RAFA Kidz Worthy Down

Inclusion: Strong standard

Staff create an inclusive environment in which children feel valued and ready to learn. Leaders have a in-depth understanding of the importance of meeting the unique needs of children who face barriers in their learning. As the nursery predominantly provides education and care for children of military personnel, leaders and staff have developed considerable expertise and flexibility in addressing the distinctive needs of these families. They are wholly committed to ensuring that all children and their families receive tailored support that reflects their individual circumstances. Leaders tailor learning opportunities towards children's specific needs. They take swift action to identify concerns about a child's development. They liaise with families and make appropriate referrals to outside agencies. Leaders use additional funding to provide targeted support and enhance children's overall engagement learning in experiences. For example, leaders use additional funding to deploy staff so that children who need individualised support are provided with a personalised and precise approach that successfully meets their needs.

Staff engage in additional training programmes to ensure that children with special educational needs and/or disabilities have their emotional and developmental needs met. For example, staff are acutely aware when some children are likely to feel overwhelmed. They use personalised strategies to enable children to feel safe and secure. This approach ensures that children are able to play and learn alongside their peers and make sustained progress from their starting points.

Curriculum and teaching: Expected standard

Leaders provide a broad, balanced, and flexible curriculum that prioritises children's emotional well-being alongside learning, giving them a strong foundation from the start. Staff use children's interests and prior knowledge to deliver all areas of learning in creative ways. The curriculum is adapted to offer precise, targeted support, ensuring that children with special educational needs and/or disabilities (SEND) make consistent progress in their development.

Babies have ongoing opportunities to crawl, cruise and walk. They show delight in a rich language environment, such as enjoying stories and singing, clapping hands and repeating actions. Staff teach them how to count as they squeeze pegs to place socks onto a makeshift washing line. Staff and children celebrate when this is achieved for the first time. Older children practice their maths skills as they count out eight legs of a toy spider. Staff extend children's thinking and explain that spiders have two more legs then insects, who have two. They offer support by breaking down sounds for children who need help with their emerging vocabulary. Children beam with delight and exclaim that 'shovel starts with the sound shh'. Staff use observation and assessment to keep track of children's existing knowledge and what they need to be learning next.

Overall, staff deliver effective teaching that supports children's progress and involvement. However, there are times when this can be inconsistent as some staff develop their teaching skills.

Achievement: Expected standard

Children achieve well across all areas of learning. Babies develop physical skills and enjoy stories and songs, while older children build mathematical understanding and phonics knowledge through engaging activities. Children, particularly babies, develop robust communication and language skills, achieving well from their starting points. Staff use visual cues and hand signs to support the youngest children who are beginning to develop their language skills although this approach is not always consistent.

Children achieve and are ready for the next stage in their education, such as moving on to school. Children benefit greatly from a bespoke handover of their achievements and next steps in learning if they move abroad due to their parents' deployment. This unique support allows continuity of care, so children receive the appropriate level of learning and emotional support when attending an early years provision in a different country.

Behaviour, attitudes and establishing routines: Strong standard

Children's behaviour and attitudes are a strength in this nursery. Children show patience and an awareness of others around them. Children play cooperatively and readily share toys and resources and take turns. Staff are excellent role models and consistently use positive language and behaviours which has the desired impact on how children treat both each other and their environment.

Children persevere during tasks, such as getting ready to go outside. Established routines throughout the nursery successfully support children to have an understanding of what is happening next. For example, babies have stories before being soothed to sleep by their key person. This familiarity helps them to settle quickly and to feel secure. When moving between rooms, children have a bespoke programme to aid a seamless transition. This event focuses on emotional preparation and considers children's unique needs, helping them prepare for their next level of learning.

Leaders have worked hard with parents to improve children's attendance. Parents have a positive understanding of the links with good attendance and successful learning. They work alongside nursery staff to achieve the best possible outcomes for children.

Children's welfare and wellbeing: Strong standard

The staff are very kind and develop positive, warm relationships which support all children, including children with special educational needs and/or disabilities (SEND). This enables children to feel valued and loved. Staff place an enduring emphasis on children recognising and understanding their emotions through interactive stories, interactions and activities. The solid focus on communication and language allows children to express their emotions and ideas.

Staff embed consistent care routines with the children, such as regular handwashing and being independent when going to the toilet and when they are blowing their own noses. Staff use sociable mealtimes to discuss topics, such as healthy eating. Children are encouraged to try new foods. Babies use cutlery to feed themselves and demonstrate a high level of independence. The nursery's chef home cooks nutritious and delicious meals which children positively relish. Staff efficiently thread regular exercise, activities and discussions around oral health into the curriculum.

Children's transitions to school are extremely well supported, especially for those children who face barriers to their learning. Leaders ensure that effective systems are in place to establish important links and pass on detailed information. The thoughtful organisation of the environment allows children and babies to investigate and explore. Staff know when to step back and allow babies to explore in confidence. Older children begin to develop their own preference with confidence.

Leadership and governance: Strong standard

The leadership team is dynamic and places children at the heart of all they do. They are committed to improvement and have identified ways to develop staff's professional skills, particularly to raise the quality of interactions and embed the curriculum. Leaders provide a high-quality service for local families and work hard to adapt the curriculum and routines to support military families. They strive to deliver the best outcomes for all children, including those facing barriers to learning. Families speak highly of the support they receive, including home learning ideas and help when a parent is serving away. This shared approach strongly supports children's learning and emotional health.

Leaders identify and make swift referrals to outside agencies so that children can benefit from targeted support. They use additional funding precisely to give children experiences that they may not have had before or to provide resources to support their physical strength. Leaders and staff reach out to their local community. For example, they have created a nursery growing garden where local families can freely access the produce that the children grow. Leaders are aware that some families may feel isolated when moving to the area.

Leaders recognise inconsistencies as staff develop skills and include these in professional development plans. Mentorship helps staff embed practice, while leaders promote work-life balance and well-being, ensuring a happy, safe environment for children.