Rectory Lane Nursery

Inclusion: Strong standard

Leaders actively promote an inclusive environment by promptly recognising and assessing the unique needs of each child. They are committed to removing barriers to children's learning and wellbeing, employing timely and reasonable modifications and tailored strategies to ensure every child can fully access the curriculum. Children's progress is closely tracked, with support measures reviewed and adjusted as necessary to secure positive outcomes.

Leaders ensure all staff receive training to support them to continually assess, plan, implement and review their support for children. They provide tailored interventions that match the level of need, starting with classroom strategies and increasing support as necessary. Leaders allocate the early years pupil premium funding (EYPP) to purchase additional resources and targeted interventions for disadvantaged children. For example, they use EYPP to provide small-group language sessions, helping children develop communication skills and improve their outcomes.

Leaders work closely with families, specialists and external agencies to extend opportunities and ensure every child receives the support required to ensure they achieve and thrive. They track the progress of children with social care involvement rigorously and coordinate with relevant agencies to protect and promote children's wellbeing. As a result, children who face additional challenges receive targeted support to participate fully in the inclusive curriculum and make strong progress. Leaders' approach demonstrates high expectations for the achievement of every child.

Curriculum and teaching: Expected standard

Leaders possess a robust understanding of curriculum quality and teaching, enabling them to make effective decisions that drive ongoing improvement. They design a curriculum aligned with early years foundation stage, learning and development requirements, ensuring breadth, balance and inclusion for all children. At times, leaders do not notice when teaching for some children is not effective. Staff intentionally promote children's language and mathematical skills, embedding vocabulary and mathematical concepts throughout learning. Staff prioritise children's physical, personal, social and emotional development. They establish routines and activities that support children's wellbeing and resilience.

Staff know each child's starting points, including those who are disadvantaged. Staff usually monitor children's engagement closely and adapt their approaches swiftly, providing purposeful challenge and support, tailored to each child's needs. For instance, staff break down complex tasks into manageable steps, offer visual supports, or use small-group interventions to reinforce key concepts, ensuring children with special educational needs and/or disabilities or those requiring additional support make strong progress. They typically adapt their teaching through making reasonable adjustments to ensure every child can access and benefit from learning. Occasionally, staff do not notice some quieter children swiftly enough to support their learning. For example, during story time, staff do not actively include quieter children in the group activity, which limits their engagement and learning. This inconsistency can sometimes reduce children from fully accessing the rich curriculum on offer.

Achievement: Expected standard

Overall, children demonstrate high levels of engagement, focus and motivation during indoor and outdoor activities. They listen attentively, respond thoughtfully and communicate their needs and ideas confidently in both group and individual situations. During group activities, some children learn to listen carefully and can distinguish between the sounds they hear. Children can identify and name different shapes they are presented with. Some children have support with this, showing how staff adapt to their needs. The children recall a familiar story with staff, showing how they are remembering more of what they have previously learned.

Children experience daily outdoor play and develop independence. They learn how to identify and manage risk and develop resilience. All children, including those who are disadvantaged or children with special educational needs and/or disabilities, develop confidence and enjoy learning. They make positive progress in the skills and knowledge they need in readiness for their move to school, when the time comes.

Behaviour, attitudes and establishing routines: Strong standard

Leaders and staff create a purposeful environment by establishing and consistently reinforcing clear behavioural expectations. They build strong, trusting relationships with children, enabling them to notice and respond to each child's engagement and emotional wellbeing. Staff actively encourage children to collaborate and interact respectfully, consistently modelling positive behaviour. They guide them to listen, take turns and, most of the time, participate in group activities.

Leaders place a high priority on children's attendance and punctuality. They contact parents directly whenever children are absent to ensure safety and promote regular participation in the curriculum. Staff carefully tailor their approach to each child's age, developmental stage and individual needs, embedding routines and timings that maximise engagement and foster a sense of security. By employing these targeted strategies, staff promote inclusive interactions, emotional resilience and a strong sense of belonging. As a result, all children, including those with additional needs, meet expectations and thrive in this setting. Staff's vigilant, responsive approach ensures that children's wellbeing remains central to everything they do. Their actions actively shape a nurturing, positive learning environment where every child feels valued and supported. This active and consistent approach enables the setting to deliver high standards of behaviour and personal development.

Children's welfare and wellbeing: Strong standard

Typically, staff promote children's physical development, health and wellbeing by embedding healthy routines and maintaining vigilant oversight. Key persons form secure relationships with each child, enabling prompt responses to changes in behaviour or wellbeing and supporting children's emotional security. Staff encourage daily outdoor play, facilitating the development of physical skills, independence and risk management. Children confidently access and explore the outdoor environment, demonstrating high levels of engagement and enjoyment.

Staff communicate clearly, and they frequently praise children, recognising and assisting those who need extra help to follow instructions. Through immediate guidance and encouragement, staff nurture independence and deepen children's understanding of personal care. High standards of hygiene are consistently modelled and reinforced, such as the correct use and disposal of tissues, helping all children to gain confidence and skills in managing their own personal care routines. As a result of these practices, children develop resilience, self-assurance and positive attitudes towards healthy habits. The secure relationships fostered between staff and children ensure swift responses to changes, supporting children's emotional security. Through their proactive approach, staff have a significant impact on children's development and wellbeing, evidenced by children's growing confidence, independence and resilience.

Leadership and governance: Expected standard

Leaders have a clear vision and provide effective strategic planning that is reflected in the positive culture across the setting. They have addressed their previously identified areas for development effectively. Leaders continue to focus on continuous improvement, particularly strengthening monitoring and evaluation systems and early identification of additional needs. Their drive supports ongoing development throughout the setting. Typically, leaders and staff set high expectations and demonstrate unwavering commitment to every child. They drive continuous improvement across the setting. Leaders observe practice, identify staff enrichment opportunities and deliver focused coaching. As a rule, staff engage in ongoing training, reflect collaboratively and pursue targeted professional development.

The staff's consistent application of the leaders' vision for good practice leads to measurable improvements in children's engagement, motivation and achievement, ensuring all children are encouraged and supported to achieve positive outcomes. Leaders reinforce this practice through targeted training and strengthened systems, empowering staff to deliver high-quality interactions and maximise learning for every child, thereby securing positive outcomes for all. They maintain robust recruitment procedures, conduct thorough checks and provide comprehensive induction, ensuring high standards and alignment with the setting's ethos.