Teddy Wilf's @ Witterings

Inclusion: Strong standard

Leaders ensure children's needs are quickly and effectively identified. For example, staff gather detailed information from families during settling, hold regular conversations and complete an observation period to understand each child's emerging needs. They use assessment tools, such as speech and language trackers, to ensure that any concerns are recognised at the earliest opportunity. This means staff can put tailored support in place quickly for disadvantaged children, those with special educational needs and/or disabilities (SEND), those known or previously known to social care and others who face barriers to their learning or wellbeing.

Staff have a robust procedure to assess, plan, do and review the learning and planning for children with SEND. This supports their positive progress and gives them the skills for their later learning. Leaders work closely with parents and outside professionals, such as local authority assessment teams, to make timely referrals. They meet regularly with families to ensure that next steps are small, manageable and clearly understood at home and in the setting. Parents speak positively about the high level of support their children receive.

Leaders are highly proactive and form links with professionals, such as physiotherapists, social workers and school teachers. They act on advice to make thoughtful adaptations to the environment and curriculum. This helps all children to access learning meaningfully and make steady progress from their starting points. This ensures that barriers to learning and/or wellbeing are reduced, and all children feel secure and are supported to thrive.

Additional funding is used to ensure disadvantaged children can overcome barriers to their learning and/or wellbeing. For instance, life skills sessions and funded extra days help children develop independence, strengthen their social and communication skills and access the full curriculum.

Curriculum and teaching: Expected standard

Leaders have a clear and ambitious understanding of the curriculum. They have designed it carefully so that all 7 areas of learning are supported, and staff know what to teach and when. The curriculum is sequenced thoughtfully, and staff use assessment well to understand what children know and can do. This means learning is tailored to each child and all children can make progress from their different starting points.

Teaching and assessment are adapted effectively for children, including disadvantaged children, those with special educational needs and/or disabilities, those known or previously known to children's social care and those with other barriers to their learning or wellbeing. For example, staff make adaptations to the physical environment, use visuals and break learning into smaller steps so all children can access the curriculum well.

Staff form nurturing, positive bonds with children and model kindness, sharing and turn-taking. This supports children's wellbeing and social development. Children enjoy many opportunities for physical development. For example, they knead and mix play dough, dance to songs and thread large buttons indoors. Outside, they kick balls, throw water balloons at a pretend fire and dig, scoop and pour in the sand and water tray. Mathematical learning is woven throughout the day. For example, staff sing number songs and encourage children to count and use size language as they plant strawberry plants in the garden.

Generally, interactions are of a high quality. For example, staff narrate play, recast language and model vocabulary to build children's communication skills. However, staff sometimes ask children too many questions. This can interrupt children's play and limit opportunities for them to think deeply and build on their own ideas.

Achievement: Expected standard

Children develop the knowledge and skills that are appropriate for their age and stage across the 7 areas of learning. They make progress with their communication and language. For example, children join in with familiar songs, repeat key words and begin to use language confidently in their play.

Children, including disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or well-being, achieve well from their starting points. They receive the necessary support to reach developmental goals.

In general, children are well prepared for the next stage in their learning or their transition to school. They show independence as they freely choose activities and are mostly well engaged in their play. However, children's progress is occasionally limited by variations in the highest quality of teaching.

Behaviour, attitudes and establishing routines: Strong standard

Leaders have created a kind, respectful culture where children feel safe, valued and ready to learn. They set clear expectations for behaviour and use calm, predictable routines that staff apply with consistency and care. Transitions are thoughtfully planned so children move smoothly between activities and continue to show positive behaviour. For example, children begin tidying up when they hear the bell and know exactly where resources belong, supported by warm encouragement from staff. They sing a 'please and thank you' song before lunch, helping them practise good manners. Staff ensure that all children, including those with special educational needs and/or disabilities, disadvantaged children and those facing barriers, can follow the expectations. For instance, they use pictures of resources and activities, clear language and small adaptations to the environment so every child can participate confidently. These consistent routines strengthen children's confidence, wellbeing and sense of belonging.

Staff build warm, trusting relationships with children, helping them to settle quickly and develop a positive attitude towards learning. They are excellent role models, speaking kindly, supporting turn-taking and sharing, and modelling the behaviours they expect to see. In turn, children show kindness, cooperate with one another and talk through their play with growing confidence.

Attendance is promoted well. Leaders work closely with families to support regular attendance so children benefit fully from the learning on offer.

Children's welfare and wellbeing: Expected standard

Leaders place a high priority on creating a secure, welcoming environment where all children feel safe, happy and ready to learn. They have established clear policies and procedures that promote children's welfare and wellbeing, and these are generally well understood by staff and parents.

Overall, staff promote children's wellbeing. They build warm, nurturing relationships that help children to learn about and manage their emotions. However, information to support children's individual learning and wellbeing is not shared often enough with families to ensure continuity.

Children benefit from regular access to outdoor learning, giving them space to explore and be active throughout the day. Staff support children to become increasingly independent and confident in managing their personal care. For example, they teach children how to wash their hands, put on their coats and tidy away resources. All children learn about healthy choices relating to food, rest, exercise and screen time. Mealtimes are calm, sociable occasions. For example, staff play gentle music, model good manners and encourage conversation about healthy food choices and children's interests. This supports children's early understanding of healthy lifestyles and builds on their social development.

Staff are inclusive in their approach. Children with special educational needs and/or disabilities, disadvantaged children and those facing barriers can participate fully. This helps to create a sense of belonging for all children.

Leadership and governance: Expected standard

Leaders have a clear vision for the setting and are committed to providing a safe and nurturing environment for children. They have established policies and routines that guide practice, and these are generally understood well by staff and parents. Leaders monitor the quality of provision and identify areas for development, although some expectations are not yet embedded consistently across the team.

Leaders recognise the importance of working closely with parents. They provide flexible and in-depth settling sessions, weekly updates through the communication app and termly meetings to share children's progress and next steps, and they organise family events such as inclusive Christmas celebrations and special activity days. These approaches help to build positive relationships with families. However, communication is not consistently effective. At times, staff do not provide meaningful feedback about a child's day, which limits parents' understanding of their child's learning and reduces opportunities to strengthen partnerships between home and the setting.

Staff wellbeing and workload are supported well, and staff feel that leaders are approachable and supportive. Leaders provide team bonding events and ensure staff have time for training. Leaders offer a mix of in-house and online training, and staff engage positively with these opportunities. Training reflects children's needs, such as healthy eating and sleep guidance, understanding curriculum intent, and speech and language training. This helps staff develop their knowledge and contribute to ongoing improvement.