St Vincent's Nursery

Inclusion: Strong standard

Leaders and staff have established a positive culture of inclusion where all children's needs are recognised, valued and acted upon. From the earliest stages, staff identify and support children's starting points, ensuring that those with special educational needs and/or disabilities (SEND) and disadvantaged children receive tailored support. Children benefit from a graduated approach, receiving the right level of support at the right time. Staff work closely with families and external professionals, using ongoing observation to make thoughtful adaptations, such as adjustments to routines, reducing barriers to participation and promoting children's overall wellbeing.

Key workers have an excellent understanding of children's individual needs and interests. Children who speak English as an additional language are supported well. Staff work with families to teach children the English language and use visual aids to help them learn about routines. All children have a positive attitude towards their learning. Leaders are always looking for opportunities to develop and enhance skills across the team. Staff have undertaken additional focused training to enable them to give every child the best possible support. For example, staff have attended 'sign-a-long' training to help support children's communication and interactions.

Leaders use additional funding wisely. A qualified speech and language therapist visits weekly. This ensures effective strategies are in place and gives children the best possible start in life.

Curriculum and teaching: Strong standard

Leaders have high aspirations for all children attending this inspiring and stimulating setting. Staff have developed a bespoke and broad curriculum that is focused on developing children's resilience and positive attitudes to learning. All staff, including leaders, practitioners and early years teachers, think carefully about the curriculum for children. The curriculum is ambitious, creative and highly responsive to children's individual needs. All children, including those who need additional support, engage in a wide range of learning opportunities. These are planned to help them make good progress in their development. Staff know precisely what the children in their care require and tailor the curriculum accordingly.

Communication and language skills are prioritised through a range of language-rich experiences. For example, staff use songs to encourage children to follow instructions, such as 'everybody tidy up'. Strategies such as communication boards and signing are used to support children with barriers to learning. The early years teachers have developed a bespoke phonics programme that is carefully sequenced, building secure foundations in early reading. Staff consistently strengthen outcomes for children in mathematics. The impact of this is seen in the secure knowledge of older children. For instance, they demonstrate a secure knowledge, not only of number, but they also confidently solve problems, make predictions and follow a recipe to bake biscuits.

Achievement: Strong standard

Children achieve consistently well across all areas of the curriculum. Staff establish accurate starting points, enabling them to sequence learning carefully and build securely on what children already know and can do. From the earliest stages, communication and language are prioritised. Children confidently use ambitious vocabulary throughout the day. For example, during role play, they comment, 'The tiger has made a mess,' drawing on their enjoyment from the earlier story of 'The Tiger Who Came to Tea'. This is a result of the daily, purposeful conversations that are embedded within routines across all age groups.

Staff are highly skilled in recognising when children need extra help. They respond swiftly, allowing children to build resilience and perseverance. Children receive targeted support through small groups or tailored sessions when required. This personalised approach ensures that all children overcome barriers and achieve well from their starting points. As a result of this, all children are well prepared for their next stage of learning.

Behaviour, attitudes and establishing routines: Expected standard

Staff have high expectations for children's behaviour. They take opportunities to remind children of the rules. From an early age, children learn behavioural expectations. Children manage their own feelings and behaviour well. They can negotiate and express their needs with each other. Staff notice quickly when children need extra help to get along and provide impactful support that meets their individual needs. For example, staff use strategies such as visual aids and sand timers to help children anticipate what will happen next and regulate their behaviour.

Relationships between staff and children are warm and respectful, giving children a strong sense of belonging. Staff consider children's individual stage of development and circumstances when helping them follow routines and expectations. However, at times, during routine times of the day, staff do not consistently allow children to do things for themselves, which can limit children's opportunities to develop their independence further.

Leaders work proactively with parents to promote good attendance. They use parents' evenings to explain the importance of regular attendance and offer practical advice to help families support learning at home. This strong partnership ensures that children benefit from consistent routines and are well supported in their ongoing development.

Children's welfare and wellbeing: Strong standard

Leaders and staff create a safe space for children to feel happy and secure. Staff create a balance of structured activities and opportunities for children to explore freely. This nurtures children's sense of awe, wonder and curiosity. For example, with close supervision, children confidently climb the ladder to pour water from a height, showing both confidence and an emerging understanding of how to keep themselves safe.

Children's welfare and wellbeing take priority for leaders and staff. They promote this consistently through thoughtful care practices and a culture that values each child's individuality. The key-person system is an overall strength. It enables children to form secure, positive attachments with trusted adults. Staff build responsive, nurturing relationships that ensure children's unique needs are understood and met effectively. Disadvantaged children and those with special educational needs and/or disabilities benefit from carefully targeted support that enables them to thrive.

Staff have introduced 'calm corners' in every room, giving children space to pause and reflect. Carefully chosen activities help children regulate their emotions independently. Older children take on the role of 'wellbeing warriors', acting as buddies to support their peers and build their own confidence.

Leadership and governance: Strong standard

Leaders understand their responsibilities and take effective action to ensure the nursery remains safe, inclusive and well led. They are ambitious and drive a culture of continuous improvement. They set consistently high expectations and model professionalism across the setting. Targeted training and coaching strengthen staff knowledge and enhance the quality of learning experiences for all children. For example, staff have completed training on physical literacy and the importance of movement in supporting brain development. As a result, activities such as the daily mile and regular tummy time experiences are now embedded in daily routines.

Staff feel supported and benefit from ongoing professional development. Continuous training keeps their safeguarding knowledge and educational practice strong and up to date. Regular supervisions and peer observations give staff and leaders meaningful opportunities to reflect together and refine their approach. Staff feel valued and show clear pride in their work. Their passion and commitment to children's learning shine through in the high-quality interactions and experiences they provide.