share their thoughts and ideas and take pride in their achievements. For example, children confidently discuss their predictions about what they think will happen to balls as they travel through a funnel. They watch intently to see if their predications are correct as they learn about cause and effect.

Children are very well prepared for the next steps in their development, including school. They confidently join in with experiences focused on school readiness, developing the skills, knowledge and confidence needed for this important next step. They explore in the home corner to engage in experiences that reflect school life, helping them become familiar with aspects of the school environment and routines.

Behaviour, attitudes and establishing routines: Expected standard

Children generally behave well and have positive attitudes towards their learning and play. They understand the expectations for behaviour. Staff support children effectively, when needed, to develop their ability to take turns and manage their feelings. However, on occasion, staff do not effectively maintain children's attention during group activities. At these times, some children do not fully engage with the activity and lose focus.

Staff provide support and guidance to help children develop positive relationships with their peers. For example, outdoors, children work cooperatively to navigate a tyre obstacle course, holding hands to help and encourage one another. When they successfully complete the challenge, children celebrate each other's achievements with praise and encouragement.

Staff encourage kindness and respect, which supports children to develop positive relationships with others. As a result, children demonstrate good manners and use them appropriately in daily routines. For example, during snack time, children politely ask, 'Please may I have some water?' before receiving their drink.

Leaders promote the importance of good attendance and punctuality, and work with families to support regular attendance.

Children's welfare and wellbeing: Expected standard

Children are cared for in a welcoming environment where their individual needs are understood and supported. Hygiene practices are appropriate for children's ages and stages of development, and staff help children understand the importance of keeping healthy. For example, staff encourage children to wash their hands after they have 'caught their sneeze', helping them to develop an awareness of hygiene and the role germs can play.

Routines are generally well organised. Staff encourage children to develop their independence and make choices throughout the day. For example, during snack time in the pre-school room, children butter their own toast and attempt to cut it into slices. These everyday experiences help children develop practical skills and adopt a growing sense of independence.

Babies' individual routines are appropriately considered, and staff sensitively support them during sleep and bottle-feeding times. Staff work closely with parents to understand and follow babies' established feeding and sleeping patterns.

Children who may face barriers to learning receive suitable support from leaders and key persons. For example, staff help children develop positive attitudes towards eating at mealtimes, promoting their wellbeing and supporting their personal development.

Children benefit from regular access to a well-designed outdoor area that reflects their interests and developmental needs. They enjoy opportunities to be physically active in a range of ways, including climbing and balancing on wooden structures. Staff encourage children to take appropriate risks and provide sensitive support that helps them build confidence and an understanding of how to keep themselves safe.

Leadership and governance: Expected standard

Leaders generally have a clear understanding of the setting's context, including its strengths and the areas they wish to develop further. They are committed to maintaining the quality of provision and have identified appropriate priorities for improvement. For example, leaders recognise the need to provide inclusive practice, and this focus is clearly reflected throughout the setting.

Leaders engage thoughtfully and positively with parents and a wide range of professionals. They work collaboratively with others, keeping children's individual needs at the forefront of their decision-making and ensuring that children receive the support they need to thrive.

Leaders provide staff with relevant and appropriate professional development opportunities to enhance their knowledge and practice. Staff speak highly of leaders and report that they feel valued and well supported. Leaders are sensitive to staff wellbeing and workload, proactively ensuring that responsibilities remain manageable.

Parents and carers speak positively about the setting's ethos and value the regular communication they receive. Leaders actively encourage parental feedback through the 'Annual Parent Survey', using this information to inform priorities and drive further improvements.