Stanley's at Primrose

Inclusion: Expected standard

Leaders and staff know children and their families well. They take time to understand the different challenges families face and use this understanding to shape support. Staff work in partnership with parents, ensuring that children's prior experiences are taken into account, so that every child feels included.

When staff notice gaps in learning, they put tailored support in place promptly. They adjust routines and activities so all children can take part, for example by using low-level furniture or planning quieter spaces away from distractions. Staff review progress regularly and adapt their approach as needed, involving families in each stage. Parents speak positively about how well their children are included and supported.

Leaders ensure that staff have the appropriate skills and knowledge to give children the right level of support at the right time Children with special educational needs and/or disabilities benefit from planned support that enables them to play a full part in nursery life. Key staff coordinate provision effectively and work closely with other professionals so that children benefit from specialist input where appropriate.

Leaders use additional funding carefully. For example, they provide climbing equipment that helps children to strengthen their physical development. Leaders monitor the impact of this funding to check that disadvantaged children continue to make progress.

Curriculum and teaching: Expected standard

Leaders strengthen curriculum planning and teaching through ongoing evaluation and improvement. The curriculum generally builds progressively on what children know and can do, with a clear focus on areas where children need most support. Books and stories become more complex as children move through the nursery, helping them expand vocabulary and deepen understanding of language. Staff introduce new words and explain their meaning, supporting children to develop confidence in communication.

Staff know children well and adapt teaching to meet individual needs, including those who are disadvantaged, have special educational needs and/or disabilities, or face other barriers to learning. They check what children know and can do and tailor activities to meet specific learning needs.

Teaching is flexible and matched to each child's stage of development. Leaders prioritise children's health and wellbeing, promoting active play and supporting emotional resilience during play.

When teaching mathematics, staff do not always do so in a clear sequence. For example, staff encourage children to count to larger numbers before children have built a secure knowledge of smaller ones. As a result, some children learn numbers by memory rather than developing an understanding of their meaning and value.

Achievement: Expected standard

Children achieve securely across the curriculum. They make appropriate progress from their starting points, particularly in communication and language. Staff interactions support children to build vocabulary and confidence, and children learn and confidently use new words with increasing accuracy.

Children progress well in their physical development through regular exercise and outdoor play. Babies explore paint and make marks, toddlers layer stickers to build fine motor skills, and older children strengthen hand muscles when shaping dough.

Children who are disadvantaged or vulnerable, including those with special educational needs and/or disabilities, are supported to make progress because the curriculum is tailored to their individual needs. Children develop their personal, social and emotional skills as they form friendships and play alongside others, supported by warm relationships with staff.

By the time they leave, children are confident, curious and prepared for their next stage of education. They have the knowledge and skills they need for later learning and school.

Behaviour, attitudes and establishing routines: Expected standard

Staff create a positive environment and introduce meaningful expectations for behaviour. Children are learning to understand the 'golden rules' such as having 'kind hands' and 'walking feet'. However, the consistency with which staff reinforce expectations is not always secure, particularly during group times. Although staff tell children what is expected, they sometimes share instructions through songs and do not consistently check that children have listened, understood and responded. Some children, therefore, lose focus during group times.

Children behave well and show kindness to their friends. Staff support this appropriately, for example by creating occasions where children need to help one another, share equipment or take turns. Children play together happily, particularly during imaginative play. Staff encourage cooperation by praising children for their teamwork.

Leaders work closely with parents to encourage attendance and punctuality, and children benefit from these expectations. Children arrive ready to learn, settle quickly and show a sense of belonging in the nursery. This supports their confidence, resilience and readiness to take part in learning.

Overall, children are curious, engaged and eager to join in activities. Familiar routines help them to feel settled and ready to learn. Staff consider children's age, stage of development and individual circumstances when guiding their behaviour, including making appropriate adjustments for children with special educational needs and/or disabilities.

Children's welfare and wellbeing: Expected standard

Staff organise care practices carefully to meet children's individual needs. Babies' routines flow naturally with their individual needs, and staff adapt their practice to ensure comfort and security. Staff build warm, responsive relationships, and secure attachments with key staff help children build the confidence to explore and learn. Staff take particular care to support children during transitions. For example, thoughtful strategies such as a home-nursery link bears to help children settle quickly on arrival.

Children enjoy daily opportunities for outdoor play, which help them build strength, balance and coordination. Staff supervise children carefully, particularly at mealtimes and when children are sleeping, so they remain safe and well. Staff actively teach children how to keep themselves safe and healthy. For example, staff explain when and why children should wash their hands, helping them understand the link between good hygiene and staying well. Children eat well-balanced meals that meet nutritional needs and learn about making healthy choices.

Staff provide tailored support for children who are disadvantaged and those with special educational needs and/or disabilities so that their welfare and wellbeing remain a priority. Staff support children's emotional wellbeing effectively. They talk about feelings regularly, helping children to name emotions, ease frustration and understand the needs and feelings of others.

Leadership and governance: Expected standard

Leaders place children's best interests at the centre of their work and manage change appropriately. Recent changes in leadership and staffing have been handled steadily, with staff supported so that morale remains positive.

Reflective practice supports ongoing improvement. Leaders evaluate provision regularly and act on what they find. For example, they are refurbishing the garden to expand outdoor learning opportunities and have introduced home visits to strengthen relationships with families. These changes show how leaders respond thoughtfully to children's needs and feedback from parents.

Professional development is purposeful and linked to children's learning. Recent training on language development has been shared with staff, helping them to apply new skills in practice and improve outcomes for children. Supervision and induction are well organised, giving staff confidence and helping them build expertise. Leaders balance ambition with care for staff wellbeing, supporting a collaborative culture where workload feels manageable.

Partnerships with parents are effective. Families are welcomed into the nursery for social events and activities, and staff signpost them to wider services when needed. Leaders ensure children receive appropriate support to they thrive alongside their peers. Leaders' commitment helps children to benefit from consistent education and care.