Rocking Horse Nursery

Inclusion: Strong standard

Children's wellbeing and development sit at the centre of the setting's practice. Staff know children well and adapt care to meet individual needs. They plan transitions carefully, including gradual moves between groups and opportunities for new families to visit before children start. As a result, children settle quickly, develop confidence and feel secure within the environment.

Staff monitor children's progress closely and identify emerging needs at an early stage. They work in partnership with parents to agree strategies, timescales and next steps. Leaders implement a graduated response and seek support from external professionals promptly. As a result, children receive timely support and make consistent progress from their starting points.

Leaders ensure that children access support at the right time. They maintain a clear focus on improving outcomes and plan the use of additional funding carefully alongside parents and staff. Funding has supported improvements to the learning environment, including the development of an outdoor area for children under 2-years-old. Resources and training reflect children's identified needs and interests and support the delivery of planned interventions.

Parents describe communication as open and informative. They value the setting's commitment to involving them in decision-making and report that staff provide timely guidance and support. This enables children to access appropriate interventions and continue to make consistent progress.

Curriculum and teaching: Expected standard

Leaders hold high aspirations for all children. They place children's wellbeing and sense of self at the centre of the curriculum. Staff provide opportunities for children to explore, investigate, test ideas and take appropriate risks. The environment reflects children's interests and next steps and encourages confident engagement in learning.

Staff know their key children well and use observations to identify interests and plan next steps. Effective information sharing ensures that all staff understand children's learning priorities and individual needs. Staff use questioning and discussion to encourage thinking and problem-solving. For example, during a rendition of 'The Three Little Pigs', children considered different materials and their properties when building houses for the pigs and compared these with materials used in their own homes.

Staff frequently use language that promotes conversation, thinking and engagement. However, opportunities to consistently extend children's vocabulary and deepen learning through open-ended questioning are not yet embedded across all rooms and groups. Leaders recognise this and are supporting newer staff to develop this aspect of practice.

Daily routines and activities are used to deliver targeted support for children. During play dough activities, they promote counting, turn-taking and discussion. Children access additional support through everyday experiences, helping them practise and strengthen emerging skills.

Literacy features prominently throughout the setting. Children access books, rhymes, sensory stories and traditional tales. Staff use action storytelling to engage children and encourage participation. Children confidently retell stories, predict events, use props and costumes, and incorporate familiar storylines into their independent play.

Children are supported to recognise and talk about feelings and emotions. Children understand routines and expectations. They investigate sensory resources, construct towers, ride bicycles and engage in imaginative play. Children interact positively with peers and staff and remain engaged in activities that capture their interest.

Achievement: Expected standard

All children make progress from their starting points. Children develop confidence, independence and positive relationships as they are encouraged to make choices, manage tasks for themselves and play alongside their friends. They feel safe, secure and valued within the setting and access the support they need to participate fully in learning and daily experiences.

Children engage positively in activities and conversations. They engage in interactions that support their learning and development. Opportunities remain to further strengthen outcomes through the more-consistent use of language and open-ended questioning to extend children's vocabulary and thinking across all groups.

Children feel well supported and included. Their individual needs are understood and they access the support they need to participate fully in daily experiences. They approach transitions confidently, becoming familiar with new environments, routines and expectations as they move between groups and settings.

As a result, children settle quickly, take part fully in daily experiences and demonstrate increasing confidence, resilience and independence. They approach their next steps in learning and development positively and are well prepared for future learning.

Behaviour, attitudes and establishing routines: Strong standard

Staff establish clear expectations and support children to develop positive attitudes towards learning and relationships. Children are encouraged to use good manners, share resources and consider the needs of others. Staff provide consistent reminders, such as using 'kind hands', and recognise positive behaviour throughout the day. As a result, children learn how to interact positively with their peers and participate in activities cooperatively. Small-group activities provide regular opportunities for children to practise turn taking, sharing and collaboration in an age-appropriate way.

Children demonstrate a sense of belonging within the setting. Warm relationships between children and staff are evident. Children separate confidently from their parents and receive welcoming greetings from familiar staff. They seek reassurance, comfort and support when needed and confidently share their thoughts and feelings.

Leaders maintain processes to monitor attendance and punctuality. Staff follow up unexplained absences promptly. As a result, children attend regularly, settle quickly and engage positively with the environment, their peers and the opportunities available to them.

Children's emotional development is supported by staff through daily interactions and planned activities. Discussions about feelings form a regular part of practice, with children encouraged to explore emotions such as 'worried', 'excited' and 'sad'. Books, games and conversations help children develop their emotional vocabulary and understanding of themselves and others.

Children's welfare and wellbeing: Strong standard

Children's welfare and wellbeing are at the centre of the setting's practice. Staff develop warm, responsive relationships with children and their families. Parents describe staff as a key strength of the setting and report feeling part of an extended family. They value open communication and partnership working, which supports consistency between home and nursery.

Staff adapt routines to meet individual needs. For example, children who are new to the setting follow familiar home routines to support their transition. Staff gather information about children's experiences of food and mealtimes and seek to replicate these where appropriate, providing continuity during the settling-in process. Children benefit from calm, predictable routines and transitions. Staff manage these sensitively and allow children to participate at their own pace. Children develop independence through daily opportunities to wash their hands, wipe their noses and manage personal care. Staff use visual prompts to help younger children understand routines and make choices.

Leaders review practice in response to current guidance and ensure that staff deployment meets children's needs. As a result, mealtimes and sleep times are calm and unhurried. Staff supervise children and create an environment where children feel safe and supported. Children access the outdoor environment daily and benefit from opportunities for fresh air and physical activity. Staff encourage children to think about risk and safety. For example, when children wanted to play a running game, staff asked them to help tidy away toys first so they had sufficient space to run safely and reduce trip hazards.

Leadership and governance: Strong standard

Leaders regularly review practice and identify strengths and areas for development. They are committed to creating an inclusive environment where children, families and staff feel valued and respected. Parents and staff speak positively about the relationships leaders have established across the setting.

Leaders focus on ensuring that every child accesses appropriate support from the earliest opportunity. They work closely with parents and professionals, using information sharing and transition processes to identify and respond to additional needs at an early stage. Leaders in their roles as special educational needs coordinator and designated safeguarding lead have embedded clear systems and procedures. As a result, staff understand how to record concerns, share observations and escalate issues in a timely manner.

Leaders support staff development through supervision, feedback and professional development. Staff report that they feel heard, valued and supported. Leaders use creative approaches to improve practice, including friendly competitions and incentives that encourage staff teams to focus on key priorities, embed improvements within their rooms and evaluate the impact on children's experiences. Staff recognise their training needs and engage with professional development opportunities. Leaders ensure that staff develop secure foundations in early years practice while continuing to build their skills and confidence.

Leaders work with the wider leadership team to review and refine practice. Communication and information sharing support decision-making, and leaders seek the views of parents and staff when planning improvements. For example, they consider stakeholder feedback when allocating targeted funding to support children's development. Students value the mentoring and guidance they receive, reflecting leaders' commitment to developing the future workforce.