Shepperton Organic Day Nursery

Inclusion: Expected standard

Leaders and staff have high expectations for all children, including those with special educational needs and/or disabilities (SEND). They provide an inclusive environment where children, including those with SEND, access the curriculum alongside their peers and make good progress. Children are assessed during their settling-in period to establish their starting points to identify next steps. Ongoing assessments identify where children need further support. Leaders and staff work with professionals to help reduce the barriers to learning. For example, staff work with the local authority SEND team and speech and language therapists to share strategies to support children's next steps. They implement advice and review adaptations with parents to check their impact. Staff know children well and typically adapt teaching and routines effectively to meet individual needs. For example, staff use simple sign language and visual prompts to help children with communication needs express themselves and communicate with others.

Leaders are secure in their knowledge on how to use any additional funding to support children, such as early years pupil premium. Although they do not currently have any children eligible for this, they understand how it could be used to enhance children's learning and development by providing additional resources or targeted support to build on their knowledge, skills and life experiences. This shows readiness to respond effectively to the needs of disadvantaged children.

Curriculum and teaching: Expected standard

Leaders and staff implement a curriculum that overall supports all children, including those with special educational needs and/or disabilities, to make secure progress. Staff use assessment information to plan experiences that build on what children know and can do. They carefully consider what children like and their next steps in learning to plan for their continued development. For example, they provide a range of accessories to go with the dolls in the role play area to encourage opportunities for children to develop conversational skills. There is a sharp focus on developing communication and language through regular sharing of stories and singing familiar nursery rhymes.

Staff interactions are generally effective in supporting children's learning. They speak to children about what they are doing and engage in children's play. There are times, however, when staff do not take advantage of opportunities to extend older children's knowledge to the next level. When children show a particular interest in an activity, staff do not always follow this interest in the moment to build on children's existing knowledge. For example, staff enthusiastically join in when filling different containers with water, but they do not consistently extend children's thinking by posing challenges that encourage them to investigate further. This impacts children's opportunities to broaden vocabulary and deepen their early mathematical understanding.

Achievement: Expected standard

Children, including those with special educational needs and/or disabilities (SEND), make typical progress from their starting points across the areas of learning. This equips them well for the next stage of their learning, including their move to the next room within the nursery, and ultimately to school. Children demonstrate positive attitudes towards learning and remain engaged in activities for extended periods.

Children develop independence and physical skills as they grow. Younger children are supported to feed themselves at mealtimes with increasing control using a spoon, while older children lay tables, hand out plates and cutlery, and manage their personal care.

Regular stories and songs strengthen children's vocabulary, listening and understanding. Consequently, children are confident talkers who form supportive friendships with their peers. They communicate their ideas clearly and engage in meaningful conversations. Children with SEND begin to show increased social confidence and assurance with familiar routines.

Behaviour, attitudes and establishing routines: Expected standard

Leaders create a positive and nurturing environment where children generally understand routines and expectations. Consistent daily structures help children to feel secure and enable them to engage positively in learning and play. Mixed groupings of children and staff deployment support children's individual developmental needs effectively, particularly for children with special educational needs and/or disabilities. Children move confidently through the day because staff provide clear guidance and support. Staff specifically teach skills including self-control and turn-taking, using visual supports such as sand timers. These strategies help children develop patience, resilience and positive social interactions. Relationships between staff and children are warm and respectful. Staff model kindness and encourage children to cooperate, share and support one another. The youngest children learn to interact positively with their peers and take turns when playing together with puzzles.

Children demonstrate positive attitudes towards their learning. They engage enthusiastically in activities, make choices independently and participate in adult-led and child-initiated experiences. Staff use praise effectively to reinforce positive behaviour and encourage children's confidence and engagement. Leaders work closely with families to establish routines that support children's attendance, wellbeing and learning. Staff also adapt their approaches to meet children's individual developmental needs. They ensure expectations remain appropriate and achievable. Children behave well, understand expectations and typically demonstrate positive attitudes to learning.

Children's welfare and wellbeing: Expected standard

Leaders have established inclusive practices that ensure children who face barriers to learning or wellbeing receive appropriate support. Effective partnership working with families and professionals helps practitioners to understand children's circumstances and respond effectively. Although leaders identify minor improvements to further strengthen consistency in practice, children's welfare needs are met effectively. Children experience consistent routines that support their welfare and wellbeing. They enjoy relaxed snack and mealtimes, where they talk with staff about the food they are eating. Children have healthy, home-cooked organic foods and are introduced to a varied diet. At mealtimes, children self-serve their food and drink and use cutlery independently. Staff promote children's safety by encouraging them to sit properly at tables. They guide younger children to climb steps carefully to the sink, so they wash their hands safely. Younger children follow a calm nap routine, supported by a dedicated staff member. Safer sleep requirements are followed rigorously.

Children have access to a large outdoor area, which has dedicated space for exploring nature and growing vegetables. Having regular access to the outdoors supports children's wellbeing and emotional health. Staff steadily build children's confidence in managing feelings through guidance. For example, they offer children a hug when they are upset. This calm and caring support helps children to regulate their emotions.

Leadership and governance: Expected standard

Leaders are reflective about the nursery and identify strengths and areas that require improvement. They conduct regular staff supervision meetings, monitor staff wellbeing and consider workload. Staff report that they feel valued, listened to and supported, which contributes to consistent care and learning for children. Leaders have developed an induction and recruitment procedure that ensures staff working with children are suitable. This includes mandatory training, such as first aid and safeguarding. Leaders identify individual training needs and provide support for staff to obtain professional qualifications. This supports staff to strengthen their practice. However, at times, leaders do not always ensure that professional development is sufficiently strategic, and this has not fully addressed minor inconsistencies in the quality of teaching.

Leaders work closely with parents and external professionals to secure targeted support and access funding, make referrals and support the needs of all children, including those who face barriers to their learning, such as those with special educational needs and/or disabilities. They prioritise inclusion and take purposeful action to reduce barriers to learning. Parents comment positively on the nursery and its leaders. They feel very well informed about their children's progress and feel their children have made progress from their starting points. They comment on the nursery's open-door policy and how they feel valued and listened to.