Ridgemount Cottage Nursery School

Inclusion: Expected standard

Leaders have generally established inclusive practice that supports children's individual needs well. Staff identify emerging needs early and work closely with the special educational needs coordinator to assess, plan and review support. Children who need additional help, including those with special educational needs and/or disabilities, benefit from targeted strategies. For example, staff use simple picture cues to show children what will happen next, and they break instructions into short, clear steps so children can follow routines and activities alongside their peers. Leaders work effectively with external agencies, ensuring children receive timely specialist input.

Staff typically understand the barriers some children face and adapt teaching to reduce these. For example, they simplify language for children who find communication difficult or provide calm, predictable routines for those who need help managing their emotions. Children who face barriers to learning or wellbeing benefit from purposeful use of additional funding, which enhances opportunities for engagement and language development.

Leaders monitor progress through regular reviews and use this information to shape provision. Families are welcomed and involved in decision-making, and staff value the insights parents share about their children. Inclusive practice is generally embedded across the setting and contributes positively to children's sense of belonging.

Curriculum and teaching: Expected standard

Leaders have strengthened the curriculum and teaching across the setting, ensuring it is purposeful, well sequenced and responsive to children's interests. Staff understand what children need to learn and how activities link to the curriculum intent. Teaching supports communication and language effectively, with staff modelling vocabulary, extending children's ideas and creating opportunities for conversation during play. For example, during outdoor learning, staff narrate children's actions as they mix mud, water and natural materials, introducing words such as 'pour', 'scoop', 'sticky' and 'smooth'. In the pre-school room, practitioners build on children's fascination with home routines by providing real-life resources in the mud kitchen, prompting rich dialogue about cooking and family experiences.

The curriculum prioritises physical development, personal, social and emotional development and communication, which are woven through daily routines and continuous provision. Staff usually adapt teaching for children who need additional help, including those with special educational needs and/or disabilities, ensuring they can participate meaningfully. Assessment is used appropriately to identify next steps and shape planning, with staff drawing on observations, parental input and developmental knowledge.

Children typically engage well with the curriculum and show enjoyment in their learning. Leaders' focus on improving consistency across rooms is helping to strengthen practice further.

Achievement: Expected standard

Children usually make secure progress across the curriculum, particularly in communication and language. They develop confidence, independence and social skills through well-planned opportunities indoors and outdoors. Children who need additional help, including those with special educational needs and/or disabilities, achieve well from their starting points because staff understand their needs and adapt teaching accordingly. Disadvantaged children benefit from targeted support that helps them access learning and develop key skills.

Children are increasingly well prepared for their next stage of learning. Pre-school children develop early mathematical understanding, physical coordination and social confidence, and they take part in routines that build independence, such as self-serving at mealtimes. Younger children explore sensory materials, practise early communication skills and develop confidence as they learn to move, handle objects and interact with others. Transition arrangements with local schools further support children's readiness for Reception.

Behaviour, attitudes and establishing routines: Needs attention

Children's experiences are not consistently calm or supported in a way that helps them feel understood and settled throughout the day. At times, staff do not provide the guidance children need to understand and manage their feelings, and some routines become busy or interrupted in ways that unsettle children. For example, during lunchtime preparation, several children wait without clear direction, becoming restless or calling out for attention.

When staff are focused on practical tasks, such as organising resources or supporting toileting, opportunities to acknowledge children's emotions are missed. This can lead to moments where children feel unsure or overlooked, affecting their confidence and their ability to regulate their behaviour. When transitions are not well organised, such as moving from outdoor play to group time, children can feel uncertain about what is happening next, which reduces engagement and leads to avoidable disruption.

Many children enjoy their learning and respond positively to familiar routines. They show enthusiasm for activities and interact well with their peers. Staff model positive relationships that help children collaborate and take part in shared play. Attendance is monitored carefully, and leaders work with families to promote regular attendance.

Leaders recognise the need to strengthen emotional coaching and ensure that daily routines and transitions are purposeful, predictable and supportive. They are taking steps to improve staff confidence in helping children understand their feelings and to revise the organisation of the day so that children experience smoother, more child-centred transitions.

Children's welfare and wellbeing: Needs attention

Children's emotional wellbeing is not consistently supported across the setting. There are times when staff do not notice or respond promptly to children's cues for comfort, reassurance or connection.

Sometimes, staff focus mainly on completing practical jobs, such as preparing bottles or organising bedding, and they do not notice children's emotions. When this happens, children's feelings can be overlooked, which reduces their sense of security and limits opportunities for them to feel soothed and understood. At times, staff concentrate on these tasks and miss chances to offer eye contact, gentle touch or simple verbal reassurance that would help children regulate.

Despite these inconsistencies, many children experience warm, caring interactions with staff. Babies benefit from sensory exploration and calm, responsive moments that help them feel safe, such as shared book reading, soft singing or gentle rocking when they become unsettled.

Children's physical welfare is supported through secure hygiene routines, safe sleeping arrangements and effective management of allergies and medication. Parents report improvements in communication and consistency under new leadership.

Leaders understand where practice needs to improve and are working to embed more attuned, responsive caregiving so that all children experience calm, predictable care that supports their emotional wellbeing.

Leadership and governance: Expected standard

Significant changes in leadership have brought greater stability and clearer direction to the setting. Leaders demonstrate careful self-evaluation and have an accurate understanding of strengths and areas requiring improvement. They take decisions in the best interests of children, particularly those who need additional help, including those with special educational needs and/or disabilities, or additional vulnerabilities, and have strengthened safeguarding oversight, staff deployment and communication with parents.

Staff wellbeing is prioritised through regular one-to-one sessions, professional learning opportunities and supportive supervision. Leaders have invested in the environment, curriculum and routines, and they work closely with external agencies to enhance provision. They respond professionally to concerns raised by parents and use feedback to shape improvement actions.

Leaders' work since taking over has resulted in visible positive change, and they are committed to addressing remaining inconsistencies in practice. Their focus on improving how staff notice and respond to children's emotions, alongside more consistent routines and responsive care, reflects an accurate understanding of what will make the greatest difference to children's experiences.